Year: 2015
Type: dissertation
Abstract: Since the 1980’s, education had to face various challenges such as new technologies, new ways of information gathering but also a reconsideration of conventional educational approaches. As a result, more emphasis has been placed on laboratory work in school science. In many industry nations, this trend was likewise bolstered by unexpected poor results in international comparative assessments (e.g. PISA, TIMSS), as well as students’ poor perception of science and, in relation to that, negative effects on career choices. To combat this growing trend, in Germany many out-of-school science laboratories were established in the recent years to foster interest in science. However, despite their positive temporary effects, approaches to increase effects or to develop long term positive changes are in demand. This research investigates how the out-of-school laboratory effects are affected by a preparation and post enhancement based upon previous studies. Therefore, an online portal was developed which provided cognitive and affective content in order to prepare and post enhance students for their visit in an out-of-school laboratory. The research-based study was aimed at students from grade 10 of lower and upper secondary level who perform one-day experimental activities at the out-of-school laboratory located at the Helmholtz-Zentrum Dresden-Rossendorf research center. In doing so, a comparative analysis was conducted between students who used the online portal and control group members who just regularly visited the laboratory without a special preparation or post enhancement. The evaluation follows a pre, post, and follow-up approach. Based on the results of this research, it could be confirmed that the online portal, as a tool to prepare and post enhance students, had a significant impact. Moreso, students’ situational interest was positively promoted through the online portal. This also applied for related features, like students’ self-concept as well as their perceptions of the out-of-school laboratory environment and even slight effects on their individual interest. As it turned out regarding the desired situational interest, females benefitted most. However, again most results suggest that evoked effects diminish over time. Even though this likely can be traced back to the characteristics of the post enhancement of the online portal, outcomes regarding students’ interest in science and a career in physics indicate the post enhancement’s ability to ensure sustainability. Within the sample three classes were identified based on their interests. Accordingly, for all classes’ members the portal fosters their situational interest. This especially applies for less scientific interested students. Assessments on the portal’s perception by the students revealed a high degree of willingness to prepare for the laboratory visit and to spend the time required. A large majority appreciated the online portal for their laboratory work. An extended preparation, like presented in this study, is still regarded as acceptable to the students. Nevertheless, a compulsory preparation and post enhancement is highly recommended. On the whole, it can be concluded that the online portal respectively a preparation and post enhancement is beneficial for activities out-of-school.:1. Science, Education, & Society 2. Out-of-school laboratories 3. Out-of-school science education 4. Applied educational psychological concepts 5. Studies on out-of-school science laboratories 6. Research Questions and Hypotheses 7. Methods 8. The Study 9. Statistics 10. Determination of the student groups 11. Verification of the hypothesis 12. Investigations on the online portal 13. Discussion 14. Summary 15. Limitations of the study 16. Implications and recommendations
Author: Matthias Streller
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2779765515