skip to content
The effect of lab sequence in science instruction : the consequences of shifting labs to the beginning of learning units Preview this item
ClosePreview this item
Checking...

The effect of lab sequence in science instruction : the consequences of shifting labs to the beginning of learning units

Author: Thomas R Russell
Publisher: [Long Beach, California] : California State University, Long Beach, 2012.
Dissertation: M.S. California State University, Long Beach 2012
Series: California State University, Long Beach.; Master's thesis collection, Dept. of Science Education.
Edition/Format:   Thesis/dissertation : Thesis/dissertation : English
Summary:
Abstract: This study examined the relationship between activity sequence and student outcomes in science instruction. Traditionally sequenced teacher learning units with lab activities late in activity sequence were compared to learning units with labs first in their activity sequence. A mixed-methods, quasi-experimental approach was used to test the effectiveness of a lab-first lesson approach suggested by the  Read more...
Rating:

(not yet rated) 0 with reviews - Be the first.

Subjects
More like this

Find a copy online

Links to this item

Find a copy in the library

&AllPage.SpinnerRetrieving; Finding libraries that hold this item...

Details

Material Type: Thesis/dissertation, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Thomas R Russell
ISBN: 9781267474063 1267474068
OCLC Number: 1090292122
Description: vi, 81 leaves.
Series Title: California State University, Long Beach.; Master's thesis collection, Dept. of Science Education.
Responsibility: by Thomas R. Russell.

Abstract:

Abstract: This study examined the relationship between activity sequence and student outcomes in science instruction. Traditionally sequenced teacher learning units with lab activities late in activity sequence were compared to learning units with labs first in their activity sequence. A mixed-methods, quasi-experimental approach was used to test the effectiveness of a lab-first lesson approach suggested by the literature. Quantitative methods were used to assess content achievement; and qualitative methods were used to assess perception. No statistically significant difference was found between the approaches, although the researcher interpreted the results as suggesting some learning advantage for a lab-first approach. Although the teacher thought lab-first appeared to enhance learning, and students seemed to notice no difference during instruction, students preferred and thought they learned best with a lab-last approach. The teacher's view of the lab-first approach was positive; and he is inclined to continue to use it in his practice following the study.

Reviews

User-contributed reviews
Retrieving GoodReads reviews...
Retrieving DOGObooks reviews...

Tags

Be the first.
Confirm this request

You may have already requested this item. Please select Ok if you would like to proceed with this request anyway.

Linked Data


Primary Entity

<http://www.worldcat.org/oclc/1090292122> # The effect of lab sequence in science instruction the consequences of shifting labs to the beginning of learning units
    a schema:CreativeWork, schema:Book, bgn:Thesis ;
    bgn:inSupportOf "" ;
    library:oclcnum "1090292122" ;
    library:placeOfPublication <http://experiment.worldcat.org/entity/work/data/8982525615#Place/long_beach_california> ; # Long Beach, California
    schema:about <http://experiment.worldcat.org/entity/work/data/8982525615#Topic/schedules_school> ; # Schedules, School
    schema:about <http://experiment.worldcat.org/entity/work/data/8982525615#Topic/science_study_and_teaching_middle_school> ; # Science--Study and teaching (Middle school)
    schema:creator <http://experiment.worldcat.org/entity/work/data/8982525615#Person/russell_thomas_r> ; # Thomas R. Russell
    schema:datePublished "2012" ;
    schema:description "Abstract: This study examined the relationship between activity sequence and student outcomes in science instruction. Traditionally sequenced teacher learning units with lab activities late in activity sequence were compared to learning units with labs first in their activity sequence. A mixed-methods, quasi-experimental approach was used to test the effectiveness of a lab-first lesson approach suggested by the literature. Quantitative methods were used to assess content achievement; and qualitative methods were used to assess perception. No statistically significant difference was found between the approaches, although the researcher interpreted the results as suggesting some learning advantage for a lab-first approach. Although the teacher thought lab-first appeared to enhance learning, and students seemed to notice no difference during instruction, students preferred and thought they learned best with a lab-last approach. The teacher's view of the lab-first approach was positive; and he is inclined to continue to use it in his practice following the study."@en ;
    schema:exampleOfWork <http://worldcat.org/entity/work/id/8982525615> ;
    schema:inLanguage "en" ;
    schema:isPartOf <http://experiment.worldcat.org/entity/work/data/8982525615#Series/master_s_thesis_collection_dept_of_science_education> ; # Master's thesis collection, Dept. of Science Education.
    schema:name "The effect of lab sequence in science instruction the consequences of shifting labs to the beginning of learning units"@en ;
    schema:productID "1090292122" ;
    schema:publication <http://www.worldcat.org/title/-/oclc/1090292122#PublicationEvent/long_beach_california_california_state_university_long_beach_2012> ;
    schema:publisher <http://experiment.worldcat.org/entity/work/data/8982525615#Agent/california_state_university_long_beach> ; # California State University, Long Beach
    schema:url <http://search.proquest.com/docview/1030959151?accountid=10351> ;
    schema:workExample <http://worldcat.org/isbn/9781267474063> ;
    wdrs:describedby <http://www.worldcat.org/title/-/oclc/1090292122> ;
    .


Related Entities

<http://experiment.worldcat.org/entity/work/data/8982525615#Agent/california_state_university_long_beach> # California State University, Long Beach
    a bgn:Agent ;
    schema:name "California State University, Long Beach" ;
    .

<http://experiment.worldcat.org/entity/work/data/8982525615#Organization/california_state_university_long_beach> # California State University, Long Beach.
    a schema:Organization ;
    schema:name "California State University, Long Beach." ;
    .

<http://experiment.worldcat.org/entity/work/data/8982525615#Person/russell_thomas_r> # Thomas R. Russell
    a schema:Person ;
    schema:familyName "Russell" ;
    schema:givenName "Thomas R." ;
    schema:name "Thomas R. Russell" ;
    .

<http://experiment.worldcat.org/entity/work/data/8982525615#Place/long_beach_california> # Long Beach, California
    a schema:Place ;
    schema:name "Long Beach, California" ;
    .

<http://experiment.worldcat.org/entity/work/data/8982525615#Series/master_s_thesis_collection_dept_of_science_education> # Master's thesis collection, Dept. of Science Education.
    a bgn:PublicationSeries ;
    schema:creator <http://experiment.worldcat.org/entity/work/data/8982525615#Organization/california_state_university_long_beach> ; # California State University, Long Beach.
    schema:hasPart <http://www.worldcat.org/oclc/1090292122> ; # The effect of lab sequence in science instruction the consequences of shifting labs to the beginning of learning units
    schema:name "Master's thesis collection, Dept. of Science Education." ;
    schema:name "[Master's thesis collection, Dept. of Science Education]" ;
    .

<http://experiment.worldcat.org/entity/work/data/8982525615#Topic/schedules_school> # Schedules, School
    a schema:Intangible ;
    schema:name "Schedules, School"@en ;
    .

<http://experiment.worldcat.org/entity/work/data/8982525615#Topic/science_study_and_teaching_middle_school> # Science--Study and teaching (Middle school)
    a schema:Intangible ;
    schema:name "Science--Study and teaching (Middle school)"@en ;
    .

<http://worldcat.org/isbn/9781267474063>
    a schema:ProductModel ;
    schema:isbn "1267474068" ;
    schema:isbn "9781267474063" ;
    .

<http://www.worldcat.org/title/-/oclc/1090292122>
    a genont:InformationResource, genont:ContentTypeGenericResource ;
    schema:about <http://www.worldcat.org/oclc/1090292122> ; # The effect of lab sequence in science instruction the consequences of shifting labs to the beginning of learning units
    schema:dateModified "2019-05-21" ;
    void:inDataset <http://purl.oclc.org/dataset/WorldCat> ;
    .


Content-negotiable representations

Close Window

Please sign in to WorldCat 

Don't have an account? You can easily create a free account.