What goes on in students' heads in lab?

Pickering, Miles

doi:10.1021/ed064p521

Cited by 36 publications

(40 citation statements)

References 3 publications

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“…Reading behavior has been investigated in several studies (Cohen, 1991;Decarlo & Rubba, 1991;Hall et al, 1986;Kyle et al, 1979;Petersen, 1985;Pickering, 1987). However, no evidence was found for a significant relationship between reading and students' achievement.…”

Section: Implications For Science Teaching and Science Education Resementioning

confidence: 99%

“…However, no evidence was found for a significant relationship between reading and students' achievement. Meanwhile, a confounding effect of voluminous reading is created if the lab manual is not clearly organized, or if students cannot recast written materials into a manipulative procedure (Pickering, 1987). In essence, a thorough understanding of written lab instructions is the first step in conducting a lab activity.…”

Section: Implications For Science Teaching and Science Education Resementioning

confidence: 99%

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The effect of levels of cooperation within physical science laboratory groups on physical science achievement

Chang

Lederman

1994

J Res Sci Teach

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The purpose of this study was to investigate the effect of the levels of group cooperation on students' achievement during a series of physical science laboratory activities. Six intact seventh-grade physical science classes taught by two teachers, with each teacher instructing three classes, were selected from two middle schools. For each teacher, one of the classes was taught with a traditional approach (no cooperative goal structure). The other two classes were assigned to a cooperative goal structure (role assignment and nonrole assignment). For the role assignment class, each student was assigned a specific role, but students in both traditional and nonrole assignment classes were not assigned roles. The Classroom Observation Instrument in Science Laboratory Activity (COISLA), which includes investigative skills (i .e., managing, manipulating, observing, reading, writing, and reporting); social skills (i.e., discussing, encouraging) and nonlearning behaviors (i.e., waiting, off-task), was used to measure the levels of group cooperation. The grades on lab reports and lab quizzes of students who were taught by the same teacher were compared to assess the effects of the different learning conditions. No significant differences on the students' final achievement were found with respect to the three instructional approaches followed by each teacher. The teacher effect was more significant than either instructional approach on managing, manipulating, observing, reading, and writing behaviors. No significant teacher effect was found for the other behaviors. Only one treatment effect was significant, writing behavior. Overall, the teacher effect was more influential than instructional approach on students' behaviors. In teacher A's classes, reading behavior predicted 21 % of students' achievement. However, no significant correlations existed between the 10 collaborative behaviors and students' achievement in teacher B's classes.

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Section: Implications For Science Teaching and Science Education Resementioning

confidence: 99%

Section: Implications For Science Teaching and Science Education Resementioning

confidence: 99%

The effect of levels of cooperation within physical science laboratory groups on physical science achievement

Chang

Lederman

1994

J Res Sci Teach

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“…Moreover, they offer several opportunities to students. Some of these opportunities include handling chemicals safely and with confidence, gain hands-on experience in using instruments and apparatus, develop scientific thinking and enthusiasm to chemistry, develop basic manipulative and problem solving skills, gain opportunities to students as investigators of the experimental work, identify chemical hazards and learn to assess and control risks associated with chemicals (Lagowski, 2002;Pickering, 1987;Carnduff & Reid, 2003;Ravishankar & Ladage, 2009). …”

Section: Introductionmentioning

confidence: 99%

Gender Dimension in Predictors of Students’ Performance in MOCK-SSCE Practical and Theory Chemistry Examinations in Some Secondary Schools in Nigeria

Achor¹,

Kurumeh²,

Orokpo³

2012

EDU

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In this study the researchers used the results of students' alternative to practical knowledge of Chemistry and their tests of theoretical knowledge of Chemistry to predict students' performance in Chemistry in MOCK-SSCE. This study adopted the expost facto design. All the SS two Chemistry students constitute the population for this study. Out of 33 schools only 15 schools met the requirement for selection as a science secondary school. Eight of these schools with a science student population of 128 (Male =64; female =64) were randomly selected and used for this study. The instruments used for this study were the students' alternative to test of practical knowledge of Chemistry (SATPKC) and the students' tests of theoretical knowledge of Chemistry (STTKC). These instruments were developed by the researchers and administered to the SS 2 science students. The reliabilities of the instruments were established during the pilot study using test -retest method. The reliability was calculated using Kuder Richardson (K-R21) and was found to be .94 for SATPKC and .89 for STTKC. The data for answering research questions were analyzed using the mean scores. Using multiple regression analysis for the hypotheses, the results show that male and as well female students' performance in a test of theoretical knowledge in Chemistry do not significantly predict their performance in MOCK-SSCE Chemistry theory examination. Male and female students' SATPKC score could not significantly predict their MOCK-SSCE mean practical scores. The overall relationship between SATPKC, MOCK-SSCE practical and MOCK-SSCE theory for male as well as female students were not significant. It was recommended that Principals of schools should ensure that both male and female science students are actively involved in practical work weekly as it will go a long way to enhance their performance during practical test and that efforts aimed at bridging the gaps between theory and practical performance of students in secondary school chemistry should not be gender discriminatory among others.

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“…According to Pickering (1987), learning in the laboratory could build confidence, increase understanding, and was able to provide illustrations to students about scientific methods.…”

Section: Higher Education Curriculum In Indonesiamentioning

confidence: 99%

Effective Laboratory Work in Biochemistry Subject: Students’ and Lecturers’ Perspective in Indonesia

Anwar

Senam²,

Laksono³

2017

IJHE

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Biochemistry subject had problem in learning and teaching, especially in laboratory work. We explored laboratory learning implementation in Biochemistry subject. Participants of this research were 195 students who took biochemistry subject and 4 lecturers of biochemistry in three universities in Indonesia. We obtained data using questionnaires and free response data. Questionnaires students' analysis showed there were two statements that very positive perception, five statements that obtained positive perception and ten statements with negative perception. Biochemistry lecturers questionnaire analysis showed seven statements that had been implemented and nine statements had not been implemented. Free response data indicated that effective learning in the laboratory was affected by several aspects which were pre-lab stage that could increase the students' motivation, lab-work stage with complete tools and materials as well as better ability of the assistants, and post-lab stage that could give feedback to the experiments' report and chances for the students to present their investigation results.

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What goes on in students' heads in lab?

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Cited by 36 publications

References 3 publications

The effect of levels of cooperation within physical science laboratory groups on physical science achievement

The effect of levels of cooperation within physical science laboratory groups on physical science achievement

Gender Dimension in Predictors of Students’ Performance in MOCK-SSCE Practical and Theory Chemistry Examinations in Some Secondary Schools in Nigeria

Effective Laboratory Work in Biochemistry Subject: Students’ and Lecturers’ Perspective in Indonesia

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