Development and cross‐national validation of a laboratory classroom environment instrument for senior high school science

Fraser, Barry J.; McRobbie, Campbell J.; Giddings, Geoffrey J.

doi:10.1002/sce.3730770102

Cited by 105 publications

(64 citation statements)

References 23 publications

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“…Fraser, McRobbie, and Giddings's (1993) work identified five dimensions, namely, student cohesiveness, open-endedness, integration, rule clarity, and material environment. Student cohesiveness describes how well students know each other's, work well together, and support one another.…”

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confidence: 99%

Influence of Laboratory Learning Environment on Students’ Academic Performance in Secondary School Chemistry

Olubu¹

2015

UCER-A

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The study investigated the influence of laboratory learning environment on students' academic performance in secondary school chemistry. Specifically, the study determined the influence of the five dimensions of laboratory learning environment on students' performance in chemistry. The population for the study comprised all the Senior Secondary School Three (SSS III) chemistry students in all the public secondary schools in Ondo State, Nigeria.Descriptive research design of survey type was used. The sample consisted of 690 students from the schools selected for the study. Two research instruments were used for data collection, namely, Questionnaire on Chemistry Laboratory Learning Environment (QCLLE) and Chemistry Practical Achievement Test (CPAT). Data collected were analysed using analysis of variance (ANOVA) and multiple regression. The result showed that there was a significant relationship between the five dimensions of laboratory learning environment and students' performance in chemistry (F (4,684) = 678.96; p = 0.000). Material environment had the highest contribution to students' performance in chemistry (β = 0.345; 34.5%). This is seconded by integration (β = 0.219; 21.9%), followed by student cohesiveness (β = 0.173; 17.3%) and rule clarity (β = 0.139; 13.9%), while open-endedness (β = 0.097; 9.7%) had the lowest contribution. It is recommended that to enhance chemistry teaching and learning, the government should provide secondary schools with resources, teaching materials, models, equipment, and adequate laboratories for the teaching and learning of chemistry.

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confidence: 99%

Influence of Laboratory Learning Environment on Students’ Academic Performance in Secondary School Chemistry

Olubu¹

2015

UCER-A

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“…One of the tools described is known as SLEI (Science Laboratory Environment Inventory), developed in the 1990s (Fraser, McRobbie & Giddings, 1993;Fraser, Giddings & McRobbie, 1995) as a sign of the importance of the laboratory in science education and the remarkable interest in evaluating the laboratory learning environment in high school and higher education. Research in various countries on the environment of science classes carried out in the laboratory indicates that they are dominated by closed activities, that women generally perceive the environment slightly more favorably than men, and that there are associations between the students' attitudes and the learning environment dimensions in the laboratory (Fraser et al, 1993).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Research in various countries on the environment of science classes carried out in the laboratory indicates that they are dominated by closed activities, that women generally perceive the environment slightly more favorably than men, and that there are associations between the students' attitudes and the learning environment dimensions in the laboratory (Fraser et al, 1993). In this regard, Fisher, Harrison, Henderson and Hofstein (1998) noted that physics laboratory classes were perceived as more open than chemistry or biology ones, with the perception of greater clarity of rules in chemistry laboratory classes than in physics or biology.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Interest of the Diversity of Perspectives and Methodologies in Evaluating the Science Laboratory Learning Environment

Membiela

Vidal

2017

EURASIA J MATH SCI T

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The importance of researching the opinions of students and teachers has been pointed out concerning the improvement of teaching and learning in laboratory environments. In this regard, a study of the laboratory environment was carried out from a diversity of perspectives and methodologies. By means of a questionnaire it was learned that the perception of the actual laboratory environment was clearly positive, with clear similarities but also some differences among participants. While the retrospective narrative has helped explain some of these differences, such as a less positive assessment by the teacher of the material environment as regards the large number of students for the limited laboratory space, the students' assessment is highly homogeneous and does not appear to be influenced by these conditions. The use of a fast and simple quantitative tool has provided the participants' general outlook, complemented by the qualitative depth of the retrospective account provided by the teacher.

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“…To measure the usefulness, we include "the environment enhances my understanding of concepts" and "the environment enables me to accomplish experiment more efficiently". Besides, the inventories of science laboratory environment (Fraser, McRobbie, & Giddings, 1993) and scientific attitude (Moore & Foy, 1997) are included to test students' attitudes towards the environment. There are twenty-three items in total and each item adopts the five-point Likert rating scheme where "1" represents strong disagreement and "5" represents strong agreement.…”

Section: Instrumentsmentioning

confidence: 99%

Perceived Effectiveness of Science Inquiry in the 3D Virtual World

Xie

Zhang

2017

EURASIA J MATH SCI T

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Many researchers claim that inquiry-based learning offers proper solutions to engage students in the 3D virtual world (3DVW), while little literature has reported how to conduct inquiry-based learning and to what extent it influences learning in this world. This study investigates the perceived effectiveness when students exhibit in the inquiry-based learning compared with the standard learning in the 3DVW. Forty-eight students voluntarily participate in the experiment. Half of them learn in the inquiry-based environment, and the other half learn in the standard environment. The effectiveness is measured by the perceived experience and perceived knowledge gains. The data is analyzed by combining the quantitative with qualitative approaches. The results show students who exhibit in the inquiry-based environment perceive more effectiveness than those who don't. Also, the reasons why students perceive in the way are obtained. This study indicates the inquiry-based learning conducted in the 3DVW can effectively enhance learning.

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Development and cross‐national validation of a laboratory classroom environment instrument for senior high school science

Cited by 105 publications

References 23 publications

Influence of Laboratory Learning Environment on Students’ Academic Performance in Secondary School Chemistry

Influence of Laboratory Learning Environment on Students’ Academic Performance in Secondary School Chemistry

The Interest of the Diversity of Perspectives and Methodologies in Evaluating the Science Laboratory Learning Environment

Perceived Effectiveness of Science Inquiry in the 3D Virtual World

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