Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


kent1239991811.pdf (551.02 KB)

ETD Abstract Container

Abstract Header

The Student Perspective of High School Laboratory Experiences

Lambert, R. Mitch
http://rave.ohiolink.edu/etdc/view?acc_num=kent1239991811

Abstract Details

2009, PHD, Kent State University, College of Education, Health, and Human Services / Department of Teaching, Leadership and Curriculum Studies.
High school science laboratory experiences are an accepted teaching practice across the nation despite a lack of research evidence to support them. The purpose of this study was to examine the perspective of students—stakeholders often ignored—on these experiences. Insight into the students’ perspective was explored progressively using a grounded theory methodology. Field observations of science classrooms led to an open-ended survey of high school science students, garnering 665 responses. Twelve student interviews then focused on the data and questions evolving from the survey. The student perspective on laboratory experiences revealed varied information based on individual experience. Concurrent analysis of the data revealed that although most students like (348/665) or sometimes like (270/665) these experiences, some consistent factors yielded negative experiences and prompted suggestions for improvement. The category of responses that emerged as the core idea focused on student understanding of the experience. Students desire to understand the why do, the how to, and the what it means of laboratory experiences. Lacking any one of these, the experience loses educational value for them. This single recurring theme crossed the boundaries of age, level in school, gender, and even the student view of lab experiences as positive or negative. This study suggests reflection on the current laboratory activities in which science teachers engage their students. Is the activity appropriate (as opposed to being merely a favorite), does it encourage learning, does it fit, does it operate at the appropriate level of inquiry, and finally what can science teachers do to integrate these activities into the classroom curriculum more effectively? Simply stated, what can teachers do so that students understand what to do, what’s the point, and how that point fits into what they are learning outside the laboratory?
Joanne Arhar, EdD (Committee Chair)
Paul Sampson, PhD (Committee Member)
Wendy Sherman Heckler, PhD (Committee Member)
153 p.
Science Education; Secondary Education
science education; student perspective; labs; laboratory experiences; secondary education

Recommended Citations

Citations

  • Lambert, R. M. (2009). The Student Perspective of High School Laboratory Experiences [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1239991811

    APA Style (7th edition)

  • Lambert, R. Mitch. The Student Perspective of High School Laboratory Experiences. 2009. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1239991811.

    MLA Style (8th edition)

  • Lambert, R. Mitch. "The Student Perspective of High School Laboratory Experiences." Doctoral dissertation, Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1239991811

    Chicago Manual of Style (17th edition)

kent1239991811
2,260
© 2009, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.