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 Osnabrück. 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.

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固定和流动学生实验室的效果的实证研究：与大学的固定学生实验室相比，流动学生实验室的成功程度如何？

在过去的20年中，学校的科学教育越来越受到课外学习机会的支持。从学生和教师的角度来看，学生实验室为补充科学教学做出了有意义的贡献。研究表明，参与学生实验室增加了学生对科学的动力和情境兴趣。但是，对于某些学校来说，并非总是可能利用大学或科学中心的课外学习机会。为了给这些学校提供补充课程，已经指定了许多流动的课外实验室。然而，鲜为人知 关于移动课外活动是否同样具有激励作用，或者是否仅在这里出现了学生实验室已经提到的积极影响。这些影响是否与一所大学作为学习场所相关联，并且只能在其上进行衡量，还有待观察。在定量研究中，学生（N = 538）被要求在预测试，后测试和后续测试设计中填写问卷。这些学生被分配到学校和大学这两个干预中心的班级中，他们参加了由奥斯纳布吕克大学GreenLab_OS学生实验室提供的为期一天的课程。两种产品都被学生们非常肯定地评价。但是，事实证明，移动GreenLab_OS具有更大的潜力，可以增加自我概念，兴趣和乐趣，并且可以在移动环境中减少学生在主题课程中遇到的无聊和沮丧。