High School Students' Conceptions of Science Laboratory Learning, Perceptions of the Science Laboratory Environment, and Academic Self-Efficacy in Science Learning

Autor/inn/en	Lee, Min-Hsien; Liang, Jyh-Chong; Wu, Ying-Tien; Chiou, Guo-Li; Hsu, Chung-Yuan; Wang, Chia-Yu; Lin, Jing-Wen; Tsai, Chin-Chung
Titel	High School Students' Conceptions of Science Laboratory Learning, Perceptions of the Science Laboratory Environment, and Academic Self-Efficacy in Science Learning
Quelle	In: International Journal of Science and Mathematics Education, 18 (2020) 1, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Min-Hsien)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-019-09951-w
Schlagwörter	High School Students; Student Attitudes; Science Laboratories; Science Education; Educational Environment; Self Efficacy; Secondary School Science; Laboratory Training; Foreign Countries; Prior Learning; Science Process Skills; Hands on Science; Taiwan + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Naturwissenschaftliche Bildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Self-efficacy; Selbstwirksamkeit; Laborkunde; Ausland; Vorkenntnisse
Abstract	In the field of science education, laboratory learning environment has gained renewed interest in the recent decade. This study aimed to investigate the relationships among students' conceptions of science laboratory learning, perceptions of the science laboratory learning environment, and their academic self-efficacy in science learning by adopting the structural equation modeling (SEM) technique. A total of 513 senior high school students (262 females) in Taiwan were invited to participate in this survey study. Three instruments were adapted and implemented to investigate the aim of the study (i.e. the conceptions of science laboratory learning questionnaire, the science laboratory environment inventory, and the academic self-efficacy in science learning questionnaire). The results indicated that the students' conceptions of science laboratory learning made a significant contribution to their perceptions of the science laboratory environment, which consequently fostered their science learning self-efficacy. More specifically, students with conceptions of science laboratory learning as reviewing their prior learning profiles tended to highlight the "student cohesiveness," "integration," and "material environment" aspects of the laboratory environment. Moreover, students who held personal ideas of science laboratory learning as acquiring manipulative skills tended to perceive actual science laboratory environments as much more open-ended and to attain advanced academic science learning self-efficacy. In addition, those students who viewed laboratory learning as achieving in-depth understanding, and who perceived that laboratory activities are guided by clear rules, were prone to express a stronger sense of academic self-efficacy. Based on the results, practical implications and suggestions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01