Systematic Review and Conceptual Framework on Physics Laboratory Learning in Higher Education.
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| Title: | Systematic Review and Conceptual Framework on Physics Laboratory Learning in Higher Education. |
|---|---|
| Authors: | Chunhao, Cheng1 P127074@siswa.ukm.edu.my, Halim, Lilia1 lilia@ukm.edu.my, Arsad, Nurazidawati Mohamad1 azidarsad@ukm.edu.my |
| Source: | International Journal of Science, Mathematics & Technology Learning. Dec2025, Vol. 32 Issue 2, p261-286. 26p. |
| Subject Terms: | *Learning laboratories, *Higher education, *Educational outcomes, *Teaching methods, Evidence gaps, Physics |
| Abstract: | Instructional laboratories are a key component of the physics curriculum and have long been valued for their educational significance. The expense of maintaining them and ongoing debates about their effectiveness highlight the need for research. However, there is a notable lack of focused efforts to identify the factors that make instructional laboratories effective in enhancing learning at the higher education level. Therefore, this study conducted a systematic review (2013–2023) following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines of studies on the impact of face-to-face laboratory activities on physics learning in higher education and to identify efficacy factors. Analyzing fifty-nine studies from WoS, SCOPUS, and EBSCO, six research scopes were identified: pedagogical strategies, students’ perspective, laboratories comparison, instrument development, instructor’s behavior, and gender. Three challenges were established: lack of training for new instructors, independent learning opportunities for students, and clarity in laboratory teaching and learning goals. In terms of learning outcomes, the studies reviewed focused on investigating affective factors, students’ views about the nature of science, and the importance of experimental physics. Finally, a framework outlining input, process, and output for laboratory teaching and learning was developed, highlighting research gaps and offering conceptual directions for improving pedagogy and advancing future studies. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Science, Mathematics & Technology Learning is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190499804 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Systematic Review and Conceptual Framework on Physics Laboratory Learning in Higher Education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chunhao%2C+Cheng%22">Chunhao, Cheng</searchLink><relatesTo>1</relatesTo><i> P127074@siswa.ukm.edu.my</i><br /><searchLink fieldCode="AR" term="%22Halim%2C+Lilia%22">Halim, Lilia</searchLink><relatesTo>1</relatesTo><i> lilia@ukm.edu.my</i><br /><searchLink fieldCode="AR" term="%22Arsad%2C+Nurazidawati+Mohamad%22">Arsad, Nurazidawati Mohamad</searchLink><relatesTo>1</relatesTo><i> azidarsad@ukm.edu.my</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Science%2C+Mathematics+%26+Technology+Learning%22">International Journal of Science, Mathematics & Technology Learning</searchLink>. Dec2025, Vol. 32 Issue 2, p261-286. 26p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Learning+laboratories%22">Learning laboratories</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+gaps%22">Evidence gaps</searchLink><br /><searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Instructional laboratories are a key component of the physics curriculum and have long been valued for their educational significance. The expense of maintaining them and ongoing debates about their effectiveness highlight the need for research. However, there is a notable lack of focused efforts to identify the factors that make instructional laboratories effective in enhancing learning at the higher education level. Therefore, this study conducted a systematic review (2013–2023) following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines of studies on the impact of face-to-face laboratory activities on physics learning in higher education and to identify efficacy factors. Analyzing fifty-nine studies from WoS, SCOPUS, and EBSCO, six research scopes were identified: pedagogical strategies, students’ perspective, laboratories comparison, instrument development, instructor’s behavior, and gender. Three challenges were established: lack of training for new instructors, independent learning opportunities for students, and clarity in laboratory teaching and learning goals. In terms of learning outcomes, the studies reviewed focused on investigating affective factors, students’ views about the nature of science, and the importance of experimental physics. Finally, a framework outlining input, process, and output for laboratory teaching and learning was developed, highlighting research gaps and offering conceptual directions for improving pedagogy and advancing future studies. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Science, Mathematics & Technology Learning is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190499804 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.18848/2327-7971/CGP/v32i02/261-286 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 261 Subjects: – SubjectFull: Learning laboratories Type: general – SubjectFull: Higher education Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Evidence gaps Type: general – SubjectFull: Physics Type: general Titles: – TitleFull: Systematic Review and Conceptual Framework on Physics Laboratory Learning in Higher Education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chunhao, Cheng – PersonEntity: Name: NameFull: Halim, Lilia – PersonEntity: Name: NameFull: Arsad, Nurazidawati Mohamad IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 23277971 Numbering: – Type: volume Value: 32 – Type: issue Value: 2 Titles: – TitleFull: International Journal of Science, Mathematics & Technology Learning Type: main |
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