Relationship Between Physical and Psychosocial Aspects in Science Laboratory Learning Environment

Ahmad, Che Nidzam Che; Osman, Kamisah; Halim, Lilia

doi:10.1016/j.sbspro.2012.05.329

Cited by 5 publications

(5 citation statements)

References 15 publications

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“…Teachers are less satisfied with their current or actual school laboratories in terms of having the opportunity to do more laboratory work through open inquiry (Halim et al, 2012). The low level of open-endedness in the science laboratory environment was also reported in previous studies in various countries (Ahmad et al, 2012;Berg et al, 2003;Fraser & McRobbie, 1995;Halim et al, 2012;Lee & Fraser, 2002;Rahman et al, 2015). Current laboratory classes are usually very coordinated with theoretical classes.…”

Section: Discussionsupporting

confidence: 77%

“…This study aims to depict perceptions on psychosocial aspects that include student cohesiveness, open-endedness, classroom integration, rule clarity, and material environment (Ahmad et al, 2012;Fraser & Griffiths, 1992). The existence of a positive psychosocial environment can foster intellectual activity, improve the quality of social contact, stimulate student learning and development of skills, and prevent the emergence of negative events involving students (Ahmad et al, 2012). Besides, this study will also reveal the relationship between laboratory learning environments and the chemistry teachers' satisfaction of teaching.…”

Section: Introductionmentioning

confidence: 99%

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Depicting Chemistry Teachers’ Perception of Laboratory Environment and Teaching Satisfaction

2021

ilkonline

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The design of laboratories in many schools does not meet the pedagogical needs of laboratories. Traditional learning methods not only dominate the learning process in the classroom but also practical learning activities. This study aims (1) to depict perceptions on psychosocial aspects that include student cohesiveness, open-endedness, classroom integration, rule clarity, and material environment; (2) to uncover the relationship between laboratory learning environments and the chemistry teachers' satisfaction of teaching. The research method used a case study. It was carried out on a group of teachers who are members of a working group of high school chemistry teachers in the Jepara Regency, Central Java Province, Indonesia. The sampling method is convenience sampling. The sample used was teachers who were members of a working group of teachers who were active in the study area. The sample consisted of twenty-six chemistry subject teachers consisting of 9 males and 17 females. The research instrument is a questionnaire that includes three parts. Perceptions of expectations and reality are measured through items that include teaching satisfaction and psychosocial aspects which consist of (1) Student Cohesiveness (SC); (2) Open-endedness (OE); (3) Classroom Integration (CI); (4) Rule Clarity (RC); (5) Material Environment (ME). The conditions of perception of expectations and reality have been described by a significant decrease in four scales, namely SC, OE, RC, and ME. The four scale laboratory environments have a significant correlation with teacher satisfaction in teaching chemistry in the laboratory. The aspect of CI did not experience a significant decrease and did not provide a significant correlation with teacher's teaching satisfaction. Correlation analysis shows that teachers' satisfaction in teaching is significantly influenced by the learning environment (83.2%), in this case, the greatest influence in the sequence is the rule clarity (83.9%), student cohesiveness (70.3%), material environment (69.8%), open-endedness (65.5%), and classroom integration (38.0%).

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Section: Discussionsupporting

confidence: 77%

Section: Introductionmentioning

confidence: 99%

Depicting Chemistry Teachers’ Perception of Laboratory Environment and Teaching Satisfaction

2021

ilkonline

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“…Noise level is seen as the noise coming from the student's environment and is perceived as a distraction and decreases concentration [121]. High noise levels, speech intelligibility, irritable behavior, disruption of information retrieval, message communication, and acoustic comfort may substantially impact the learning process for students [122]. Additionally, some students could find loud settings upsetting or distracting.…”

Section: Hypothesis A3 (Ha3) Tactile Learning Style Significantly And...mentioning

confidence: 99%

Determining Ergonomic Appraisal Factors Affecting the Learning Motivation and Academic Performance of Students during Online Classes

Gumasing

Castro

2023

Sustainability

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Throughout the COVID-19 pandemic, students face intolerable mental and physical discomfort when taking online classes, directly impacting their learning motivation and academic performance. Related studies indicated that students had negative sentiments regarding online learning. This may be an alarming notion for students, particularly regarding their learning ability and participation in school. To overcome this nuisance, the primary objective of this study was to examine the factors affecting students’ learning motivation and academic performance during online learning using a novel framework of ergonomic appraisal. A total of 316 respondents answered the online questionnaire using a purposive sampling approach through social media platforms. Ergonomic-based indicators for physical, cognitive, and macro-ergonomics were analyzed simultaneously using partial least square structural equation modeling (PLS-SEM). The results showed that the design of the workstation, the use of LMS, access to technology, teaching delivery, temperature level, and visual learning style were found to significantly influence students’ learning motivation, which then impacts the student’s academic performance. Thus, it is essential for those who are facilitating distance learning to keep in mind the factors that could motivate the student. As a result, this paper becomes an avenue to help appropriately plan the course program to ensure its viability and productively engage the students since online learning is becoming increasingly necessary. Further, this article also provides recommendations and implications on assisting schools, educators, and students in aiding a student’s learning motivation and academic performance.

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“…The significance of the activity of field trips becomes an experience that can be used as a role model memory for teaching practices by PSTs. The exact condition of the field trip is observed to have been analyzed in the relevant literature through the perception of the conditions of the psychosocial learning environment of PSTs which included environmental interactions, integration of activities in the classroom and outside the classroom, student cohesiveness, teacher support, open-endedness, preparation and organization, as well as material environment (Ahmad et al, 2012;Fraser & Treagust, 1986;Orion et al, 1997). Activities designed in a positive psychosocial environment stimulate intellectual activity, boost social contact, and promote student learning and development, and limit the occurrence and display of negative behavior among students.…”

Section: Introductionmentioning

confidence: 99%

“…Activities designed in a positive psychosocial environment stimulate intellectual activity, boost social contact, and promote student learning and development, and limit the occurrence and display of negative behavior among students. (Ahmad et al, 2012). This study discusses the design of field trip activities for PSTs as well as the psychosocial assessment of PSTs for content learning of science concepts from the perspective of expectations and the reality of field trip activities.…”

Section: Introductionmentioning

confidence: 99%

Assessing Psychosocial Outdoor Learning Environment of Pre-service Science Teachers through The Field Trip Experiences

Rahmawati

Imaduddin

Haqiqi

et al. 2020

Participatory Educational Research

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Field trip activities are often considered additional activities and are considered recreational activities rather than ones that teach science effectively to students. Field trip activities are one form of effective experience-based learning to train pre-service teachers in the outdoor environment. This study attempted to describe the design of outdoor science learning in the form of the field trip for pre-service science teachers (PSTs) and the condition of psychosocial learning environments in outdoor activities. This research is a case study carried out in a pre-service science teacher training program at Institut Agama Islam Negeri Kudus, Indonesia. The field trip was designed with field visits on six objects for three days in Bandung, West Java, Indonesia. The field trip activity was attended by 70 PSTs. Qualitative data is captured through the documentation of activities at each outdoor learning location. Quantitative data collection instruments included seven psychosocial scales, namely (1) Environmental Interaction; (2) Integration; (3) Students cohesiveness; (4) Teacher supportiveness; (5) Open-endedness; (6) Preparation and organization; (7) Material environment. The field trip design for PSTs recommends activities that lead to observation and exploration of visiting objects relating not only to the content of the science but also to the pedagogical aspects of the science. The psychosocial aspects of PSTs indicate that field trip activities show a positive meaning in all aspects, although there are significant differences in the conditions of expectations and reality experienced by PSTs. The integration aspect is not significantly different. The decline in perception is still at the medium level, and the condition of the perception is still at a positive level. Research and development studies that emphasize the process of integrating classroom learning with outdoor activities can be carried out further to be able to give meaning to science learning, which is not limited by classrooms or laboratories.

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Relationship Between Physical and Psychosocial Aspects in Science Laboratory Learning Environment

Cited by 5 publications

References 15 publications

Depicting Chemistry Teachers’ Perception of Laboratory Environment and Teaching Satisfaction

Depicting Chemistry Teachers’ Perception of Laboratory Environment and Teaching Satisfaction

Determining Ergonomic Appraisal Factors Affecting the Learning Motivation and Academic Performance of Students during Online Classes

Assessing Psychosocial Outdoor Learning Environment of Pre-service Science Teachers through The Field Trip Experiences

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