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 we...
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| Format: | Article |
| Language: | English |
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OmniaScience
2012-03-01
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| Series: | Journal of Technology and Science Education |
| Subjects: | |
| Online Access: | http://www.jotse.org/index.php/jotse/article/view/36 |
| _version_ | 1818892275531382784 |
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| author | Juan Antonio Llorens-Molina Jesús María Llorens de Jaime Isidora Sanz Berzosa |
| author_facet | Juan Antonio Llorens-Molina Jesús María Llorens de Jaime Isidora Sanz Berzosa |
| author_sort | Juan Antonio Llorens-Molina |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-19T17:54:07Z |
| format | Article |
| id | doaj.art-211a531b730947c4ab62c5f54cd5281f |
| institution | Directory Open Access Journal |
| issn | 2013-6374 |
| language | English |
| last_indexed | 2024-12-19T17:54:07Z |
| publishDate | 2012-03-01 |
| publisher | OmniaScience |
| record_format | Article |
| series | Journal of Technology and Science Education |
| spelling | doaj.art-211a531b730947c4ab62c5f54cd5281f2022-12-21T20:11:51ZengOmniaScienceJournal of Technology and Science Education2013-63742012-03-0121465510.3926/jotse.3619Analysis of students’ generated questions in laboratory learning environmentsJuan Antonio Llorens-Molina0Jesús María Llorens de Jaime1Isidora Sanz Berzosa2Universitat Politècnica de València, E.T.S. d'Enginyeria Agronòmica i Medi NaturalUniversitat Complutense de Madrid, Facultad de Políticas y SociologiaUniversitat Politècnica de València, E.T.S. d'Enginyeria Agronòmica i Medi NaturalIn 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.http://www.jotse.org/index.php/jotse/article/view/36Learning environments, metacognition, autonomy, science laboratory, students’ questions |
| spellingShingle | Juan Antonio Llorens-Molina Jesús María Llorens de Jaime Isidora Sanz Berzosa Analysis of students’ generated questions in laboratory learning environments Journal of Technology and Science Education Learning environments, metacognition, autonomy, science laboratory, students’ questions |
| title | Analysis of students’ generated questions in laboratory learning environments |
| title_full | Analysis of students’ generated questions in laboratory learning environments |
| title_fullStr | Analysis of students’ generated questions in laboratory learning environments |
| title_full_unstemmed | Analysis of students’ generated questions in laboratory learning environments |
| title_short | Analysis of students’ generated questions in laboratory learning environments |
| title_sort | analysis of students generated questions in laboratory learning environments |
| topic | Learning environments, metacognition, autonomy, science laboratory, students’ questions |
| url | http://www.jotse.org/index.php/jotse/article/view/36 |
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