The impact of inquiry orientation and other elements of cultural framework on student engagement in first year laboratory programs

Braun, M; Kirkup, L; Chadwick, S

The impact of inquiry orientation and other elements of cultural framework on student engagement in first year laboratory programs

Braun, M

Kirkup, L Chadwick, S

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Publication Type:: Journal Article
Citation:: International Journal of Innovation in Science and Mathematics Education, 2018, 26 (4), pp. 30 - 48
Issue Date:: 2018-01-01

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Field	Value	Language
dc.contributor.author	Braun, M https://orcid.org/0000-0001-8908-5546	en_US
dc.contributor.author	Kirkup, L	en_US
dc.contributor.author	Chadwick, S https://orcid.org/0000-0003-2006-9841	en_US
dc.date.issued	2018-01-01	en_US
dc.identifier.citation	International Journal of Innovation in Science and Mathematics Education, 2018, 26 (4), pp. 30 - 48	en_US
dc.identifier.issn	2200-4270	en_US
dc.identifier.uri	http://hdl.handle.net/10453/129580
dc.description.abstract	© 2018 Institute for Innovation in Science and Mathematics Education. Inquiry-oriented approaches to learning have gradually entered science laboratory programs, aiming to deliver an authentic experience of doing science, enhance student engagement with the material, and bring greater emphasis on generic skills underpinning graduate attributes. Although such approaches have demonstrated pedagogical advantages and improved student engagement, it is not clear how the advantages should be weighted against other elements of what may be regarded as the laboratory program's cultural framework. We analysed two large-enrolment introductory tertiary programs: physics and chemistry at the University of Technology Sydney. The programs differed in the level of inquiry orientation but also in approaches to design, logistics and relevancy. We found that, based on student survey responses, the putative advantages of a deeper inquiry orientation in the physics laboratory were insufficient to compensate for the apparent advantages arising from the other elements of the cultural framework in the chemistry laboratory.	en_US
dc.relation.ispartof	International Journal of Innovation in Science and Mathematics Education	en_US
dc.title	The impact of inquiry orientation and other elements of cultural framework on student engagement in first year laboratory programs	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	26	en_US
utslib.for	130212 Science, Technology and Engineering Curriculum and Pedagogy	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1399 Other Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
pubs.organisational-group	/University of Technology Sydney/Faculty of Science/School of Mathematical and Physical Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - CFS - Centre for Forensic Science
utslib.copyright.status	open_access
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	26	en_US

Abstract:

© 2018 Institute for Innovation in Science and Mathematics Education. Inquiry-oriented approaches to learning have gradually entered science laboratory programs, aiming to deliver an authentic experience of doing science, enhance student engagement with the material, and bring greater emphasis on generic skills underpinning graduate attributes. Although such approaches have demonstrated pedagogical advantages and improved student engagement, it is not clear how the advantages should be weighted against other elements of what may be regarded as the laboratory program's cultural framework. We analysed two large-enrolment introductory tertiary programs: physics and chemistry at the University of Technology Sydney. The programs differed in the level of inquiry orientation but also in approaches to design, logistics and relevancy. We found that, based on student survey responses, the putative advantages of a deeper inquiry orientation in the physics laboratory were insufficient to compensate for the apparent advantages arising from the other elements of the cultural framework in the chemistry laboratory.

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http://hdl.handle.net/10453/129580