Was bewirken außerschulische Experimentierlabors?

Brandt, Alexander; Möller, Jens; Kohse‐Höinghaus, Katharina

doi:10.1024/1010-0652.22.1.5

Cited by 21 publications

(10 citation statements)

References 7 publications

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“…A further aim of student laboratories is to foster the future of scientific professions by offering students an insight into working in a laboratory (Euler, 2005). Studies investigating the effectiveness of different student laboratories on scientific topics have shown that a visit to a student laboratory has positive effects on students (Engeln, 2004;Brandt, 2005;Guderian, 2007;Guderian and Priemer, 2008). Even a single visit has a short-term significant positive impact on self-concept, intrinsic motivation for chemistry, and interest in the subject (Brandt, 2005).…”

Section: Non-formal Education and Student Laboratoriesmentioning

confidence: 99%

“…Studies investigating the effectiveness of different student laboratories on scientific topics have shown that a visit to a student laboratory has positive effects on students (Engeln, 2004;Brandt, 2005;Guderian, 2007;Guderian and Priemer, 2008). Even a single visit has a short-term significant positive impact on self-concept, intrinsic motivation for chemistry, and interest in the subject (Brandt, 2005). Student laboratories must also be adapted to the diverse needs of students so that they can reach as many students as possible.…”

Section: Non-formal Education and Student Laboratoriesmentioning

confidence: 99%

“…The role of non-formal education is already being discussed intensively in the international education community (e.g. Brandt, 2005;Guderian and Priemer, 2008;Rennie, 2014;Affeldt et al, 2017;Raviv et al, 2019). Following UNESCO 2010 requirement for education for all (Deutsche UNESCO-Kommission e.V., 2011), new challenges also arise for non-formal education.…”

Section: Introductionmentioning

confidence: 99%

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Development and implementation of innovative concepts for language-sensitive student laboratories

Kieferle

Markic

2023

Chem. Educ. Res. Pract.

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In the past decades, society in general has become strongly diverse. This change also affects schools. As a result, learning groups cannot be seen as homogeneous and taught in this way. One of the challenges is students' linguistic skills. Dealing with different linguistic competencies should not only be a focus of formal education in schools but supported by non-formal education such as student laboratories. Thus, there is a need for practical examples that are effective for teaching and learning of diverse groups of students and enables them to be an active part of the learning process. At the Ludwigsburg University of Education, learning settings for student laboratories that enable active participation for all students irrespective of their linguistic competencies are developed and implemented following the model of Participatory Action Research in three cycles. In a cyclical approach, language-sensitive and language-supportive learning materials are developed, implemented, and evaluated focusing on different chemical contents. Qualitative data are collected during the experimentation phase using a semi-structured observation sheet. In three phases, we evaluated semi-structured observations of eight learning groups of different grade levels and school types with a total of 163 students. The observations are analyzed using inductive qualitative content analysis. The results show an optimal composition of approved methods, tools, and activities as succesful examples. Furthermore, interdependence between different factors could be identified that have positive relations with active participation of all students.

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Section: Non-formal Education and Student Laboratoriesmentioning

confidence: 99%

Section: Non-formal Education and Student Laboratoriesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Development and implementation of innovative concepts for language-sensitive student laboratories

Kieferle

Markic

2023

Chem. Educ. Res. Pract.

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“…A study by Brandt (2005) shows that even a single visit to a student laboratory has a significant positive short-term effect on students' self-concept and students' intrinsic motivation for the subject of chemistry. However, these effects can only be recognised for a short time after visiting the student laboratory (Engeln,2004;Brandt, 2005). Student laboratories are generally very well suited to foster students' interest in science and technology (Brandt, 2005;Engeln, 2004).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Language Support in a Student Laboratory for Chemistry in Secondary School

Kieferle,

Markic

2024

CEPSj

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Throughout the world, schools are visited by students with different native languages. Therefore, the linguistic competencies of the students are diverse. Dealing with this diversity is a great challenge for teachers in general, including in science subjects. To face this challenge, all institutions involved in education should adapt their teaching and learning to linguistic diversity to foster student’s language competencies.Non-formal education, such as student laboratories, could enhance formal chemistry education and support students in learning the subject’s contents and acquiring language competencies. To this purpose, language-sensitive and language-supportive learning settings for different chemical topics and contexts are developed to enable all students to participate actively and foster language competencies. The learning settings are implemented and evaluated at the Ludwigsburg University of Education (Germany) using a cyclical approach based on Participatory Action Research. Data from 147 students from seven learning groups of various grade levels and school types were collected before and after they experienced the work in student laboratories. The focus was on students’ situational interests and their views on offered language-sensitive and language-supportive methods, tools, and activities. The data shows that the approach has a positive effect on students’ situational interest. Methods that were especially helpful for the students are filtered. On this basis, implications are drawn for the application to other non-formal education offers.

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“…Dies zeigt sich auch darin, dass die Besuche häufi g nur in geringem Masse in den aktuellen Unterricht integriert werden (Engeln, 2004;Guderian, 2007). (Brandt, 2005;Engeln, 2004;Glowinski, 2007;Guderian, 2007;Pawek, 2009;Scharfenberg, 2005) bestätigen grundsätzlich die Interesse fördernde Wirkung dieser Einrichtungen. Allerdings zeigt sich, dass Schülerlabore dabei vor allem als «Catch»-Komponente zur Stimulierung von aktuellem Interesse nach dem «person-object approach to interest» (Krapp, 2004) geeignet sind (Guderian, 2007).…”

Section: Introductionunclassified

Ausserschulische Lernorte in der Lehrpersonenbildung. –Theorie, Empirie und Umsetzung an der PHZ Luzern

Brovelli

Niederhäusern

Wilhelm

2011

BzL

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Dem Lernen an ausserschulischen Lernorten werden positive Wirkungen auf kognitiver und affektiver Ebene bescheinigt. Gleichzeitig finden sich in der Forschung aber auch Hinweise darauf, dass die professionelle Kompetenz von Lehrpersonen eine entscheidende Voraussetzung ist, um das Potenzial ausserschulischer Lernorte lernförderlich ausschöpfen zu können. Der Beitrag trägt solche Ergebnisse zusammen und erläutert anhand der Bereiche pädagogisches Wissen, fachdidaktisches Wissen, Fachwissen und Überzeugungen bzw. motivationale Orientierungen, welche spezifischen Kompetenzen für die Durchführung ausserschulischer Lernanlässe erforderlich sind. Wie diese in der Lehrpersonenbildung entfaltet werden können, zeigen jeweils Umsetzungsbeispiele aus dem Studiengang Sekundarstufe I an der PHZ Luzern im Fach Naturwissenschaften. Aus der Bedeutung des Lernens an ausserschulischen Orten ergibt sich dabei die Forderung, diesen Aspekt der Professionalisierung bei angehenden Lehrpersonen zu unterstützen und in der Lehrpersonenbildung fest zu verankern.

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Was bewirken außerschulische Experimentierlabors?

Cited by 21 publications

References 7 publications

Development and implementation of innovative concepts for language-sensitive student laboratories

Development and implementation of innovative concepts for language-sensitive student laboratories

Language Support in a Student Laboratory for Chemistry in Secondary School

Ausserschulische Lernorte in der Lehrpersonenbildung. –Theorie, Empirie und Umsetzung an der PHZ Luzern

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