Wirksamkeit der schulischen Vor- und Nachbereitung eines Schülerlaborbesuches

STEM student laboratories are non-formal learning environments that are intended to complement classroom teaching. As

they make use of visual, interactive and motivating techniques of presenting the science content, they can have positive

effects on psychological and cognitive constructs. By linking these to the classroom through preparatory and follow-up

lessons, content knowledge and psychological attitudes should be more sustainable. Aspects regarding vocational orientation

and motivation and based on interest as well as the academic self-concept, self-efficacy and knowledge acquisition can

be influenced in a positive manner in the long run. Using data from a pre-post-follow-up survey of 752 students from

both academic-track schools (Gymnasium) and non-academic track schools (Gesamtschule), this study investigates the

development of the above-mentioned constructs after a single student lab visit and complementary preparation and follow-up

lessons in school focusing on the science content or also on job-oriented aspects. A positive effect on the cognitive constructs

but not on the psychological ones could be observed. In addition, a comparison of the two school types indicated that

students from the Gymnasium show higher use of self-determined motivational regulations than the students from the

Gesamtschule. A critical evaluation of these results from various perspectives is necessary.