Abstract
The purpose of this study was to assess the relationship between laboratory learning environment, students' attitudes toward science and academic achievement, and to reevaluate the importance of laboratory teaching. The SLEI and ATSSA instrume nts were administered to Taiwanese eleventh graders at the end of spring semester in order to evaluate laboratory climate and their attitudes towards physics, chemistry, and biology, respectively. This approach was used to assess the relationship among la boratory climate, frequency of lab-work, students' attitudes toward science, and their academic achievements in science. The primary results were as follows: (1) frequency of lab-work and laboratory climate accounted for between 10% and 24% of students at titudes toward science; (2) students' attitudes toward science, frequency of lab-work and laboratory climate accounted for between 5% and 27% of academic achievement in science subjects; (3) the "integration" of SLEI could play a crucial role in laborator y activities.
| Keywords: | learning environment; laboratory climate; attitudes toward science |
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