Empirical Study on the Effects of Stationary and Mobile Student Laboratories: How Successful Are Mobile Student Laboratories in Comparison to Stationary Ones at Universities?

Abstract

In the past 20 years, science education in schools has increasingly been supported by extracurricular learning opportunities. From the point of view of pupils and teachers, student laboratories make meaningful contributions to complement the teaching of science. Studies have shown that participation in student laboratories has increased students' motivation and situational interest in science. It is not always possible, however, for some schools to take advantage of extracurricular learning opportunities at universities or science centers. In order to offer a supplementary course for these schools, a number of mobile extracurricular laboratories have been designated. Little is known, nevertheless, about whether mobile extracurricular offerings are equally capable of increasing motivation or if the already mentioned positive effects of student laboratories at universities can only occur there. It remains to be seen whether these effects are linked to, and can only be measured at, a university as a place of learning. In a quantitative study, students (N = 538) were asked to fill out a questionnaire in a pretest, post-test, and follow-up test design. The students were allocated as classes to the two intervention centers, at the school and at the university, where they participated in a one-day program offered by the GreenLab_OS student laboratory of the University of Osnabruck. Both offerings were rated very positively by the pupils. However, it turns out that the mobile GreenLab_OS has a greater potential for increasing self-concept, interest, and enjoyment and that the boredom and frustration that students experience in subject lessons can be reduced in the mobile setting.