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Abstract

This study assessed student attitude towards reformed laboratories featuring a factorial design of inquiry (IN) and explicit / reflective (ER) pedagogy to foster nature of science understanding. Students in thirty-one lab sections responded to pre and post semester assessments of their confidence, perception of usefulness, and effectance motivation toward the laboratories. Relative change in attitude (RCA) was not significantly different (p>0.05) among the treatments or their interaction for confidence, usefulness, or effectance motivation. Student self-reports (n = 137) of factors that affected their attitude suggested that grades and TAs played a larger role in determining student attitude than the laboratory treatments. This hints at the complex interactions that impact student attitude, and which should be considered when implementing course reforms.

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