Science Laboratory Environment Inventory Research Articles

Sex and frequency of practical work as determinants of middle-school science students’ learning environment perceptions and attitudes

In this study of 431 Grade 9 and 10 students, we investigated gender and frequency of practical work as determinants of science students’ perceptions of their learning environment and attitudes. We assessed classroom environment with the Science Laboratory Environment Inventory (SLEI) and attitudes with the Students’ Adaptive Learning Engagement in Science (SALES) questionnaire and a scale involving students’ future intentions to study science. The surveys exhibited sound factorial validity and reliability. Interesting differences were found in the learning environment and student attitudes according to student gender and three different frequencies of practical work (namely, at least once a week, once every 2 weeks, or once every 3 weeks or more). More-frequent practical work was more effective than less-frequent practical work in terms of perceived open-endedness, integration and material environment in the laboratory environment and more-positive task value and self-regulation attitudes (with modest effect sizes exceeding one-third of a standard deviation). Although small gender differences existed for some scales, increasing the frequency of practical work was not differentially effective for male and female students.

Grade 10 Students’ Perception of Learning Environment: Prospects for K to12 Science Teaching Enhancement

Creating a positive psychosocial learning environment (PsLE) that holistically considers the learners’ needs is vital to optimizing learning productivity in Science. This study investigates the Science learning environment as perceived by the students in actual Science classes. Anchored on the three PsLE dimensions namely: relationship, personal development, and systems maintenance and change, it tracks for alignment of the current Science teaching and learning practices to the expectations of the Kto12 Science curriculum standards. A survey method was done to gather the students’ perception ratings based on a 5-point Likert scale (with 5 as most indicative) using the adapted established learning environment instruments, namely, the Constructivist Learning Environment Survey, the Individualized Classroom Environment Questionnaire, and the Science Laboratory Environment Inventory. The data was collected from 105 Grade 10 students in one of the provinces in Central Visayas, Philippines, and treated statistically using descriptive statistics to get the mean percentage score and standard deviation. Results showed a high perception rating of the scales in the relationship dimension with a mean perception score (MPS = 3.7, SD= 0.36) and least in the personal development dimension. The specific scales that are of low perception include independence, open-endedness, shared control, and differentiation. These findings bear implications for potential interventions for the improvement of Kto12 Science teaching. Re-tooling the teachers with professional development training is a practical move that can be undertaken by the school leadership. Some concrete teaching practices anchored on the PsLE framework are discussed for the enhancement of Kto12 Science teaching.

The Relationships between Physical Learning Environment, Psychological Characteristics, and HOTS

The study investigates the relationships between the physical learning environment (PLE), psychological characteristics (students’ academic self-efficacy and satisfaction), and higher-order thinking skills (HOTS) in statistics education. The study also aimed to determine if psychological characteristics mediate the relationships between the PLE and HOTS. A total of 285 students were selected as samples using cluster sampling. The study instruments were adapted from Smart classroom inventory, science laboratory environment inventory, test of science-related attitudes, self-efficacy in learning and performance for college, and dimension of learning rubrics. The gathered data were analysed using Partial Least Square Structural Equation Modeling (PLS-SEM). The findings revealed that a significant direct relationship existed between PLE and HOTS. Moreover, the PLE also did influence the students’ HOTS indirectly through psychological characteristics (academic self-efficacy and satisfaction). The findings from this study give an important and valuable contribution to knowledge in the area of HOTS research in the context of Malaysian Institution of Higher Learning. The implication of this study suggests that the good quality of PLE in statistics education would influence students’ HOTS directly and also indirectly through the positive development of psychological characteristics in teaching and learning (T&L) process.
 Keywords: physical learning environment, psychological characteristics, academic self-efficacy, satisfaction, higher-order thinking skills

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

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.

An assessment of the chemistry laboratory learning environments and teacher student interactions at the higher secondary level

Chemistry laboratories provide students with a chance to test their ideas and learn difficult concepts by performing experiments. The study assesses students’ perceptions of their learning environments and their teacher-student interactions in a chemistry laboratory setting at the higher secondary level in selected private schools using the Science Laboratory Environment Inventory (SLEI) and Questionnaire on Teacher Interaction (QTI). The sample consists of 250 students studying in classes 11th and 12th. The learning environments in the chemistry laboratory at the higher secondary level show that the mean scores of the preferred form of the SLEI are higher than the actual form. This means that the students’ preferred learning environments that are more open ended in terms of decision making on the part of the students, seek better material support to perform the laboratory experiments in terms of equipment, chemicals and more cohesiveness with one another in terms of providing support for each other etc. The results on the QTI show that the students see their teachers as good leaders most of the time and have also rated their teachers in terms of exhibiting helpful and friendly nature, understanding and giving students freedom and responsibility in the chemistry laboratory. No significant gender differences have been reported in the chemistry laboratory learning environments however, significant gender differences were found to exist in students’ perceptions of their teacher interpersonal behavior in chemistry laboratory settings.

Student perceptions of the cell biology laboratory learning environment in four undergraduate science courses in Spain

Cell biology is an academic discipline that organises and coordinates the learning of the structure, function and molecular composition of cells in some undergraduate biomedical programs. Besides course content and teaching methodologies, the laboratory environment is considered a key element in the teaching of and learning of cell biology. The aim of this study was to determine students’ opinions about the quality of the teaching and learning environment in cell biology laboratory practice. For this study, we used a short form of the Science Laboratory Environment Inventory (SLEI), which we adapted and translated into Spanish. The questionnaire, administered to students enrolled in four undergraduate programs, consisted of 24 questions divided into four scales: integration of content, clarity of laboratory rules, cohesion between students and teachers, and quality of laboratory infrastructures and materials. The results suggested that (1) students positively assessed the learning environment provided for cell biology practice, (2) the short Spanish form of the SLEI was a valid, reliable instrument for evaluating student satisfaction, laboratory activities, the degree of cooperation between students and teachers, and theoretical and practical organisation of content and (3) the questionnaire detected differential perceptions of the learning environment based on gender and the program studied.

Predictive Relationship between Physical and Psychosocial Aspects of Science Laboratory Learning Environment among Secondary School Students in Malaysia

This study was conducted to analyze the characteristics of science laboratory learning regarding the physical and psychosocial aspects. Students’ perception on psychosocial aspects were measured using Science Laboratory Environment Inventory (SLEI) while perception on physical aspects was measured using Physical Science Laboratory Environment Inventory (PSLEI). The participants of this study were 800 form four students from 100 secondary schools in Selangor, Malaysia. Analysis of findings revealed that students demonstrated positive attitudes towards the psychosocial environment and moderate level of suitability towards the physical environment. In addition, results of the multiple regression analysis show that there existed significant contributions of physical aspects on psychosocial aspects of the science laboratory learning environment. These results provide valuable feedback to institutions and to educators in setting their learning environment.

Physical and psychosocial aspects of the learning environment in the science laboratory and their relationship to teacher satisfaction

This paper is a report of a survey conducted to determine teachers’ perception of the science laboratory learning environment and the relationship between different aspects of this environment and satisfaction from teaching and learning. Teachers’ perceptions of psychosocial aspects were measured by use of the Science Laboratory Environment Inventory (SLEI), whereas perceptions of physical aspects were measured by use of the Physical Science Laboratory Environment Inventory. The level of satisfaction was measured by use of a satisfaction scale (SC). Data were collected from 800 science teachers in secondary schools in Malaysia. Analysis of findings revealed that teachers have positive attitudes on all SLEI scales, with the exception of the open-ended scale. In terms of physical aspects, teachers regard lighting and technology as highly important but furniture and equipment, space, air quality and safety as of moderate importance only. Results also showed that teachers’ satisfaction from teaching in the laboratory was positive. Subsequent analysis revealed a significant predictive relationship between teachers’ perception of science laboratory learning environments and their teaching and learning satisfaction.

Prospective Elementary Teachers’ Understanding of the Nature of Science and Perceptions of the Classroom Learning Environment

This study investigated prospective elementary teachers’ understandings of the nature of science and explored associations with their guided-inquiry science learning environment. Over 500 female students completed the Nature of Scientific Knowledge Survey (NSKS), although only four scales were analyzed–Creative, Testable, Amoral, and Unified. The learning environment was assessed using previously-validated and reliable scales from What Is Happening In this Class? (WIHIC) and the Science Laboratory Environment Inventory (SLEI). Analyses indicated moderate multiple correlations that were statistically significant (p < 0.01) between Creative (R = 0.22), Testable (R = 0.29), and Unified (R = 0.27), and a positive learning environment. Regression coefficients revealed that Open-Endedness was a significant independent predictor of students’ understanding of the role of creativity in science (β = 0.16), while Cooperation, Open-Endedness, and Material Environment were linked with understanding the testable nature of science (β = 0.10–0.12). Interview questions probed possible relationships between an improved understanding of the nature of science and elements of a positive classroom environment. Responses suggested that an appropriate level of open-endedness during investigations was very important as this helped students grapple with abstract nature of science concepts and shift their conceptions closer to a more realistic view of scientific practice.

ANALYSIS OF STUDENTS’ GENERATED QUESTIONS IN LABORATORY LEARNING ENVIRONMENTS

In order to attain a reliable laboratory work assessment, we argue taking the Learning Environment as a core concept and a research paradigm that considers the factors affecting the laboratory as a particularly complex educational context. With regard to Laboratory Learning Environments (LLEs), a well known approach is the SLEI (Science Laboratory Environment Inventory). The aim of this research is to design and apply an alternative and qualitative assessment tool to characterize Laboratory Learning Environments in an introductory course of organic chemistry. An alternative and qualitative assessment tool would be useful for providing feed-back for experimental learning improvement; serving as a complementary triangulation tool in educational research on LLEs; and generating meaningful categories in order to design quantitative research instruments. Toward this end, spontaneous questions by students have been chosen as a reliable source of information. To process these questions, a methodology based on the Grounded Theory has been developed to provide a framework for characterizing LLEs. This methodology has been applied in two case studies. The conclusions lead us to argue for using more holistic assessment tools in both everyday practice and research. Likewise, a greater attention should be paid to metacognition to achieve suitable self-perception concerning students’ previous knowledge and manipulative skills.

Relationship Between Physical and Psychosocial Aspects in Science Laboratory Learning Environment

The learning environment needs to be adjusted in line with the learning outcomes and teaching strategies, while at the same time, fulfills the teachers' and students' needs. Thus, it is argued that evaluation of learning environment is important because by doing so, it provides not only information for measuring the learners' performance, but also information on teachers' competency in planning positive learning outcomes. This paper reports a survey which was conducted to determine teachers' perception of and the relationship between physical and psychosocial aspects of science laboratory learning environment in schools in the state of Selangor. Teachers' perception of psychosocial science laboratory learning environment was measured using Science Laboratory Environment Inventory (SLEI), while the physical environment was measured using Physical Science Laboratory Environment Inventory (PSLEI). Analysis of findings revealed that overall, teachers demonstrated positive attitudes towards the psychosocial environment and moderate level of suitability towards the physical environment. Subsequent analysis also revealed that there existed significant contributions of physical aspects on psychosocial aspects of the science laboratory learning environment.

Students’ Perception of the Physical and Psychosocial Science Laboratory Environment in Malaysia: Comparison across Subject and School Location

This paper reports a survey which was conducted in order to determine students’ perception of physical and psychosocial science laboratory learning environment in secondary schools in the state of Selangor and it differences based on location and subjects. Students’ perception on science laboratory learning environment was measured by using Science Laboratory Environment Inventory (SLEI) and the suitability of physical aspects were measured using Physical Science Laboratory Environment Inventory (PSLEI). Analysis of findings reveals that students demonstrate positive attitudes in all SLEI scales, with an exception in open-ended scale. In terms of physical aspects, students rate the lighting and space as having high level of fitness while furniture and equipment, technology, air quality and safety aspects were rated as moderate. The findings also showed that there was no significant difference in perspective about the suitability of the physical environment and psychosocial environment based on location. However, there are significant differences in the physical and psychosocial environment based on subject among students

Physical and psychosocial aspects of science laboratory learning environment

This paper reports a survey which was conducted in order to determine teachers’ and students’ perception of science laboratory learning environment schools in Malaysia and to compare their perceptions regarding the physical and psychosocial aspects. Teachers’ and students’ perception on psychosocial aspects were measured by using Science Laboratory Environment Inventory (SLEI) while perception on physical aspects was measured using Physical Science Laboratory Environment Inventory (PSLEI). Analysis of findings found that teachers and students demonstrate positive attitudes in all SLEI scales, with an exception in open ended scale, hi terms of physical aspects, teachers provide a high level of fitness for lighting and technology while moderate for furniture and equipment, space, air quality and safety aspects scales. Meanwhile students rate the lightning and space as having high level of fitness while furniture and equipment, technology, air quality and safety aspects scales as moderate. Subsequent analysis also reveals that there exist significant differences between teachers’ and students’ perception of physical and psychosocial laboratory learning environment. © 2010 Published by Elsevier Ltd.

Science laboratory classroom environments in Korean high schools

In order to investigate the learning environment of senior high school science laboratory classrooms in Korea, the Science Laboratory Environment Inventory (SLEI) was translated into Korean and administered to 439 students (99 science-independent stream students, 195 science-oriented stream students and 145 humanities stream students). Data analyses attested to the sound factorial validity and internal consistency reliability of the SLEI, as well as its ability to differentiate between the perceptions of students in different classrooms. Students in the science-independent stream generally perceived their science laboratory classroom environment more favourably than did students in either the humanities or science-oriented stream. Associations were found between various measures of students’ attitudes to science and their perceptions on SLEI scales; in particular, as in past research in other countries, integration between theory and practical classes was a statistically significant predictor of all attitude criteria when the other SLEI scales were mutually controlled.

Science Laboratory Environment and Academic Performance

The study determined how students assess the various components of their science laboratory environment. It also identified how the laboratory environment affects students’ learning outcomes. The modified ex-post facto design was used. A sample of 328 randomly selected students was taken from a population of all Senior Secondary School chemistry students in a state in Nigeria. The research instrument, Science Laboratory Environment Inventory (SLEI) designed and validated by Fraser et al. (Sci Educ 77:1–24, 1993) was administered on the selected students. Data analysis was done using descriptive statistics and Product Moment Correlation. Findings revealed that students could assess the five components (Student cohesiveness, Open-endedness, Integration, Rule clarity, and Material Environment) of the laboratory environment. Student cohesiveness has the highest assessment while material environment has the least. The results also showed that the five components of the science laboratory environment are positively correlated with students’ academic performance. The findings are discussed with a view to improving the quality of the laboratory environment, subsequent academic performance in science and ultimately the enrolment and retaining of learners in science.

Classroom environment and student outcomes among students using anthropometry activities in high‐school science

The main purpose of this research was to evaluate the use of anthropometric activities among a sample of 761 high‐school biology students in terms of student outcomes (achievement and attitudes) and classroom environment (assessed with the Science Laboratory Environment Inventory, SLEI). Data analyses supported the SLEI's factorial validity, internal consistency reliability and ability to differentiate between classrooms. The efficacy of using anthropometric activities was supported by pretest–posttest differences in achievement, as well as by a comparison with a control group's attitudes and perceptions of classroom learning environment. Overall, results provide a degree of support for the positive influence of using anthropometric activities in terms of students' attitudes and the classroom learning environment.

Assessing Gender Differences in A-Level Biology Students\' Perceptions of Laboratory Environments in Zimbabwean Schools

This study assessed gender differences of Zimbabwean A-level students’ perceptions about their actual and preferred biology laboratory environments in relation to cohesiveness, openness, integration between theory and laboratory work, management of laboratory work and the material environment. The Science Laboratory Environment Inventory (SLEI) was used to collect data from a total of 68 students (40 male and 28 female) attending metropolitan High Schools. Results obtained indicated that both female and male students prefer less cohesiveness than there is in current laboratory environments. Both sexes would however prefer more openness and a more conducive material environment. The situation is more pronounced for girls. Females prefer more integration and less controlled management of activities than male students.

ASSESSMENT OF THE LEARNING ENVIRONMENT OF INQUIRY-TYPE LABORATORIES IN HIGH SCHOOL CHEMISTRY

An inquiry-type laboratory has been implemented into the chemistry curriculum in high schools in Israel. In this study, we investigated the idea that generally the science laboratory provides a unique learning environment that differs from the learning environment that exists in classrooms in which other instructional techniques are used. Moreover, the inquiry laboratory provides students with a learning situation in which they are involved in activities that might influence some of the variables that are influencing the learning environment of such laboratories. In this study, the Science Laboratory Environment Inventory (SLEI) was used to assess the students' perceptions of their chemistry laboratory learning environment. Statistical comparison of two groups (control and inquiry) revealed significant differences between the groups regarding their actual perceptions. Moreover, it was found that the differences between the actual and preferred laboratory learning environment were significantly smaller for the inquiry group than for the control group.

The effect of an inquiry-oriented environmental science course on preservice elementary teachers’ attitudes about science

The purpose of this study was to assess a model inquiry-oriented environmental science course offered to preservice elementary education majors at the University of Montana in order to investigate the effects of environmental science classes on preservice elementary education majors. The guiding questions for the study (N=125) were: What learning environment profile reflects an inquiry-oriented environmental science classroom? and Are students' attitudes about science affected by the environmental science course taken? Data collection instruments included the Science Laboratory Environment Inventory (SLEI) and the Test of Science Related Attitudes (TOSRA). Results indicate that the course provided adequate laboratory materials and students interacted with each other in a positive manner. The results from the TOSRA questionnaire suggest that exposure to an inquiry-oriented environmental science course could promote at least short-term change regarding student attitudes involving social change. Another finding was that students had more positive attitudes about inquiry as a process in science after being exposed to a learning cycle-based course. It was concluded that results from this study support the recommendation that preservice elementary teachers take course work in environmental science or environmental education. Contains 12 references. (JRH) *******************i.AA:.************************************Ai.*** Reproductions supplied by EDRS are the best that can be made from the original document. *************W********************************************************* THE EFFECT OF AN INQUIRY-ORIENTED ENVIRONMENTAL SCIENCE COURSE ON PRESERVICE ELEMENTARY TEACHER°,' ATTITUDES ABOUT SCIENCE. Fletcher S. Brown, University of Montana Missoula, MT 59812 U S. DEPARTMENT Of EDUCATION Othce o EOLKshonet Ressioch ono imptosen.,-nt EDUCATIONAL RESOURCES INFORMATION LI CENTER IERICI TheS 00Cument ASS been reproduced as reCe'vehtl frOrre the person Or Orpiheietectin mating et 0 Mow, chances have been made to ereetX0er rOPrOducleon Quality Pants °twee 0, Oftshe One Stated in thiSCIOCve ment 00 hOt reCIISSanly raptasant official OE RI posmon or pohoy Paper Presented at the annual meeting of The National Association for Research in Science Teaching St. Louis, Missouri April, 1996

Interpersonal Behavior, Laboratory Learning Environments, and Student Outcomes in Senior Biology Classes

The purpose of this study was to investigate associations between students' perceptions of their biology teachers' interpersonal behavior and their laboratory learning environments and their attitudinal, achievement, and performance outcomes. A sample of 489 students from 28 senior biology classes in eight schools in Tasmania, Australia completed the Questionnaire on Teacher Interaction (QTI) and the Science Laboratory Environment Inventory (SLEI). Responses to two attitude questionnaires, achievement on an external written examination, and performance in laboratory practical tests were used as student outcome measures. Statistical analyses supported the reliability and validity of the QTI and the SLEI when used with senior secondary biology students. We investigated associations between students' perceptions of teacher behavior and their laboratory learning environment with student outcomes, including the unique and common contributions of the QTI and SLEI to variance in student outcomes. Associations with students' perceptions of the learning environment were stronger for the attitudinal outcomes than for the cognitive or practical skills outcomes. Some commonality between the QTI and SLEI scales was found in their contributions to the variance in attitudinal outcomes, but not in their contributions to variance in cognitive and practical skill outcomes. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 37: 26–43, 2000