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Physical Review Physics Education Research
written by Alexander Molz, Jochen Kuhn, and Andreas Müller
Affective and cognitive outcomes of science teaching in schools may be enhanced by science outreach labs (SOLs). Particularly interesting is whether and how to connect SOL visits to in-school science learning. Recent studies--among others, in this journal--have confirmed SOLs' positive affective effects. However, research remains inconclusive regarding cognitive outcomes, the effects of connecting SOLs to classroom teaching, and effects beyond the short term. This study more closely investigates the short- and medium-term effectiveness of SOLs on affective (interest, self-concept) and cognitive variables (conceptual and procedural knowledge), as well as the effects of integrating lab work with school-based preparation and post-lab activities. A quasi-experimental intervention study via a repeated measures design and two SOL treatment groups (TG1/2: with and without integration), and an in-school control group (CG; also with integration of pre- and postlab activities, in accordance with good practice) was undertaken. It took place in a lab work unit on "pressure and buoyancy" for the lower secondary level, with identical instruction and the same instructor across groups, and with several further control measures. The main findings are as follows: (i) SOLs can have substantial learning and affective outcomes [pre-post learning gains: Cohen's d > 1; increases in interest (d >0.8); and self-concept (d > 0.5) immediately after the visit]. (ii) Learning gains were still present at medium term (d > 0.7) but not affective ones. (iii) Integration with classroom teaching was necessary for learning (TG1 vs TG2: d = 0.72), and not harmful for interest. (iv) Learning and affective outcomes of an integrated SOL are as good as those of a well-prepared classroom setting, but not better. (v) No interactions of outcome variables with gender and other covariates were found; the lab units appeared suitable for both sexes and different kinds of learners.
Physical Review Physics Education Research: Volume 18, Issue 2, Pages 020144
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Cooperative Learning
= Inquiry Learning
- Informal Education
- Learning Environment
Education - Basic Research
- Assessment
= Conceptual Assessment
- Cognition
= Cognition Development
- Student Characteristics
= Affect
Fluid Mechanics
- Statics of Fluids
= Density and Buoyancy
= Measuring Pressure
General Physics
- Physics Education Research
- Informal Education
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Professional/Practitioners
- Administrators
- Researchers
- Educators
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This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.18.020144
Keywords:
Pascal's Principle, informal science lab, measuring outreach learning, middle school outreach
Record Creator:
Metadata instance created December 21, 2022 by Sam McKagan
Record Updated:
February 17, 2023 by Caroline Hall
Last Update
when Cataloged:
December 13, 2022
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AIP Format
A. Molz, J. Kuhn, and A. Müller, , Phys. Rev. Phys. Educ. Res. 18 (2), 020144 (2022), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.18.020144).
AJP/PRST-PER
A. Molz, J. Kuhn, and A. Müller, Effectiveness of science outreach labs with and without connection to classroom learning: Affective and cognitive outcomes, Phys. Rev. Phys. Educ. Res. 18 (2), 020144 (2022), <https://doi.org/10.1103/PhysRevPhysEducRes.18.020144>.
APA Format
Molz, A., Kuhn, J., & Müller, A. (2022, December 13). Effectiveness of science outreach labs with and without connection to classroom learning: Affective and cognitive outcomes. Phys. Rev. Phys. Educ. Res., 18(2), 020144. Retrieved April 20, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.18.020144
Chicago Format
Molz, A, J. Kuhn, and A. Müller. "Effectiveness of science outreach labs with and without connection to classroom learning: Affective and cognitive outcomes." Phys. Rev. Phys. Educ. Res. 18, no. 2, (December 13, 2022): 020144, https://doi.org/10.1103/PhysRevPhysEducRes.18.020144 (accessed 20 April 2024).
MLA Format
Molz, Alexander, Jochen Kuhn, and Andreas Müller. "Effectiveness of science outreach labs with and without connection to classroom learning: Affective and cognitive outcomes." Phys. Rev. Phys. Educ. Res. 18.2 (2022): 020144. 20 Apr. 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.18.020144>.
BibTeX Export Format
@article{ Author = "Alexander Molz and Jochen Kuhn and Andreas Müller", Title = {Effectiveness of science outreach labs with and without connection to classroom learning: Affective and cognitive outcomes}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {18}, Number = {2}, Pages = {020144}, Month = {December}, Year = {2022} }
Refer Export Format

%A Alexander Molz %A Jochen Kuhn %A Andreas Müller %T Effectiveness of science outreach labs with and without connection to classroom learning: Affective and cognitive outcomes %J Phys. Rev. Phys. Educ. Res. %V 18 %N 2 %D December 13, 2022 %P 020144 %U https://doi.org/10.1103/PhysRevPhysEducRes.18.020144 %O application/pdf

EndNote Export Format

%0 Journal Article %A Molz, Alexander %A Kuhn, Jochen %A Müller, Andreas %D December 13, 2022 %T Effectiveness of science outreach labs with and without connection to classroom learning: Affective and cognitive outcomes %J Phys. Rev. Phys. Educ. Res. %V 18 %N 2 %P 020144 %8 December 13, 2022 %U https://doi.org/10.1103/PhysRevPhysEducRes.18.020144


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