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Learning Environment, Attitudes and Achievement among Middle-school Science Students Using Inquiry-based Laboratory Activities

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Abstract

This study compared inquiry and non-inquiry laboratory teaching in terms of students’ perceptions of the classroom learning environment, attitudes toward science, and achievement among middle-school physical science students. Learning environment and attitude scales were found to be valid and related to each other for a sample of 1,434 students in 71 classes. For a subsample of 165 students in 8 classes, inquiry instruction promoted more student cohesiveness than non-inquiry instruction (effect size of one-third of a standard deviation), and inquiry-based laboratory activities were found to be differentially effective for male and female students.

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  1. Science and Mathematics Education Centre, Curtin University of Technology, GPO Box U 1987, Perth, 6845, Australia

    Stephen J. Wolf & Barry J. Fraser

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Wolf, S.J., Fraser, B.J. Learning Environment, Attitudes and Achievement among Middle-school Science Students Using Inquiry-based Laboratory Activities. Res Sci Educ 38, 321–341 (2008). https://doi.org/10.1007/s11165-007-9052-y

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