The conceptions of learning science by laboratory among university science-major students: qualitative and quantitative analyses

Yu Li Chiu, Tzung Jin Lin, Chin Chung Tsai

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

Background: The sophistication of students’ conceptions of science learning has been found to be positively related to their approaches to and outcomes for science learning. Little research has been conducted to particularly investigate students’ conceptions of science learning by laboratory. Purpose: The purpose of this research, consisting of two studies, was to explore Taiwanese university science-major students’ conceptions of learning science by laboratory (CLSL). Sample: In Study I, interview data were gathered from 47 university science-major students. In Study II, 287 university science-major students’ responses to a CLSL survey were collected. Design and methods: In Study I, the interview data were analyzed using the phenomenographic method. Based on the findings derived from Study I, Study II developed an instrument for assessing students’ CLSL by exploratory factor analysis. Results: Study I revealed six categories of CLSL, including memorizing, verifying, acquiring manipulative skills, obtaining authentic experience, reviewing prior learning profiles, and achieving in-depth understanding. The factor analysis in Study II revealed that the ‘verifying’ category was eliminated, but found another new category of ‘examining prior knowledge.’ Conclusions: This study finally proposes a framework to describe the variations of CLSL, consisting of three features: cognitive orientation, metacognitive orientation, and epistemic orientation. Possible factors influencing students’ CLSL are also discussed.

Original languageEnglish
Pages (from-to)359-377
Number of pages19
JournalResearch in Science and Technological Education
Volume34
Issue number3
DOIs
Publication statusPublished - 2016 Sep 1
Externally publishedYes

Fingerprint

university
science
learning
student
factor analysis
cognitive orientation
interview
knowledge
experience

Keywords

  • Conceptions of learning
  • laboratory
  • science-major
  • university

ASJC Scopus subject areas

  • Education
  • General

Cite this

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abstract = "Background: The sophistication of students’ conceptions of science learning has been found to be positively related to their approaches to and outcomes for science learning. Little research has been conducted to particularly investigate students’ conceptions of science learning by laboratory. Purpose: The purpose of this research, consisting of two studies, was to explore Taiwanese university science-major students’ conceptions of learning science by laboratory (CLSL). Sample: In Study I, interview data were gathered from 47 university science-major students. In Study II, 287 university science-major students’ responses to a CLSL survey were collected. Design and methods: In Study I, the interview data were analyzed using the phenomenographic method. Based on the findings derived from Study I, Study II developed an instrument for assessing students’ CLSL by exploratory factor analysis. Results: Study I revealed six categories of CLSL, including memorizing, verifying, acquiring manipulative skills, obtaining authentic experience, reviewing prior learning profiles, and achieving in-depth understanding. The factor analysis in Study II revealed that the ‘verifying’ category was eliminated, but found another new category of ‘examining prior knowledge.’ Conclusions: This study finally proposes a framework to describe the variations of CLSL, consisting of three features: cognitive orientation, metacognitive orientation, and epistemic orientation. Possible factors influencing students’ CLSL are also discussed.",
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