Development, Evaluation and Use of a Student Experience Survey in Undergraduate Science Laboratories: The Advancing Science by Enhancing Learning in the Laboratory Student Laboratory Learning Experience Survey

Barrie, Simon; Bucat, Robert; Buntine, Mark A.; Silva, Karen Burke da; Crisp, G. T.; George, Adrian V.; Jamie, Ian M.; Kable, Scott H.; Lim, Kieran F.; Pyke, Simon M.; Read, Justin; Sharma, Manjula; Yeung, Alexandra

doi:10.1080/09500693.2015.1052585

Cited by 32 publications

(26 citation statements)

References 48 publications

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“…Numerous survey instruments have been developed and validated in this endeavour. This paper extends one such survey, the ASELL Student Laboratory Experience, ASLE, which has been validated and implemented with 3153 chemistry students (Barrie et al, 2015) to five different disciplines…”

Section: Implementing the Asle Survey Across Five Science Disciplinesmentioning

confidence: 99%

“…Some survey items are associated with the course; demonstrators, background information for each experiment, assessment and expected learning outcomes. The final survey item is students' self-reporting on 'overall learning experience' and is used to compare the factors and survey items with the previous study by Barrie et al (2015).…”

Section: Implementing the Asle Survey Across Five Science Disciplinesmentioning

confidence: 99%

“…Table 1 shows the survey items on the ASLE survey. The development of ASLE involved three cycles of implementation, validation and Delphi style consultation (Barrie et al 2015). The current study introduced another two cycles, the fourth and fifth cycle, to extend the survey into multiple science disciplines.…”

Section: Implementing the Asle Survey Across Five Science Disciplinesmentioning

confidence: 99%

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What Can Instructors Focus on when Improving Undergraduate Science Experiments? Supporting a Cross-Disciplinary Approach

Yeung

Cornish

Kable

et al. 2019

IJISME

Self Cite

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For nearly two decades, the Australian national project Advancing Science and Engineering through Laboratory Learning (ASELL), has been using an evidence based approach to improve undergraduate experiments. This paper presents the ASELL Students Laboratory Experience (ASLE) survey, administered to 2691 students in five disciplines: biochemistry, biology, chemistry, physics, and pharmacology. The 14 item survey probes students’ perceptions of an experiment, practical or fieldwork. An exploratory factor analysis extracted two factors, ‘experiment-based motivators’ and ‘course-level resources’, and both factors correlate well with ‘overall’ learning experiences. Each survey item was also compared to the ‘overall’ learning experiences of the experiment, revealing the most critical elements of each experiment. The implications of this analysis, for practitioners is that the survey items in the ‘course-level resources’ taper off indicating that after an optimum value, further investment in these aspects do not necessarily influence student perceptions of their learning experiences. On the other hand, the survey items in the ‘experiment-based motivators’ behave differently in that they do not taper off indicating that further investment can influence experiences. How these factors relate to the overall experience suggest they correspond to the well-known two-factor theory of motivation.

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Section: Implementing the Asle Survey Across Five Science Disciplinesmentioning

confidence: 99%

Section: Implementing the Asle Survey Across Five Science Disciplinesmentioning

confidence: 99%

Section: Implementing the Asle Survey Across Five Science Disciplinesmentioning

confidence: 99%

See 1 more Smart Citation

What Can Instructors Focus on when Improving Undergraduate Science Experiments? Supporting a Cross-Disciplinary Approach

Yeung

Cornish

Kable

et al. 2019

IJISME

Self Cite

View full text Add to dashboard Cite

show abstract

“…Así mismo, en el análisis de los referentes bibliográficos encontramos que diferentes autores muestran el impacto de la variable motivación en el logro de aprendizaje de los estudiantes y su percepción positiva cuando esta se incluye en el diseño de prácticas de laboratorio (Barrie et al, 2015;Castro, 2013;Montes, 2004;Shumow, Schmid y Zaleski, 2013;Vega, Portillo, Cano y Navarrete, 2014). En esta misma línea, Ola (2009) y Wen, Chih, Tsen y Lirk (2012) presentan en sus resultados que la variable autoeficacia debe considerarse en los procesos de diseño de laboratorio, ya que la percepción que tiene el estudiante de sí mismo en cuanto a su capacidad de lograr propósitos o metas es contundente en su proceso de construcción de conocimiento; además, estos autores plantean que esto se logra a través de estrategias que motiven al estudiante a iniciar, continuar y terminar una práctica.…”

Section: Investigar Los Efectos De Las Prácticas En Laboratorios: Varunclassified

“…Los avances que han permitido el estudio del impacto de los laboratorios en los procesos de aprendizaje de los estudiantes no es mínimo, ya que ha impulsado la necesidad de investigar no solo el efecto de las diferentes metodologías en el logro de aprendizaje de un dominio de conocimiento en particular, sino también en aspectos de autoeficacia y motivación (Barrie et al, 2015;Brownell, Kloser, Fukami y Shavelson, 2012;Fernández, Llosa y Sánchez, 2008;Quiroga, 2010;Shumow, Schmid y Zaleski, 2013;Wu, 2013), los cuales forman parte de los indicadores de autorregulación del aprendizaje, habilidad que tiene un alto impacto en el contexto educativo. Así mismo, estos avances han permitido la implementación de los laboratorios como espacios formales, al punto de que varias disciplinas la han incluido en la malla curricular o en los programas de curso (Dantas y Kemm, 2008).…”

Section: Discusión Y Conclusionesunclassified

Prácticas de laboratorio en educación superior: ¿cómo transformarlas?

2017

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Este artículo revisa la literatura acerca de algunas experiencias que describen cómo son las prácticas de laboratorio en la educación superior en la actualidad, con el fin de identificar, desde la taxonomía de Bloom, las dimensiones cognitivas y de conocimiento que estas prácticas demandan. De esta manera, se determinan factores de éxito como la motivación, la autoeficacia, el trabajo en equipo, las tecnologías de la información y la comunicación (TIC), elementos que integrados con el desarrollo de competencias investigativas permiten transformar el enfoque tradicional y potencializar un enfoque alternativo. Este artículo se constituye en una base conceptual que permitirá formular un modelo en el cual se especifiquen las estrategias y las actividades para el diseño de prácticas de laboratorio.

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An experimental protocol for molecular biology lab at an Amazonian University

Valdivieso-Rivera

Almeida

Proaño-Bolaños

2022

Biochem Molecular Bio Educ

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Laboratory-based practical classes are an essential component in teaching molecular biology for undergraduate students. Universidad Regional Amazonica Ikiam is a higher education institution located in the Ecuadorian Amazon rainforest, a high biodiversity place, including amphibians. Based on this, we have established a practical molecular biology program with eight sessions that contextualize the biodiverse surroundings of the University. This program stimulates synchronization of information between theory and practice and improves research skills. During these sessions, students are motivated to identify and characterize antimicrobial peptides from Ecuadorian frog skin secretions, using molecular biology techniques and biochemistry and microbiology knowledge. This practical course was held twice with a total of 56 students from the fifth semester of the biotechnology engineering. The evaluation of the practical program was carried out through a questionnaire applied to students using the Likert scale. Overall, this form of teaching had high receptivity and presented benefits for student learning. Interestingly, 80% of respondents strongly agreed that this course provided tools and knowledge for the development of their undergraduate dissertation. Therefore, practical courses tailored to the student's context can stimulate student learning and interest.

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Development, Evaluation and Use of a Student Experience Survey in Undergraduate Science Laboratories: The Advancing Science by Enhancing Learning in the Laboratory Student Laboratory Learning Experience Survey

Cited by 32 publications

References 48 publications

What Can Instructors Focus on when Improving Undergraduate Science Experiments? Supporting a Cross-Disciplinary Approach

What Can Instructors Focus on when Improving Undergraduate Science Experiments? Supporting a Cross-Disciplinary Approach

Prácticas de laboratorio en educación superior: ¿cómo transformarlas?

An experimental protocol for molecular biology lab at an Amazonian University

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