Effects of a science center outreach lab on school students' achievement – Are student lab visits needed when they teach what students can learn at school?
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| Title: | Effects of a science center outreach lab on school students' achievement – Are student lab visits needed when they teach what students can learn at school? |
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| Authors: | Itzek-Greulich, Heike1 heike.itzek-greulich@uni-tuebingen.de, Flunger, Barbara1 barbara.flunger@uni-tuebingen.de, Vollmer, Christian2 vollmer@ph-heidelberg.de, Nagengast, Benjamin1 benjamin.nagengast@uni-tuebingen.de, Rehm, Markus3 rehm@ph-heidelberg.de, Trautwein, Ulrich1 ulrich.trautwein@uni-tuebingen.de |
| Source: | Learning & Instruction. Aug2015, Vol. 38, p43-52. 10p. |
| Subject Terms: | *Science education, *Academic achievement, *Laboratories, *Activity programs in science education, *Science students |
| Abstract: | This study examined the effectiveness of labwork settings in science education with a pretest-posttest design. Sixty-eight ninth-grade classes ( N = 1773) were randomly assigned to three experimental conditions and a control condition. The first condition was taught the topic of the chemistry of starch in School only , the second condition was taught in the Science Center Outreach Lab (SCOL) only , the third condition was taught in a combined setting encompassing both a SCOL visit and classroom learning ( SCOL & school ), and the fourth was a control condition. A multilevel analysis investigated differences in achievement with experimental conditions as predictors on the class level and gender, language spoken at home, and pretest scores as predictors on the student level. The intervention was effective in all three experimental conditions with higher achievement than the control condition. Students in the combined setting ( SCOL & school ), our reference group in the multilevel analysis, learned more than the students in the control condition. However, since students' achievement in the SCOL only and School only conditions did not differ significantly from the SCOL & school condition, it seems that the learning goals of the SCOL can also be achieved at school (at least when labwork is provided). [ABSTRACT FROM AUTHOR] |
| Copyright of Learning & Instruction is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 102919975 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Effects of a science center outreach lab on school students' achievement – Are student lab visits needed when they teach what students can learn at school? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Itzek-Greulich%2C+Heike%22">Itzek-Greulich, Heike</searchLink><relatesTo>1</relatesTo><i> heike.itzek-greulich@uni-tuebingen.de</i><br /><searchLink fieldCode="AR" term="%22Flunger%2C+Barbara%22">Flunger, Barbara</searchLink><relatesTo>1</relatesTo><i> barbara.flunger@uni-tuebingen.de</i><br /><searchLink fieldCode="AR" term="%22Vollmer%2C+Christian%22">Vollmer, Christian</searchLink><relatesTo>2</relatesTo><i> vollmer@ph-heidelberg.de</i><br /><searchLink fieldCode="AR" term="%22Nagengast%2C+Benjamin%22">Nagengast, Benjamin</searchLink><relatesTo>1</relatesTo><i> benjamin.nagengast@uni-tuebingen.de</i><br /><searchLink fieldCode="AR" term="%22Rehm%2C+Markus%22">Rehm, Markus</searchLink><relatesTo>3</relatesTo><i> rehm@ph-heidelberg.de</i><br /><searchLink fieldCode="AR" term="%22Trautwein%2C+Ulrich%22">Trautwein, Ulrich</searchLink><relatesTo>1</relatesTo><i> ulrich.trautwein@uni-tuebingen.de</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Learning+%26+Instruction%22">Learning & Instruction</searchLink>. Aug2015, Vol. 38, p43-52. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Laboratories%22">Laboratories</searchLink><br />*<searchLink fieldCode="DE" term="%22Activity+programs+in+science+education%22">Activity programs in science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+students%22">Science students</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study examined the effectiveness of labwork settings in science education with a pretest-posttest design. Sixty-eight ninth-grade classes ( N = 1773) were randomly assigned to three experimental conditions and a control condition. The first condition was taught the topic of the chemistry of starch in School only , the second condition was taught in the Science Center Outreach Lab (SCOL) only , the third condition was taught in a combined setting encompassing both a SCOL visit and classroom learning ( SCOL & school ), and the fourth was a control condition. A multilevel analysis investigated differences in achievement with experimental conditions as predictors on the class level and gender, language spoken at home, and pretest scores as predictors on the student level. The intervention was effective in all three experimental conditions with higher achievement than the control condition. Students in the combined setting ( SCOL & school ), our reference group in the multilevel analysis, learned more than the students in the control condition. However, since students' achievement in the SCOL only and School only conditions did not differ significantly from the SCOL & school condition, it seems that the learning goals of the SCOL can also be achieved at school (at least when labwork is provided). [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Learning & Instruction is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1016/j.learninstruc.2015.03.003 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 43 Subjects: – SubjectFull: Science education Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Laboratories Type: general – SubjectFull: Activity programs in science education Type: general – SubjectFull: Science students Type: general Titles: – TitleFull: Effects of a science center outreach lab on school students' achievement – Are student lab visits needed when they teach what students can learn at school? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Itzek-Greulich, Heike – PersonEntity: Name: NameFull: Flunger, Barbara – PersonEntity: Name: NameFull: Vollmer, Christian – PersonEntity: Name: NameFull: Nagengast, Benjamin – PersonEntity: Name: NameFull: Rehm, Markus – PersonEntity: Name: NameFull: Trautwein, Ulrich IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2015 Type: published Y: 2015 Identifiers: – Type: issn-print Value: 09594752 Numbering: – Type: volume Value: 38 Titles: – TitleFull: Learning & Instruction Type: main |
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