Design of inquiry-oriented science labs: impacts on students' attitudes
Design of inquiry-oriented science labs: impacts on students' attitudes
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DOI：
10.1080/02635143.2011.589379
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发表时间：
2011-01-01
影响因子：
1.6
通讯作者：
Francis, C. D.
中科院分区：
文献类型：
--
作者：
Basey, J. M.;Francis, C. D.
背景：实验室风格的改变会导致学习的差异。两种以探究为导向的实验室风格是引导式探究（GI）和基于问题的（PB）。学生对实验室的态度在课程设计中选择GI和PB风格时是很重要的考虑因素。目的：我们研究了GI或PB实验室风格对实验室体验的解释程度与学生对实验室体验特定方面的态度，反映在感知兴奋（exc），困难（dif），时间效率（eff）以及实验室和讲座材料之间的联系（帮助）上。大约1000名学生参加了第一学期，在美国博尔德的科罗拉多大学的科学专业的大学生物实验室，参加了研究。设计和方法：在2007年，两个实验室作为GI和PB之一。2008年，他们交换了身份证。态度进行了评估与后学期survey.Results：只有四个态度变量（不实验室风格）有很强的关系，与整体实验室评级是最强的相关exc，其次是dif和帮助/eff。Dif和eff对支持或反对GI与PB实验室的态度影响最大，而help和exc对GI与PB实验室的影响很小。此外，当dif低，学生的态度PB和GI实验室之间没有显着差异，但当dif高，学生的显着评价GI实验室高于PB labs.Conclusions：学生对实验室的态度更依赖于具体方面的经验比实验室风格。GI与PB实验室风格的变化主要影响dif和eff，而不是exc和help。当以PB与GI格式实现实验室时，Dif可能是要考虑的重要因素。当dif高时使用GI，当dif低时使用PB可能是好的。
Background: Changes in lab style can lead to differences in learning. Two inquiry-oriented lab styles are guided inquiry (GI) and problem-based (PB). Students' attitudes towards lab are important to consider when choosing between GI and PB styles during curriculum design.Purpose: We examined the degree to which lab experiences are explained by a GI or a PB lab style vs. students' attitudes towards specific aspects of the experience, reflected by perceived excitement (exc), difficulty (dif), time efficiency (eff) and association between lab and lecture material (help).Sample: Approximately 1000 students attending first-semester, college biology lab for science majors at the University of Colorado at Boulder, USA, participated in the study.Design and method: In 2007, two labs were run as GI and one as PB. Formats were switched in 2008. Attitudes were assessed with a post-semester survey.Results: Only the four attitude variables (not lab style) had a strong relationship with overall lab rating which was most strongly related to exc, followed by dif and help/eff. Dif and eff had the greatest influence on attitudes for or against GI vs. PB labs, and help and exc had little influence on a GI vs. a PB lab. Also, when dif was low, students' attitudes were not significantly different between PB and GI labs, but when dif was high, students' significantly rated GI labs higher than PB labs.Conclusions: Students' attitudes towards lab are more dependent on specific aspects of the experience than on lab style. Changes in GI vs. PB lab styles primarily influence dif and eff rather than exc and help. Dif may be an important factor to consider when implementing a lab in the PB vs. the GI format. It might be good to go with a GI when dif is high and a PB when dif is low.