Untitled

Hofstein, Avi; Nahum, Tami Levy; Shore, Relly

doi:10.1023/a:1012467417645

Cited by 73 publications

(15 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Several researchers report that practical experimentation plays an essential role in science and engineering education (Heradio et al 2016;Waldrop 2013;De Jong et al 2013;Winkelmann et al 2014;Lasica et al 2016). Laboratory activities are a mode of instruction to enhance undergraduate (UG) students' achievement, conceptual understanding, enhance their positive attitudes and improve cognitive growth (Hofstein et al 2001;Lazarowitz and Tamir 1994).…”

Section: Introductionmentioning

confidence: 99%

Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy

Kolil

Muthupalani

Achuthan

2020

Int J Educ Technol High Educ

View full text Add to dashboard Cite

Self-efficacy is an important determinant in successfully attempting a task. In the area of education, self-efficacy plays a crucial role in causing behavioral changes, resulting in enhanced performance over the course of learning. In chemistry education, students often develop anxiety towards performing experiments due to the perceived negative outcomes resulting from lack of understanding and improper experimentation. This anxiety negatively impacts the self-efficacy of students in performing laboratory experiments. We define student-held beliefs about their experimental skills as 'experimental self-efficacy' (ESE), and examine the four prominent factors that impact ESE in chemical laboratories. Through the development of an instrument, this work characterizes ESE and the impact of pre-laboratory interventions such as exposure to virtual laboratories (VL) on ESE and conceptual knowledge of students. Furthermore, analysis using statistical techniques such as t-tests and dissimilarity matrices reveal the positive impact of VL in enhancing students' ESE.

show abstract

Section: Introductionmentioning

confidence: 99%

Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy

Kolil

Muthupalani

Achuthan

2020

Int J Educ Technol High Educ

View full text Add to dashboard Cite

show abstract

“…Questionnaire (Fraser, Giddings, & McRobbie, 1995). The requirement of improving instruction and learning is through the evaluation of learning environment (Hofstein, Nahum, & Shore, 2001). Good classroom climate will enhance students' attention and their interest in learning can be developed.…”

Section: Introductionmentioning

confidence: 99%

Confirmatory Factor Analysis of Learning Environment Instrument among High Performance School Students

Maat¹,

Adnan²,

Abdullah³

et al. 2015

View full text Add to dashboard Cite

A learning environment has become one of the vital factors in ensuring the students' success in achieving good grades. Although past research focus on students' performance but the evolution of the learning environment has opened a new direction in understanding students' learning. There are many factors that can be grouped into the learning environment. This paper aims at validating the Learning Environment Instrument by using Confirmatory Factor Analysis (CFA) which has 40 items and 5-point Likert scale. The instrument has five constructs, including students' closeness, teacher support, involvement, cooperation and equality. The instrument was distributed to 1887 secondary school students from selected high performance school in Malaysia. Confirmatory Factor Analysis was used to validate the instrument using AMOS 16.0. The result revealed that the measurement model of learning environment fitted with the collected data. Fit index tests like CMIN/DF, TLI, CFI, IFI, NFI and RMSEA were used to obtain the model fit. In conclusion, the instrument was found to be valid and reliable in measuring learning environment in this context of study.

show abstract

“…The commonly used process-product paradigm has enriched people's knowledge in student and instructor's performance and the relationship between them with an individual's learning achievements (Fraser, Giddings, & McRobbie, 1992). It seems that the best way is to combine qualitative and quantitative methods, for example, to collect data quantitatively and explain the results qualitatively (Hofstein, Levy Nahum, & Shore, 2001;Tobin & Fraser, 1998). However, the research goals and focus questions are the most important aspects to be considered.…”

Section: Discussion and Future Directionsmentioning

confidence: 99%

Understanding interactions in face-to-face and remote undergraduate science laboratories: a literature review

Wei

Treagust

Mocerino

et al. 2019

Discip Interdscip Sci Educ Res

View full text Add to dashboard Cite

This paper reviews the ways in which interactions have been studied, and the findings of such studies, in science education in both face-to-face and remote laboratories. Guided by a systematic selection process, 27 directly relevant articles were analysed based on three categories: the instruments used for measuring interactions, the research findings on student interactions, and the theoretical frameworks used in the studies of student interactions. In face-to-face laboratories, instruments for measuring interactions and the characterisation of the nature of interactions were prominent. For remote laboratories, the analysis of direct interactions was found to be lacking. Instead, studies of remote laboratories were mainly concerned with their practical scope. In addition, it is found that only a limited number of theoretical frameworks have been developed and applied in the research design. Existent theories are summarised and possible theoretical frameworks that may be implemented in studies of interactions in undergraduate laboratories are proposed. Finally, future directions for research on the interrelationship between student interactions and laboratory learning are suggested.

show abstract

Untitled

Cited by 73 publications

References 21 publications

Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy

Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy

Confirmatory Factor Analysis of Learning Environment Instrument among High Performance School Students

Understanding interactions in face-to-face and remote undergraduate science laboratories: a literature review

Contact Info

Product

Resources

About