Abstract
An inquiry-type laboratory has been implemented into the chemistry curriculum in high schools in Israel. In this study, we investigated the idea that generally the science laboratory provides a unique learning environment that differs from the learning environment that exists in classrooms in which other instructional techniques are used. Moreover, the inquiry laboratory provides students with a learning situation in which they are involved in activities that might influence some of the variables that are influencing the learning environment of such laboratories. In this study, the Science Laboratory Environment Inventory (SLEI) was used to assess the students' perceptions of their chemistry laboratory learning environment. Statistical comparison of two groups (control and inquiry) revealed significant differences between the groups regarding their actual perceptions. Moreover, it was found that the differences between the actual and preferred laboratory learning environment were significantly smaller for the inquiry group than for the control group.
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Hofstein, A., Levy Nahum, T. & Shore, R. Assessment of the Learning Environment of Inquiry-Type Laboratories in High School Chemistry. Learning Environments Research 4, 193–207 (2001). https://doi.org/10.1023/A:1012467417645
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DOI: https://doi.org/10.1023/A:1012467417645