Schülerlabore und Lehr-Lern-Labore

Experimenting at an outreach science lab versus at school—Differences in students' basic need satisfaction, intrinsic motivation, and flow experience

“…Second, one of the characteristics that differentiate outreach science labs from schools refers to the physical facilities. Students who visit an outreach science lab can conduct hands‐on experiments with laboratory equipment to deal with topics that can only be discussed theoretically at school due to the material conditions (Euler & Schüttler, 2020; Garner et al, 2014; Goldschmidt & Bogner, 2016; Scharfenberg et al, 2019). While some laboratory equipment could be substituted by alternative equipment that is normally available at schools (see Section 4.4.2 and Table 3), other laboratory equipments such as photometers are not substitutable, as the specific functions of such materials are required to conduct an experiment.…”

“…As a result, the number of online workshops and virtual laboratories on offer increased considerably (Haupt & Stamer, 2021;Liu et al, 2022;Rookwood et al, 2021;Stamer et al, 2021). It is unclear whether these online programs are adequate substitutes for traditional faceto-face workshops (see Stamer et al, 2021) because hands-on, experiential, and collaborative learning are essential pedagogical elements of outreach science labs (Euler & Schüttler, 2020;Goldschmidt & Bogner, 2016;Scharfenberg et al, 2019) that are quite challenging to implement in an online format (LaTourrette et al, 2021;Rookwood et al, 2021). In addition, based on our results on student motivation exhibited during the hands-on face-to-face workshop, we argue that visiting outreach science labs should conduct hands-on experiments to the greatest possible extent.…”

“…Compared to science educational outreach programs in other countries such as science camps (e.g., Chiappinelli et al, 2016; Maiorca et al, 2021) and mentoring/research apprenticeship programs (e.g., Clark et al, 2016), in Germany, the so‐called Schülerlabore (outreach science labs) are commonly visited as part of a field trip (e.g., Scharfenberg et al, 2019). Programs with a focus on biology mainly address the classes of the upper‐level of secondary school (high school; Euler & Schüttler, 2020).…”

“…Students who attend a science educational outreach program can conduct hands‐on experiments in authentic environments, which is believed to have positive effects on motivation (e.g., Hofstein, 2017; Hofstein & Lunetta, 2004; Itzek‐Greulich & Vollmer, 2017; Tal & Dallashe, 2019; Tsybulsky, 2019; Tsybulsky et al, 2018). The effects of student laboratory work in out‐of‐school learning environments on student motivation and interest in STEM have been investigated worldwide (Clark et al, 2016; Itzek‐Greulich & Vollmer, 2017; Mohr‐Schroeder et al, 2014; Roberts et al, 2018; Scharfenberg et al, 2019; Tal & Dallashe, 2019). At an international level, there are various concepts of science educational outreach programs including science camps (e.g., High School Summer Science Outreach Programs , Chiappinelli et al, 2016; See Blue See STEM Model , Maiorca et al, 2021; Summer Schools , Shallcross et al, 2013), mentoring/research apprenticeship programs (e.g., Present Your PhD Thesis to a 12‐Year‐Old or Shadow a Scientist , Clark et al, 2016; for an overview, see Sadler et al, 2010), science centers with a hands‐on learning environment (e.g., Medical Simulation Unit , Tal & Dallashe, 2019) and laboratory programs (e.g., Bristol ChemLabS , Shallcross et al, 2013; PHIRE , Hanauer et al, 2006; Schülerlabore , 1 Scharfenberg et al, 2019).…”

“…Previous research on science educational outreach programs has mostly focused on (genderspecific) changes in students' attitudes toward science (e.g., Tal & Dallashe, 2019) and interest in science (e.g., Clark et al, 2016;Maiorca et al, 2021;Markowitz, 2004;Mohr-Schroeder et al, 2014, Woithe et al, 2022, while some have examined students' experiences (e.g., Tsybulsky, 2019). Regarding outreach science labs in Germany, students' situational state of interest during the visit (e.g., Guderian & Priemer, 2008;Itzek-Greulich & Vollmer, 2017;Nickolaus et al, 2018) and their basic need satisfaction (e.g., Glowinski, 2007;Glowinski & Bayrhuber, 2011;Kirchhoff et al, 2022;Scharfenberg et al, 2019) have been investigated. Although their results have generally painted science educational outreach programs such as outreach science labs in a positive light, they generally fail to compare them to the learning environment school (Nickolaus et al, 2018;Tsybulsky, 2019) or consider whether the composition of the support staff differed between the learning environments (see Itzek-Greulich & Vollmer, 2017).…”