The effect of physical and mental practice of psychomotor skills on chemistry student laboratory performance

Beasley, Warren

doi:10.1002/tea.3660160516

Cited by 11 publications

(10 citation statements)

References 1 publication

(1 reference statement)

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“…Time for reflective thinking is crucial, even when psychomotor skills are the main goals of an activity. This assertion was clearly illustrated by Beasley (1979) who found that mental rehearsal of the steps in a procedure enhanced the learning of technical skills required in volumetric analysis. An interesting implication of Beasley's study was the comparable effectiveness of mental and physical practice.…”

Section: Student Involvement In Laboratory Activitiesmentioning

confidence: 94%

Research on Science Laboratory Activities: In Pursuit of Better Questions and Answers to Improve Learning

Tobin

1990

School Sci & Mathematics

371

205

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Section: Student Involvement In Laboratory Activitiesmentioning

confidence: 94%

Research on Science Laboratory Activities: In Pursuit of Better Questions and Answers to Improve Learning

Tobin

1990

School Sci & Mathematics

371

205

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“…A number of studies have examined the effects of mental practice on performance. Whereas the research of Kelsey (1961) and Ryan and Simons (1982) supports the efficacy of mental practice for enhancing performance, Beasley (1978) reported negative results. An astute reviewer may be able to estimate the direction and magnitude of effect of the relationship between mental practice and performance from the preponderance of evidence across the majority of studies.…”

Section: Does Mental Practice Enhance Performance?mentioning

confidence: 95%

Does mental practice enhance performance?

Driskell¹,

Copper²,

Moran³

1994

Journal of Applied Psychology

943

746

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Mental practice is the cognitive rehearsal of a task prior to performance. Although most researchers contend that mental practice is an effective means of enhancing performance, a clear consensus is precluded because (a) mental practice is often denned so loosely as to include almost any type of mental preparation and (b) empirical results are inconclusive. A meta-analysis of the literature on mental practice was conducted to determine the effect of mental practice on performance and to identify conditions under which mental practice is most effective. Results indicated that mental practice has a positive and significant effect on performance, and the effectiveness of mental practice was moderated by the type of task, the retention interval between practice and performance, and the length or duration of the mental practice intervention.

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“…Often lab techniques can be efficiently exercised in short 10 minute pre-lab sessions. Teaching lab techniques should be straightforward and highly structured as there usually are clear-cut instructions how things should be done accurately and safely to obtain optimal results (Beasley, 1979(Beasley, , 1983. Most likely the teacher will know best how to perform the skills.…”

Section: Execution Of Experimentsmentioning

confidence: 99%

Didaktická znalost obsahu v laboratorní výuce: Od práce s přístroji k práci s myšlenkami

Berg¹

2020

sciED

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Před 35 lety se objevil první přehled výzkumů o efektivitě laboratorní výuky (Bates, 2008). Dospěl k závěru, že neexistují důkazy o tom, že by studenti se zkušeností s prací v laboratoři dosahovali lepších konceptuálních nebo procesních dovedností v porovnání se studenty bez těchto zkušeností. Následovala řada přehledů s podobnými výsledky (Hofstein, Lunetta, 1982, 2004; Lunetta et al, 2007; Hodson, 1993; Dillon, 2008), ty ale byly dosud většinou ignorovány. Výzkum ukázal, že laboratorní výuka – podobně jako je tomu u jiných výukových metod – často nedosahuje proklamovaných cílů a mnohá laboratorní cvičení a praktika nejsou efektivní, i když jsou náročná jak na čas učitelů a studentů, tak na potřebné vybavení. Článek analyzuje důvody neuspokojivých výsledků laboratorní výuky a podává náměty, jak ji zefektivnit. Mnohé návrhy jsou vlastně triviální, ale přesto nejsou většinou učitelů využívány. Již dlouho přitom někteří autoři referují i o úspěšných aktivitách v laboratorní výuce (např. Reif, St. John, 1979; Etkina et al, 2010), v praxi však zatím stále převažují tradiční a méně úspěšné přístupy.

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The effect of physical and mental practice of psychomotor skills on chemistry student laboratory performance

Cited by 11 publications

References 1 publication

Research on Science Laboratory Activities: In Pursuit of Better Questions and Answers to Improve Learning

Research on Science Laboratory Activities: In Pursuit of Better Questions and Answers to Improve Learning

Does mental practice enhance performance?

Didaktická znalost obsahu v laboratorní výuce: Od práce s přístroji k práci s myšlenkami

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