Learning Environment, Attitudes and Achievement among Middle-School Science Students Using Inquiry-Based Laboratory Activities

Autor/inn/en	Wolf, Stephen J.; Fraser, Barry J.
Titel	Learning Environment, Attitudes and Achievement among Middle-School Science Students Using Inquiry-Based Laboratory Activities
Quelle	In: Research in Science Education, 38 (2008) 3, S.321-341 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-007-9052-y
Schlagwörter	Student Attitudes; Physical Sciences; Science Laboratories; Educational Environment; Gender Differences; Middle School Students; Secondary School Science; Science Experiments; Science Achievement; Inquiry; Science Instruction; Teaching Methods + Suchen Sie Ihr Suchwort? Schülerverhalten; Natural sciences; Naturwissenschaften; Naturwissenschaft; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Geschlechterkonflikt; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study compared inquiry and non-inquiry laboratory teaching in terms of students' perceptions of the classroom learning environment, attitudes toward science, and achievement among middle-school physical science students. Learning environment and attitude scales were found to be valid and related to each other for a sample of 1,434 students in 71 classes. For a subsample of 165 students in 8 classes, inquiry instruction promoted more student cohesiveness than non-inquiry instruction (effect size of one-third of a standard deviation), and inquiry-based laboratory activities were found to be differentially effective for male and female students. (Author).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10