A Study of the Literature on Lab-Based Instruction in Biology

Puttick, Gillian; Drayton, Brian; Cohen, E.

doi:10.1525/abt.2015.77.1.3

Cited by 19 publications

(15 citation statements)

References 18 publications

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“…Multiple regression analysis showed that 17% of the scores can be predicted by labs and textbooks. This low effect size supports the research of Puttick et al (2015) and Lunetta (1982, 2003), who explained the factors that impacts student achievement. The lack of information on how labs were taught, and how effective they were, needs to be examined (Hofstein & Lunetta, 2003).…”

Section: Conclusion and Recommendationssupporting

confidence: 85%

Examining the Relationship of Textbooks and Labs on Student Achievement in Eighth Grade Science

Jones¹,

Sugalan²,

Mundy³

et al. 2019

AIJ

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One of the most important objectives of teachers, parents, school administrators, and students is to improve student scores on standardized tests, such as the State of Texas Assessment for Academic Readiness (STAAR) in eighth-grade science. This quasi-experimental study examined the science achievement scores between schools that used different textbooks and labs when delivering instruction. This study utilized a quantitative approach, using archival data and survey design. Analysis of covariance (ANCOVA) and multiple regression were used to analyze the data while controlling STAAR eighth-grade reading scores to reveal significant differences between classes. The sample and population for this study were predominantly eighth-grade Hispanic students in South Texas. Analysis of covariance showed that classes that used labs with high hand-on experiences with greater direct student participation received higher science scores on state assessments. Additionally, reading scores were significantly related to science scores. Multiple regression findings indicated that textbooks and labs were significant predictors of student achievement on the STAAR eighth-grade science class result in South Texas for Spring 2015. The findings of this study may serve as a catalyst for improving student achievement in science through changes in textbook adoption and doing labs in science. The result suggests the need to research further to investigate other contributing factors of student achievement.

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Section: Conclusion and Recommendationssupporting

confidence: 85%

Examining the Relationship of Textbooks and Labs on Student Achievement in Eighth Grade Science

Jones¹,

Sugalan²,

Mundy³

et al. 2019

AIJ

View full text Add to dashboard Cite

show abstract

“…The role of practical work in developing students' acquisition of science process skills has been well researched (Abrahams, 2009(Abrahams, , 2011Abrahams & Reiss, 2012;Abrahams, Reiss, & Sharpe, 2011;Hofstein & Kind, 2012;Hong et al, 2013;Woodley, 2009). However, practical work may not be playing an effective role in promoting learning (Millar & Abrahams, 2009;Needham, 2014;Osborne, 2015;Osborne & Millar, 2017;Puttick, Drayton, & Cohen, 2015). Osborne (2015, p. 19), for instance, remarked: "Given that the fundamental purpose of practical work is to help students make links between the world of ideas and the real world of objects and events, there is little evidence that such work is contributing to this goal".…”

Section: Research Problemmentioning

confidence: 99%

Explicit Teaching of Scientific Argumentation as an Approach in Developing Argumentation Skills, Science Process Skills and Biology Understanding

Ping

Halim

Osman

2020

JBSE

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Science educational standards are increasingly emphasising on argumentation skills. However, students' argumentation skills are often not developed well as their experience of science knowledge in schools is often in the form of uncontested facts. This research asserts that argumentation skills should be developed through explicit teaching of argumentation while engaged in practical work that draws on students' science process skills. In turn, developing argumentation skills also improves their science process skills. Thus, this research sought to examine the effect of the Modified Argument-Driven Inquiry approach (MADI), Inquiry without Argument approach (IWA), and the conventional practical work approach (CON) on the development of argumentation and science process skills of Grade 10 students in practical biology. This research employed the quasi-experimental methodology involving Pre-test Post-test Non-equivalent Control Group design. The data were collected through tests on argumentation skills, science process skills and diffusion and osmosis concepts' understanding. The MANOVA results showed that there was a significant improvement in the argumentation skills, science process skills and biology understanding among the students who experienced the MADI approach in practical biology. In contrast, students who experienced the IWA approach in practical biology showed significant improvement only in biology understanding.

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“…Like similar studies in prior experiential education (see Bonney et al, 2009b;Hmelo-Silver, 2004;Puttick, Cohen & Drayton, 2015), researchers found that attitudes toward STEM careers and education, being hypothetical concepts, were both more difficult to measure quantitatively and less indicative of program success than knowledge indices. Like with the knowledge indicators, factors included in attitudinal regressions were treatment condition, age, gender, and grade level.…”

Section: Attitudes Toward Stem Educationmentioning

confidence: 79%

Curriculum and Community Enterprise for Restoration Sciences: The Expansion and Future of the Model

Birney

McNamara²,

Sanders³

et al. 2018

IRHE

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The CCERS partnership includes collaborators from universities, foundations, education departments, community organizations, and cultural institutions to build a new curriculum. As reported in a study conducted by the Rand Corporation (2011), partnerships among districts, community-based organizations, government agencies, local funders, and others can strengthen learning programs. The curriculum merged project-based learning and Bybee’s 5E model (Note 1) to teach core STEM-C concepts to urban middle school students through restoration science. CCERS has five interrelated and complementary programmatic pillars (see details in the next section). The CCERS curriculum encourages urban middle school students to explore and participate in project-based learning activities restoring the oyster population in and around New York Harbor. In Melaville, Berg and Blank’s Community Based Learning (2001) there is a statement that says, “Education must connect subject matter with the places where students live and the issues that affect us all”. Lessons engage students and teachers in long-term restoration ecology and environmental monitoring projects with STEM professionals and citizen scientists. In brief, partners have created curriculums for both in-school and out-of-school learning programs, an online platform for educators and students to collaborate, and exhibits with community partners to reinforce and extend both the educators’ and their students’ learning. Currently CCERS implementation involves:78 middle schools127 teachers110 scientist volunteersOver 5000 K-12 studentsIn this report, we present summative findings from data collected via surveys among three cohorts of students whose teachers were trained by the project’s curriculum and findings from interviews among project leaders to answer the following research questions:Do the five programmatic pillars function independently and collectively as a system of interrelated STEM-C content delivery vehicles that also effectively change students’ and educators’ disposition towards STEM-C learning and environmental restoration and stewardship?What comprises the "curriculum plus community enterprise" local model?What are the mechanisms for creating sustainability and scalability of the model locally during and beyond its five-year implementation?What core aspects of the model are replicable?Findings suggest the program improved students’ knowledge in life sciences but did not have a significant effect on students’ intent to become a scientist or affinity for science.Interviews with project staff indicated that the key factors in the model were its conservation mission, partnerships, and the local nature of the issues involved. The primary mechanisms for sustainability and scalability beyond the five-year implementation were the digital platform, the curriculum itself, and the dissemination (with over 450 articles related to the project published in the media and academic journals). The core replicable aspects identified were the digital platform and adoption in other Keystone species contexts.

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A Study of the Literature on Lab-Based Instruction in Biology

Cited by 19 publications

References 18 publications

Examining the Relationship of Textbooks and Labs on Student Achievement in Eighth Grade Science

Examining the Relationship of Textbooks and Labs on Student Achievement in Eighth Grade Science

Explicit Teaching of Scientific Argumentation as an Approach in Developing Argumentation Skills, Science Process Skills and Biology Understanding

Curriculum and Community Enterprise for Restoration Sciences: The Expansion and Future of the Model

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