Laboratory Instructional Practices Inventory: A Tool for Assessing the Transformation of Undergraduate Laboratory Instruction

Autor/inn/en	Sadler, Troy D.; Puig, Ana; Trutschel, Brian K.
Titel	Laboratory Instructional Practices Inventory: A Tool for Assessing the Transformation of Undergraduate Laboratory Instruction
Quelle	In: Journal of College Science Teaching, 41 (2011) 1, S.25-31 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Learner Engagement; Scientific Principles; Science Laboratories; Teaching Methods; Observation; Undergraduate Study; Educational Environment; Curriculum Development; Science Instruction; Educational Objectives; Discourse Analysis; College Science + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Grundstudium; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Educational objective; Bildungsziel; Erziehungsziel; Diskursanalyse
Abstract	In the process of working through evaluation of efforts to transform undergraduate laboratory experiences at our institution, we developed a protocol for observing laboratory learning environments that could be used in varying institutional contexts. We began using the Instructional Practices Inventory and found many strengths in this protocol but saw the need to make modifications to better account for the nature of science laboratory course environments. The resultant protocol, the Laboratory Instructional Practices Inventory, directs observer attention to forms of student engagement and discourse. By categorizing the most predominant forms of engagement and discourse at discrete time points throughout laboratory sessions, observers and instructors can empirically document major trends in the learning environment. These data can then be used to inform modifications to curriculum and/or pedagogy to better meet the goals of the course. (Contains 2 tables and 3 figures.) (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10