Empirical Study on the Effects of Stationary and Mobile Student Laboratories: How Successful Are Mobile Student Laboratories in Comparison to Stationary Ones at Universities?
Empirical Study on the Effects of Stationary and Mobile Student Laboratories: How Successful Are Mobile Student Laboratories in Comparison to Stationary Ones at Universities?
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DOI：
10.1021/acs.jchemed.8b00608
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发表时间：
2019-01-01
影响因子：
3
通讯作者：
Beeken, Marco
中科院分区：
文献类型：
--
作者：
Budke, Michael;Parchmann, Ilka;Beeken, Marco
在过去的20年里，学校的科学教育越来越多地得到课外学习机会的支持。从学生和教师的角度来看，学生实验室为补充科学教学做出了有意义的贡献。研究表明，参与学生实验室提高了学生对科学的动机和情境兴趣。然而，对于一些学校来说，利用大学或科学中心的课外学习机会并不总是可能的。为了向这些学校提供补充课程，指定了一些移动的课外实验室。然而，关于移动的课外活动是否同样能够提高动机，或者已经提到的大学学生实验室的积极影响是否只能发生在那里，我们知之甚少。这些影响是否与作为学习场所的大学有关，并且只能在大学进行衡量，还有待观察。在一项定量研究中，学生（N = 538）被要求填写一份问卷，在前测，后测和后续测试设计。这些学生被分配到学校和大学的两个干预中心，在那里他们参加了由奥斯纳布吕克大学GreenLab_OS学生实验室提供的为期一天的项目。学生们对这两项课程的评价都很积极。然而，事实证明，移动的GreenLab_OS在提高自我概念、兴趣和乐趣方面具有更大的潜力，并且学生在学科课程中经历的无聊和沮丧可以在移动的设置中减少。
In the past 20 years, science education in schools has increasingly been supported by extracurricular learning opportunities. From the point of view of pupils and teachers, student laboratories make meaningful contributions to complement the teaching of science. Studies have shown that participation in student laboratories has increased students' motivation and situational interest in science. It is not always possible, however, for some schools to take advantage of extracurricular learning opportunities at universities or science centers. In order to offer a supplementary course for these schools, a number of mobile extracurricular laboratories have been designated. Little is known, nevertheless, about whether mobile extracurricular offerings are equally capable of increasing motivation or if the already mentioned positive effects of student laboratories at universities can only occur there. It remains to be seen whether these effects are linked to, and can only be measured at, a university as a place of learning. In a quantitative study, students (N = 538) were asked to fill out a questionnaire in a pretest, post-test, and follow-up test design. The students were allocated as classes to the two intervention centers, at the school and at the university, where they participated in a one-day program offered by the GreenLab_OS student laboratory of the University of Osnabruck. Both offerings were rated very positively by the pupils. However, it turns out that the mobile GreenLab_OS has a greater potential for increasing self-concept, interest, and enjoyment and that the boredom and frustration that students experience in subject lessons can be reduced in the mobile setting.