Optimal Science Lab Design: Impacts of Various Components of Lab Design on Students’ Attitudes Toward Lab

Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research

“…This is largely due to both their presumed strong impact on student learning outcomes and performance and on their presumed practicality of professional preparation (Basey, Sackett, & Robinsons, 2008;Clough, 2002;Finn, Maxwell, & Calver, 2002;Magin, Churches, & Reizes, 1986;Nersessian, 1991;Ottander & Grelsson, 2006). However, until recent years, physical, hands-on laboratory experiences were the only experiences available from which these conclusions could be drawn.…”

An Evaluation of Two Hands-On Lab Styles for Plant Biodiversity in Undergraduate Biology

“…We estimated student attitudes toward specific labs with a validated survey (see Basey et al ., 2008 ). In the survey, students were asked to rate the labs on a scale of 1–10.…”

Deaf, Hard-of-Hearing, and Hearing Signing Undergraduates’ Attitudes toward Science in Inquiry-Based Biology Laboratory Classes

“…Attitudes toward science are distinct from students’ self-efficacy or confidence with science ( Osborne et al ., 2003 ). Conceptions of attitudes toward science sometimes focus on measures of student satisfaction, for example, change in interest in course material, relevance of course material to long-term goals, seeing the course as stimulating and exciting, and course difficulty ( Basey et al ., 2008 ; Armbruster et al ., 2009 ; Baseya and Francis, 2011 ). Still others define attitudes as interest in leisure science learning, interest in a science career, and the enjoyment of science learning ( Fraser, 1981 ; Nieswandt, 2005 ).…”