Multiple Perspectives on Student Motivation, Learning, and Engagement in High School Biology Labs

• In Event: Perspectives on Students

Abstract

This paper presents three related studies examining laboratory lessons in high school biology classrooms from the perspectives of students, teachers, scientists, and education researchers. Study 1 compares students’ subjective experience during laboratory activities with other classroom activities and reveals that students reported lower challenge, concentration and relevance in lab compared to other science activities. Based on observational and video data from one of the laboratory activities, Study 2 suggests that the labs met few of the goals recommended by the National Research Council. In Study 3, participant teachers and a practicing scientist reflected on the lab lesson from Study 2. Compared to the scientist, teachers had difficulty expressing the purpose of doing the lab and the relevance of concepts learned.

Authors

• Jennifer A. Schmidt, Northern Illinois University

• Lee Shumow, Northern Illinois University

• Diana Janet Zaleski, Illinois State Board of Education