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Preparation for a Laboratory Exercise: the effects of writing a summary
Umeå University, Faculty of Science and Technology, Department of Mathematics Technology and Science Education.
2009 (English)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This degree project has studied how a changed preparation affected students' outcome of a laboratory exercise. Through use of cognitive load theory and sociocultural theory a guided writing of summary was designed. Students in secondary school were let to prepare for a laboratory exercise through a traditional teacher led introduction or the guided writing of summary. Data was collected as observations, worksheets, tests and evaluations. Results suggest that the guided writing of summary facilitated a construction of cognitive schema supporting students' method. This made them follow instructions and understand purpose of the laboratory exercise before and during the exercise in a better way than students preparing through a teacher led introduction. Furthermore students' perception of aim of the exercise shifted from theoretical work afterwards to theoretical work before and practical work during the exercise. This shows an improved understanding of links between theory and practice.

Abstract [sv]

Detta examensarbete har studerat hur en förändrad förberedelse påverkade elevers utfall av en laborationsövning. Med stöd av kognitiv belastningsteori och sociokulturell teori designades ett väglett skrivande av sammanfattning. Studenter, i motsvarande grundskolans senare år, fick förbereda sig för en laboration genom en traditionell lärarledd introduktion eller det vägledda skrivandet av sammanfattning. Data samlades in i form av observationer, arbetshäften, tester och utvärderingar. Resultatet tyder på att den vägledda skriftliga sammanfattningen underlättade för en konstruktion av kognitivt schema vilket undelättade elevernas metod. Detta gjorde att de följde instruktioner och förstod mening med laborationen före och under denna på ett bättre sätt än elever som förberedde sig med en lärarledd introduktion. Vidare ändrades elevernas uppfattning om målet med laborationen från teoretiskt arbete efter övningen till teoretiskt arbete före och praktiskt arbete under laborationen. Detta visade på en ökad förståelse av kopplingar mellan teori och praktik.

Place, publisher, year, edition, pages
2009. , 36 p.
Keyword [en]
Science education, pre-lab, learning outcome, secondary school
National Category
Pedagogy Didactics
Identifiers
URN: urn:nbn:se:umu:diva-25094OAI: oai:DiVA.org:umu-25094DiVA: diva2:228823
Presentation
Na380, Umeå Universitet, 90187, Umeå (Swedish)
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2010-06-01 Created: 2009-08-06 Last updated: 2010-06-01Bibliographically approved

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CiteExportLink to record
Permanent link

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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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  • asciidoc
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