Laboratory classroom environment, sex and frequency of practical work as determinants of middle-school science students’ attitudes and aspirations

Abstract

Sex and frequency of practical work were investigated as determinants of middle-school science students’ perceptions of their learning environment, attitudes and aspirations. Associations between laboratory classroom environment and students’ attitudes and aspirations were also explored. The Science Laboratory Environment Inventory (SLEI), Students’ Adaptive Learning Engagement in Science (SALES) questionnaire, and a new scale assessing students’ future intentions to study science were administered to 431 students in Adelaide.