| Science laboratories provided the ideal venue for promoting rigorous content-based courses and for encouraging the collaborative nature of scientific methodology. The descriptive comparative research study measured the psychosocial and physical aspects of the laboratory learning environment using the Science Laboratory Environment Inventory (SLEI). Seventy-six undergraduate students enrolled in freshmen level biology and physics courses completed the actual SLEI survey. Data were compared in two ways---by the five scales of the SLEI (student cohesiveness, integration, open-endedness, rule clarity, and material environment) and by grouping the scales into the abstract category (including student cohesiveness, integration, and open-endedness) and the concrete category (including rule clarity and material environment). ANOVA findings included significant differences (p < 0.05) between males and females in all scales except open-endedness, and in both abstract and concrete categories. Generally, females perceived the laboratory learning environment more favorably than males. A paired analysis between each of the scales and categories revealed the scale of open-endedness was statistically lower (p < 0.05) than any of the other scales and the abstract category was statistically lower (p < 0.05) than the concrete category. The findings suggested a need to improve the level of student exploration and collaboration within science laboratory courses. In addition, the research recommended a need to investigate the imbalances between males and females and between the scales. |
