The Relative Effectiveness and Efficiency of Hands-On, Demonstration and Videotape Laboratories for Non-Science Major Students.

Autor/in	Johnson, Harriet Lynn
Titel	The Relative Effectiveness and Efficiency of Hands-On, Demonstration and Videotape Laboratories for Non-Science Major Students.
Quelle	(1991), (111 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Academic Achievement; College Science; Cost Effectiveness; Demonstrations (Educational); Experiential Learning; Hands on Science; Higher Education; Instructional Effectiveness; Laboratory Equipment; Nonmajors; Pretests Posttests; Questionnaires; Science Education; Student Attitudes; Teaching Methods; Videotape Cassettes + Suchen Sie Ihr Suchwort? Schulleistung; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Experiental learning; Erfahrungsorientiertes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg; Laborausstattung; Fragebogen; Naturwissenschaftliche Bildung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Teachers agree that utilizing a laboratory method of teaching is both expensive and time consuming. In addition to the cost of materials, one must consider the provision of laboratory facilities and the amount of teacher and laboratory assistant time needed for preparation, facilitation, and clean-up. The need to maximize learning while minimizing cost and time expenditure for large groups of students was the impetus for this study. The objectives of this research included: (1) identify if there was a significant difference in learning between hands-on laboratory experience, live demonstration, and videotape demonstration teaching methods for nonscience major students; (2) to determine if there was a significant difference in attitude towards laboratory experiences conducted through hands-on laboratory, live demonstration, and videotape demonstration methods for nonscience major students; and (3) to compare the cost and time efficiency of live demonstration, videotape demonstration, and hands-on laboratory experience. An introduction, review of the literature, methodology, results and discussion, summary, conclusion and recommendations, and 30 references are included. (Attitude assessment instruments, the unit attitude questionnaire, pre- and posttest attitude survey responses, unit attitude questionnaire responses, laboratory cost comparisons and summaries, and a list of 30 references, are appended.) (KR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01