The study determined how students assess the various components of their science laboratory environment. It also identified how the laboratory environment affects students’ learning outcomes. The modified ex-post facto design was used. A sample of 328 randomly selected students was taken from a population of all Senior Secondary School chemistry students in a state in Nigeria. The research instrument, Science Laboratory Environment Inventory (SLEI) designed and validated by Fraser et al. (Sci Educ 77:1–24, 1993) was administered on the selected students. Data analysis was done using descriptive statistics and Product Moment Correlation. Findings revealed that students could assess the five components (Student cohesiveness, Open-endedness, Integration, Rule clarity, and Material Environment) of the laboratory environment. Student cohesiveness has the highest assessment while material environment has the least. The results also showed that the five components of the science laboratory environment are positively correlated with students’ academic performance. The findings are discussed with a view to improving the quality of the laboratory environment, subsequent academic performance in science and ultimately the enrolment and retaining of learners in science.

Science Laboratory Environment and Academic Performance

Educators are increasingly engaging in innovative practices which use the World Wide Web as a pedagogical tool. One aspect of Web usage which shows promise of enhancing learning is that of Web-based conferencing. This paper describes an intervention in which the authors used a Web-based conferencing tool to promote dialogue within an international community of mathematics educators and prospective school teachers on the nature of mathematics and mathematics learning. Results of the intervention suggested that while benefits of new understandings about mathematics, improved writing, and collaboration did occur, affective outcomes of using a web based tool were often negative. The need to critically assess the pedagogical benefits of web based conferencing, both cognitive and affective, is discussed, and implications for practice are outlined.

/pdf/web-based-conferencing-pedagogical-asset-or-constraint-461gktw7a3.pdf

Web-based conferencing: Pedagogical asset or constraint?

Prospective primary school teachers often see mathematics as being a rigid,
inaccessible subject. Their fixed ideas about the nature of mathematics and
mathematics education can often impede their learning, and future teaching. This
paper considers research literature which suggests that a learning community can be
a powerful agent in helping students reflect on their own beliefs, and that computer mediated
conferencing tools can be effective in developing an electronic learning
community. The paper goes on to investigate a web-based intervention that
encouraged dialogue about mathematics between an international community of
mathematics educators and the student teachers' local learning community. Data
from two surveys and from the students' reflective journals show that this
intervention encouraged them to examine and evaluate their own beliefs. In
addition, some of the factors that inhibited the effects of the intervention are
identified and discussed, in particular, the influence of the practicum on students'
beliefs.

/pdf/viewing-mathematics-in-new-ways-can-electronic-learning-2e2pz3iewv.pdf

Viewing Mathematics in New Ways: Can Electronic Learning Communities Assist?

Publisher Summary This chapter describes how various uses of technology are associated with cognitive and social psychology as applied to peer learning in technologically enriched behavior settings. This explanation provides historical and theoretical foundations for peer learning in the classroom as well as the workplace. It presents discipline of psychology, specifically, social and cognitive psychology, which has originated various cooperative learning strategies that are based on a strong theoretical foundation. These applications are designed to improve human relations, as well as more efficient knowledge acquisition and problem solving among communities of diverse learners. The role of new computer-supported technologies is also discussed as a medium through which collaboration among peer learning groups is facilitated. Earlier interest in computer support for collaborative learning has led to several technological innovations. Cooperative learning and computer supported intentional learning environments have strong roots in the cognitive field psychology of Kurt Lewin.

Cooperative Learning and Computer-Supported Intentional Learning Experiences

This paper presents a collaborative education model and its application in e-learning. This work is distinguished by three contributions. One is the proposition of three goals of e-learning in "source, transmit and quality" views. The second one is the proposition of collaborative education model including model of studying process, model of studying environment and six collaborative scenarios. The last one is the proposition of a collaborative e-learning implementation architecture.

Collaborative Education Model and Its Application in E-learning

Student reactions/evaluations were associated with di­ verse pedagogical structures including Cooperative Learning (CL), Computer Mediated Communication (CMC) and Writing Across the Curriculum (WAC) which were all used to deliver graduate instruction in Educational Psychology courses. The approach was predicated on the assumption that students authenti­ cally construct knowledge from their experiences within a social context of peer influence. Reflective writing in the context of a public forum in which stu­ dents were required to react to each other's writing en­ gaged students in a process of critical thinking. They were required to maintain an electronic journal which consisted of weekly narratives (postings to a "netnews group") which consisted of reflections on classroom activities and related readings. Classroom activities included the use of a writing activity described as a Dyadic Essay Confrontation (DEC). Students were re­ quired to react to a randomly determined partner's re­ flections within one week after the initial reflection. A final narrative reflection was required to be submitted to the newsgroup detailing a summary analysis of the constructed knowledge they had determined was brought about through this process. Their reflections and reactions and summary/conclusions comprised a major product for inclusion in an electronic portfolio which was submitted at the end of the class. The tech­ niques, as well as how this complex structure was im­ plemented, and, how students responded· to the elec­ tronic medium are discussed. Using a rationale derived from the WAC community that stresses integration of the writing process across the curriculum, the conclu­ sions focus on using CMC as an integral part of class­ room instruction. A Postmodern and Constructivist theoretical orientation is used to explain the positive student responses to this complex of authentic instruc­ tion. CSCL '95 Proceedings 308

A postmodern, constructivist and cooperative pedagogy for teaching educational psychology, assisted by computer mediated communications

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A postmodern, constructivist and cooperative pedagogy for teaching educational psychology, assisted by computer mediated communications