What is the purpose of this experiment? Or can students learn something from doing experiments?

Hart, C. Sheldon; Mulhall, Pamela; Berry, Amanda; Loughran, John; Gunstone, Richard

doi:10.1002/1098-2736(200009)37:7<655::aid-tea3>3.0.co;2-e

Cited by 212 publications

(147 citation statements)

References 19 publications

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“…Also, by articulating clearly the "purpose" of the experiment, achievement of that purpose was more likely (Hart, Mulhall, Berry, Loughran, & Gunstone, 2000). Furthermore, practical work can increase students' motivation and sense of ownership of their learning (Johnstone & Al-Shuaili, 2001).…”

Section: Laboratory Activitiesmentioning

confidence: 99%

Emotionally Intense Science Activities

King

Ritchie

Sandhu

et al. 2015

International Journal of Science Education

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Science activities that evoke positive emotional responses make a difference to students' emotional experience of science. In this study, we explored 8 th Grade students' discrete emotions expressed during science activities in a unit on Energy. Multiple data sources including classroom videos, interviews and emotion diaries completed at the end of each lesson were analyzed to identify individual student's emotions. Results from two representative students are presented as case studies. Using a theoretical perspective drawn from theories of emotions founded in sociology, two assertions emerged. Firstly, during the demonstration activity students experienced the emotions of wonder and surprise; secondly, during a laboratory activity students experienced the intense positive emotions of happiness/joy. Characteristics of these activities that contributed to students' positive experiences are highlighted. The study found that choosing activities that evoked strong positive emotional experiences, focused students' attention on the phenomenon they were learning, and the activities were recalled positively. Furthermore, such positive experiences may contribute to students' interest and engagement in science and longerterm memorability. Finally, implications for science teachers and pre-service teacher education are suggested.

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Section: Laboratory Activitiesmentioning

confidence: 99%

Emotionally Intense Science Activities

King

Ritchie

Sandhu

et al. 2015

International Journal of Science Education

View full text Add to dashboard Cite

show abstract

“…First and foremost, a student may find science in general, or a science topic in particular, interesting, and still not want to study it. Second, a student's interest may be situational and thus may not last, something that poses problems with regard to sustained motivation necessary for purposeful learning [22,23]. In addition, third, a student may very well be interested in science without liking it.…”

Section: Rationale For the Studymentioning

confidence: 99%

What Really Makes Secondary School Students “Want” to Study Physics?

Hadzigeorgiou

Schulz

2017

Education Sciences

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This paper reports on a mixed-methods study with high school students. The study focused on the reasons they give with regard to "what they find interesting about their physics lesson" and "what makes them want to study their physics lesson" during a school year. The sample consisted of 219 students, who attended public high schools, located in various geographical regions of Greece. Journal entries made by all students-that is, students from junior high and senior high schools-were content-analyzed through a grounded theory approach. A total of eight categories were identified. Quantitative differences between these categories, and between the two groups of students, were also identified. Even though some of the identified categories are well-known motivators in science education, three specific categories deserve particular attention: "connection to one's own self", "purpose", and "utility". Notwithstanding the limitations of the present research design (i.e., volunteer sample, lack of standardization in students" and especially in teachers' activities), these categories, along with two quantitative indicators-that is, number of journal entries and student percentages-challenge us to rethink what makes the ideas of science, especially those of physics, meaningful or simply relevant to the life of the students.

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“…15,16 Evaluation of students' practical achievement during their university reside is one of the most imperative method to measure their skill and potential for what they build up. Students graduated with applied sciences are becoming the desire of the modern century to participate in new innovations that can transform human lives.…”

Section: Laboratory Interventionsmentioning

confidence: 99%

Evaluation and intervention of students’ laboratory performance in chemistry graduating classes; Wachemo University, Ethiopia

Gebrehiwot¹

2017

Int J Sci Rep

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Background: The laboratory courses offer students the opportunity to gain manipulative skills, observational skills, and the ability to plan experiments and to interpret experimental data. The laboratory can be an excellent environment for active learning. It has long been considered useful to develop conceptual understanding, but some recent courses have been developed that rely heavily on laboratory experience, in contrast to conventional teaching methods, for the development of conceptual understanding of sciences. The primary purpose of this study was to assess laboratory perceptive of the graduating class students’ of the department of chemistry and to engage them as active learners.Methods: A total sample containing 20 students consisting of 14 males and 6 females were selected for the study. Four experiments were given to randomly selected participants in the respective strata and students were evaluated on the basis of different parameters. Results: The findings of this research showed that almost all the sample students fail to correlate their theoretical accumulation with the practical performance.Conclusions: So, severe works should be made on the various issues concerning the laboratory to be a unique learning environment to create well skilled students.

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What is the purpose of this experiment? Or can students learn something from doing experiments?

Cited by 212 publications

References 19 publications

Emotionally Intense Science Activities

Emotionally Intense Science Activities

What Really Makes Secondary School Students “Want” to Study Physics?

Evaluation and intervention of students’ laboratory performance in chemistry graduating classes; Wachemo University, Ethiopia

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