Science Laboratory Environment Inventory Research Articles

ROSE and NonROSE students’ perceptions of five psychosocial dimensions of their science practical activities

This study compared the Reform of Secondary Education (ROSE) students’ and nonROSE students’ perceptions of five psychosocial dimensions of their science practical tasks: Student Cohesiveness, Open-Endedness, Integration, Rule Clarity and Material Environment. The sample comprised 177 ROSE and 223 nonROSE Jamaican students, 230 and 170 of them were 8th and 9th graders respectively, 209 were boys and 191 were girls. The Actual Form of Fraser, Giddings and McRobbie’s (1995) Science Laboratory Environment Inventory (SLEI) was adapted and used as an instrument. The results indicated that the students’ perceptions were relatively favourable; ROSE students had significantly better perceptions of Open-Endedness and Material Environment than nonROSE students; the girls had significantly better perceptions of all the dimensions (except Open-Endedness) than the boys; ROSE girls’ and boys’ perceptions of Open-Endedness were significantly better than those of nonROSE students; grades 8 and 9 students’ perceptions were not statistically significantly different.

A Multilevel Analysis of Learning Environments and Student Attitudes

An investigation of relationships between students’ attitudes towards chemistry and their perceived laboratory environments was carried out using a sample of 1592 final year secondary school students in 56 chemistry classes in 28 randomly selected co‐educational government schools. This study is distinctive in that it marks the beginning of science classroom environment research in Singapore and because it pioneers the use of the Hierarchical Linear Model (HLM) in learning environment research. The Chemistry Laboratory Environment Inventory (CLEI), a modified version of the Science Laboratory Environment Inventory, was used to assess students’ perceptions of the learning environment in chemistry laboratory classes. Students’ chemistry‐related attitudes were assessed using the Questionnaire on Chemistry‐related Attitudes (QOCRA), which is based on the Test of Science‐related Attitudes. Environment‐attitude relationships were examined using conventional multiple regression analysis and the more rigorous HLM. Positive associations emerged between the nature of the chemistry laboratory classroom environment and the students’ attitudinal outcomes

Assessment of Chemistry Laboratory Classroom Environments

The Science Laboratory Environment Inventory (SLEI) is a recently developed classroom environment instrument for assessing students' or teachers' perceptions of their science laboratory classroom environment. This paper describes its development and reports on the validation and application of its modified form, the Chemistry Laboratory Environment Inventory (CLEI), with a Singapore secondary school sample. The sample consisted of 1 592 final-year secondary school (i.e. tenth grade) chemistry students from 56 intact classes from 28 randomly selected co-educational government secondary schools in Singapore. Various item and factor analyses supported the reliability and validity of the instrument for assessing students' perceptions of their chemistry laboratory environment specifically in Singapore.

The Learning Environment of High School Students in Chemistry and Biology Laboratories

Abstract In this article a comparison of students’ perceptions of laboratory classes in chemistry and biology is presented. By using the Science Laboratory Environment Inventory (SLEI), pronounced and significant differences between chemistry and biology laboratory environments were found on two of the subscales: ‘Integration’ that describes the extent to which its laboratory activities are integrated with non‐laboratory and classroom learning and ‘Open‐endedness’, a subscale that measures the extent to which the laboratory emphasises an open‐ended, divergent, and an individualised approach to experimentation. It is suggested that the SLEI can be considered as a sensitive tool to measure students’ perceptions of their learning environment in different subject matters during the laboratory work. In this study the SLEI was also used to compare students’ actual and preferred learning environments and to explore gender differences regarding this issue.

Environment‐‐Attitude Associations in the Chemistry Laboratory Classroom

Abstract Associations between students’ perceptions of their chemistry laboratory classroom environment and their attitudes towards chemistry were investigated using a sample of 1592 final year secondary school chemistry students in 56 classes in 28 randomly‐selected coeducational government schools in Singapore. Students’ perceptions of their chemistry laboratory learning environment were assessed using the Chemistry Laboratory Environment Inventory (CLEI), which is a modified version of the Science Laboratory Environment Inventory (SLEI). The Questionnaire on Chemistry‐related Attitudes (QOCRA), a modified form of the Test of Science‐Related Attitudes (TOSRA), was used to assess the students’ attitudes to chemistry. Environment‐attitude associations were explored using three methods of correlational analysis (simple, multiple and canonical) and two units of statistical analysis (the individual and the class mean). Significant associations were found between the nature of the chemistry laboratory classro...

Cross-Validation in Singapore of the Science Laboratory Environment Inventory

This paper reports the cross-validation in Singapore of the Science Laboratory Environment Inventory, which assesses students' perceptions of psychosocial aspects of their science laboratory classroom environments. The sample consisted of 1,592 final year secondary school, i.e., Grade 10, chemistry students from 56 intact classes from 28 randomly selected coeducational government secondary schools in Singapore. This instrument, which has separate forms measuring students' perceptions of the actual and ideal (preferred) learning environment, comprises five scales: Student Cohesiveness, Open-endedness, Integration, Rule Clarity, and Material Environment. The study provided cross-validation support for use in Singapore in either its actual or preferred form and with either the individual student or the class mean as the unit of analysis. Each scale exhibited satisfactory internal consistency reliability, discriminant validity, factorial validity, predictive validity, and ability to differentiate among classes.

Evolution and validation of a personal form of an instrument for assessing science laboratory classroom environments

AbstractThe research reported in this article makes two distinctive contributions to the field of classroom environment research. First, because existing instruments are unsuitable for science laboratory classes, the Science Laboratory Environment Inventory (SLEI) was developed and validated. Second, a new Personal form of the SLEI (involving a student's perceptions of his or her own role within the class) was developed and validated in conjunction with the conventional Class form (involving a student's perceptions of the class as a whole), and its usefulness was investigated. The instrument was cross‐nationally fieldtested with 5,447 students in 269 senior high school and university classes in six countries, and cross‐validated with 1,594 senior high school students in 92 classes in Australia. Each SLEI scale exhibited satisfactory internal consistency reliability, discriminant validity, and factorial validity, and differentiated between the perceptions of students in different classes. A variety of applications with the new instrument furnished evidence about its usefulness and revealed that science laboratory classes are dominated by closed‐ended activities; mean scores obtained on the Class form were consistently somewhat more favorable than on the corresponding Personal form; females generally held more favorable perceptions than males, but these differences were somewhat larger for the Personal form than the Class form; associations existed between attitudinal outcomes and laboratory environment dimensions; and the Class and Personal forms of the SLEI each accounted for unique variance in student outcomes which was independent of that accounted for by the other form.

Associations Between Student Outcomes and Psychosocial Science Environment

Abstract Past research on classroom environment was extended to science laboratory class settings in an investigation of associations between student outcomes and classroom environment. The sample consisted of 1,594 senior high school chemistry students in 92 classes. The Science Laboratory Environment Inventory was used to assess student cohesiveness, open-endedness, integration, rule clarity, and material environments in the laboratory class, and student outcomes encompassed two inquiry skill and four attitude measures. Simple, multiple, and canonical analyses were conducted separately for two units of analysis (student scores and class means) and separately with and without control for general ability. Past research was replicated in that the nature of the science laboratory classroom environment accounted for appreciable proportions of the variance in both cognitive and affective outcomes beyond that attributable to general ability.

Science Laboratory Classroom Climate in British Schools and Universities

Abstract Because existing classroom environment instruments are unsuitable for science laboratory classes, we developed and validated a new instrument specifically suited to laboratory classrooms at either the upper secondary school or higher education level. The Science Laboratory Environment Inventory assesses students’ or teachers’ perceptions of five dimensions of actual or preferred classroom environment, namely, student cohesiveness, open‐endedness, integration, rule clarity, and material environment. A distinctive feature of the study was that the instrument was field tested cross‐nationally and validated in six different countries, namely, England, Canada, Australia, USA, Israel, and Nigeria. The total sample consisted of 5447 students in 269 individual science laboratory classes. Various analyses attested to each scale's internal consistency reliability, discriminant validity, factorial validity, predictive validity, and ability to differentiate between the perceptions of students in different cl...

Assessment of the psychosocial environment of university science laboratory classrooms: a cross-national study

A strong tradition in educational research has involved several widely-used instruments assessing student or teacher perceptions of characteristics of actual or preferred classroom psychosocial environment. Existing instruments, however, are unsuitable for one of the most important settings in science teaching, namely, the science laboratory class. Consequently, the present research aimed to develop and validate a new instrument, the Science Laboratory Environment Inventory (SLEI), which is specifically suited to science laboratory environments at the higher education level. The SLEI assesses students' or teachers' perceptions of five dimensions of actual or preferred classroom environment, namely, Student Cohesiveness, Open-Endedness, Integration, Rule Clarity, and Material Environment. A distinctive feature of the design of the study was that the instrument was field tested and validated cross-nationally in six different countries, namely, the USA, Canada, Australia, England, Israel, and Nigeria. The total sample consisted of 1720 students in 71 university laboratory classes. Various item and factor analyses guided the evolution of a refined version, and attested to each SLEI scale's internal consistency reliability, discriminant validity, factorial validity, predictive validity (i.e., ability to predict student outcomes), and ability to differentiate between the perceptions of students in different classes. An important finding was that the SLEI is equally valid for use in its actual and preferred versions, and for the individual or the class mean as the unit of analysis. As well, separate within-country analyses confirmed the validity and usefulness of the SLEI in each of the six countries involved in the field testing. Overall, the study attested to the general advantages of employing cross-national designs in learning environment research.

Comparison of personal and class forms of the science laboratory environment inventory

Existing instruments in classroom environment research have limitations when subgroups are investigated or case studies of individual students conducted. This study reports the validation and development of a personal form of the Science Laboratory Environment Inventory which is better suited to such studies. Further, systematic differences between scores on the class and personal forms of the instrument are reported along with comparisons of their associations with inquiry skill and attitudinal outcomes.

Research into the environment of science laboratory classes in australian schools

Existing instruments for assessing student or teacher perceptions of characteristics of actual or preferred classroom psychosocial environment are unsuitable for one of the most important settings in science teaching, namely, the science laboratory class. Consequently, the Science Laboratory Environment Inventory (SLEI), was designed to assess student or teacher perceptions of seven scales:Teacher Supportiveness, Student Cohesiveness, Open-Endedness, Integration, Organization, Rule Clarity andMaterial Environment. An important feature of the design of the study was that the new instrument was field tested simultaneously in six countries: Australia, USA, Canada, England, Nigeria and Israel. This paper is based on a sample of 4643 students in 225 individual laboratory classes, together with the teachers of most of these classes. Preliminary analyses were used to shed light on various important research questions including the differences between Actual and Preferred environments, gender differences in perceptions of Actual and Preferred environment, the relationship between the science laboratory environment and attitude towards science laboratory work, differences between school and university laboratory classes, differences between teachers’ and students’ perceptions of the same laboratory classes, and differences between laboratory classes in different science subjects (Physics, Chemistry, Biology).

Development of an instrument for assessing the psychosocial environment of science laboratory classes

This paper attempts to stimulate and facilitate future research and practical applications involving the psychosocial environment of science laboratory classrooms by describing the development of a new instrument, the Science Laboratory Environment Inventory (SLEI), which assesses eight dimensions of the actual and preferred environment of science laboratory classes at the upper secondary school and higher education levels. Comprehensive validation information reported here in tentatively attests to the internal consistency reliability and discriminant validity of the actual and preferred forms of the SLEI for use in Australian or American classrooms. As well, further analyses supported the ability of the actual form of the SLEI to differentiate between the perceptions of students in different classrooms. It is hoped that science teachers and other researchers will make use of the SLEI to pursue several research and practical applications analogous to those completed successfully in prior work in non-laboratory classrooms.