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

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    Authors
    Wolf, Stephen
    Fraser, Barry
    Date
    2008
    Type
    Journal Article
    
    Metadata
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    Citation
    Wolf, S. and Fraser, B. 2008. Learning Environment, Attitudes and Achievement among Middle-School Science Students Using Inquiry-based Laboratory Activities. Research in Science Education. 38 (3): pp. 321-341.
    Source Title
    Research in Science Education
    DOI
    10.1007/s11165-007-9052-y
    ISSN
    0157-244X
    School
    Science and Mathematics Education Centre (Research Institute)
    URI
    http://hdl.handle.net/20.500.11937/17930
    Collection
    • Curtin Research Publications
    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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