Relationships between student scientific epistemological beliefs and perceptions of constructivist learning environments

This study was conducted to explore the interplay between students’ scientific epistemological beliefs and their perceptions of constructivist learning environments. Through analysing 1,176 Taiwanese tenth-graders’ (16-year-olds) questionnaire responses, this study found that students tended to perceive that actual learning environments were less constructivist orientated than what they preferred. Students having epistemological beliefs more orientated to constructivist views of science (as opposed to empiricist views about science) tended to have a view that actual learning environments did not provide sufficient opportunities for social negotiations (p < 0.01) and prior knowledge integration (p < 0.01); and moreover, they show significantly stronger preferences to learn in the constructivist learning environments where they could (1) interact and negotiate meanings with others (p < 0.001), (2) integrate their prior knowledge and experiences with newly constructed knowledge (p < 0.001) and (3) meaningfully control their learning activities (p < 0.001). The main thrust of the findings drawn from this study indicates that teachers need to be very aware of students’ epistemological orientation towards scientific knowledge, and to complement these preferences when designing learning experiences, especially to provide constructivist-based lessons to enhance science learning for students who are epistemologically constructivist orientated.     

College student perceptions of teaching and learning quality

Numerous instructional design models have been proposed over the past several decades. Instead of focusing on the design process (means), this study investigated how learners perceived the quality of instruction they experienced (ends). An electronic survey instrument containing nine a priori scales was developed. Students responded from 89 different undergraduate and graduate courses at multiple institutions (n = 140). Data analysis indicated strong correlations between student self-reports on academic learning time, how much they learned, First Principles of Instruction, their satisfaction with the course, perceptions of their mastery of course objectives, and global course ratings. Most importantly, these scales measure principles with which instructional developers and teachers can evaluate their products and courses, regardless of design processes used: provide authentic tasks for students to do; activate prior learning; demonstrate what is to be learned; provide repeated opportunities for students to successfully complete authentic tasks with coaching and feedback; and help students integrate what they have learned into their personal lives.

Parent and student perceptions of classroom learning environment and its association with student outcomes

This research is distinctive in that parents’ perceptions were utilised in conjunction with students’ perceptions in investigating science classroom learning environments among Grade 4 and 5 students in South Florida. The What Is Happening In this Class? (WIHIC) questionnaire was modified for young students and their parents and administered to 520 students and 120 parents. Data analyses supported the WIHIC’s factorial validity, internal consistency reliability and ability to differentiate between the perceptions of students in different classrooms. Both students and parents preferred a more positive classroom environment than the one perceived to be actually present, but effect sizes for actual-preferred differences were larger for parents than for students. Associations were found between some learning environment dimensions (especially task orientation) and student outcomes (especially attitudes). Qualitative methods suggested that students and parents were generally satisfied with the classroom environment, but that students would prefer more investigation while parents would prefer more teacher support. The study provides a pioneering look at how parents and students perceive the science learning environment and opens the way for further learning environment studies involving both parents and students.     

Evaluating student perceptions of learning processes and intended learning outcomes under inquiry approaches

Inquiry-based learning (IBL) is promoted as a teaching approach that can enhance student learning outcomes. IBL can be categorised according to scale (e.g. tasks, course/module/paper, degree), mode (structured, guided, open) and framing (information or discovery-oriented). Our research used a survey instrument to determine how student perceptions of learning processes and intended learning outcomes (ILOs) varied in response to courses with different modes and framing of IBL. The survey was completed by 940 students in 15 IBL courses across a range of disciplines and levels. All types of IBL courses were well rated by students for encouraging learning processes and ILOs congruent with a well-designed inquiry experience. Regarding modes of IBL, there was a clear hierarchy from open (most highly rated) to guided and then structured inquiry. For the framing of IBL, courses using discovery-oriented IBL were more highly rated than information-oriented IBL. Overall, the most highly rated course design was open, discovery-oriented IBL, but other types of IBL remained important in terms of developing research and inquiry skills. To determine whether all types of IBL courses are promoting enhanced ILOs compared to more traditionally taught courses, a comparative study should be undertaken.     

Relationships between attitude and achievement among college biology students

The purposes of this study were to (1) study changes in attitude toward science, school, and academic self among college biology students, and (2) to examine relationships between attitudes and achievement in an introductory college course in biology. The three attitude variables were assessed at the beginning and end of the study. Each of the three constructs was measured by the semantic differential and one additional instrument. One cognitive measure, biology achievement, was taken at the beginning and end of the study. This was accomplished by using the Nelson Biology Test. Another cognitive measure, grade in the course, as given by the instructor, was recorded at the end of the course. Normative data and correlation coefficients among pre- and postadministrations were calculated for each institution and the composite sample as well. An analysis of variance showed that while gains in scores on the Nelson Biology Test were significant beyond the 0.01 level of probability, changes in attitude scores were not. Correlations were calculated between the attitude and cognitive variables in this study. Relationships between academic self-concept and achievement in biology were the strongest. Data from this study show that while student cognitive behavior was changed during an introductory college biology course, selected attitudes either stayed the same or became slightly more negative. Affective as well as cognitive gains would appear to be desirable goals in college courses. As we learn more about relationships that exist between cognition and affect, science educators at all levels will become better equipped to improve learning in science.     

Active learning not associated with student learning in a random sample of college biology courses

Previous research has suggested that adding active learning to traditional college science lectures substantially improves student learning. However, this research predominantly studied courses taught by science education researchers, who are likely to have exceptional teaching expertise. The present study investigated introductory biology courses randomly selected from a list of prominent colleges and universities to include instructors representing a broader population. We examined the relationship between active learning and student learning in the subject area of natural selection. We found no association between student learning gains and the use of active-learning instruction. Although active learning has the potential to substantially improve student learning, this research suggests that active learning, as used by typical college biology instructors, is not associated with greater learning gains. We contend that most instructors lack the rich and nuanced understanding of teaching and learning that science education researchers have developed. Therefore, active learning as designed and implemented by typical college biology instructors may superficially resemble active learning used by education researchers, but lacks the constructivist elements necessary for improving learning.     

Investigating relationships between features of learning designs and student learning outcomes

This article reports a study of eLearning in 21 courses in Hong Kong universities that had a blended design of face-to-face classes combined with online learning. The main focus of the study was to examine possible relationships between features of online learning designs and student learning outcomes. Data-collection strategies included expert reviews of the learning designs, student surveys of perceptions of the web environment and their own learning outcomes, and a SOLO (structure of observed learning outcomes) analysis of assessment evidence of student learning outcomes. The findings of this correlational study indicate mild relationships between features of learning design and student perceptions of their learning outcomes. Both the provision of learning resources and the engagement of students in online communication relate to aspects of learning (acquisition of knowledge and skills, and enhancement of learning motivation). Also, the relationship was stronger when eLearning strategies were more extensively used. However, no relationship was found between learning design and the student performance in assessment tasks, possibly because of the limited assessment data that was examined.     

A comparison between traditional and constructivist teaching in college biology

Two large sections of introductory biology for nonmajors were given the same course information with two different teaching styles. One group (N=86) was presented material in the traditional teacher-centered manner of lecture and laboratory while course information was given to the second group (N=98) in the student-centered, constructivist format. Learning was assessed in both groups with the same evaluative instruments and the results compared. This analysis revealed that the experimental (constructivist taught) population did significantly better than the control (traditionally taught) population. Furthermore, the students in the experimental group maintained a better attitude throughout the semester and enjoyed the introductory course more than the students in the control population.     

Intelligent design: student perceptions of teaching and learning in large social work classes

Research into the effects of large classes demonstrates that students are disadvantaged in terms of higher order learning because interactions between teachers and students occur at lower cognitive levels. This has significance for social work education, with its emphasis on the development of critical thinking and problem solving, both higher order cognitive skills. This paper reports on quantitative and qualitative research that explored social work students’ perceptions of different teaching and learning strategies in a large mental health course designed with reference to principles of student‐centred learning and constructive alignment. Findings revealed that well‐integrated design, relevance to the real world and teacher enthusiasm were seen as most useful by students, rather than particular learning strategies per se. Higher satisfaction ratings and grades were also associated with this student‐centred course compared with an earlier traditional lecture‐style course. The paper concludes that design based on the interplay between diverse learning activities, including lecture input, strengthened the student‐centred orientation of learning and recommends further research that compares learning outcomes associated with these contrasting approaches to professional education.     

Relationships between learning approaches and outcomes of students studying a first-year biology topic on-campus and by distance

This study investigates the relationship between learning approach and outcome for distance and on-campus first-year biology students. It uses a topic-specific version of the Study Process Questionnaire, recent articulations of the Structure of Observed Learning Outcome (SOLO) model and individual interviews. Deep approaches were related to better quality SOLO categories of learning outcomes, but many students appeared to adopt a mix of surface and deep approaches to learning, or used little of either, and demonstrated poor quality learning outcomes. A strong approach/outcome relationship was not evident for the younger on-campus cohort. It is argued that these results highlight the need to look beyond learning approaches towards more multidimensional and integrative perspectives of student learning.     

The effects of differential college environments on academic learning and student perceptions of cognitive development

It was the purpose of this study to assess the effects of differential college environments on academic learning and cognitive development by testing Pascarella's theoretical general causal model with longitudinal data from a national database on college students. Secondary analysis of longitudinal data from the 1986 Cooperative Institutional Research Program (CIRP) freshman survey and from the 1990 follow-up CIRP survey was conducted to formulate the five clusters of independent variables and two dependent variables as postulated by Pascarella. The final sample was composed of 2,165 students at four-year institutions. The data were analyzed using path analysis. Direct, indirect, and total effects of all variables are reported. Results of the path analyses partially supported Pascarella's theoretical causal model. Findings suggested that student precollege traits, the quality of student effort in academic pursuits during college, and interactions with faculty and peers are more salient influences on learning and student perceptions of cognitive development than institutional characteristics and institutional environment. Based on the findings of the present study, a refined causal model for college student academic and cognitive outcomes is proposed. Recommendations and implications for further study are given.     

Self-directed student groups and college learning

Studies conducted by the author are reported in which small self-directed groups of college students assumed the major responsibility for their learning in college courses. Other similar studies are reported and summarized. These studies all indicate that self-directed small group study does not result in any decrement in subject matter mastery in the college learning experience. Furthermore, a number of measurable benefits appear in terms of other desirable outcomes of the overall small-group experience. Such educational outcomes as interest in reading material related to the course and its assignments, quantity and quality of study invested in the courses, increased communicative and interpersonal skills, sense of responsibility for one's own growth and learning, greater enthusiasm for the small-group experience, improvement in critical thinking, greater awareness of applications of study material, and lasting curiosity aroused by the learning, all appear persistently in favor of the self-directed student groups. Observations of self-directed groups in action and some implications for policy decisions in higher education are given.     

教师的教学观对学生学习的影响(下)

三、数据分析结果第一项分析是计算教师的 SPTCT分数 (教学观 )与他们的学生的 L PQ分数变化 (学习方式变化 )以及成绩测验的 z分数变化间的相关 ,如表 4所示。表 4　教师教学观与学生学习方式的改变以及学习成绩的变化间的相关样本数传授观应试观能力观态度观育人观灌输倾向互动倾向表层式学习 885 .13* .0 0 .0 4 .0 2 .0 3.0 7 .0 3深层式学习 889- .0 1.0 4 .0 3.0 3- .0 2 .0 3.0 2成就式学习 888.0 1.0 1.0 7.10 * .0 8.0 1.10 *常规测验成绩 10 34- .2 5 * .0 2 .0 1- .0 2 .0 9* - .13* .11*开放性测验成绩 90 5 - .19* - .0 7.…     

Self‐directed learning in gross human anatomy: Assessment outcomes and student perceptions

Speech pathology students enrolled in a lecture‐based gross human anatomy program completed two out of nine topics in self‐directed mode. Student performance in quizzes was compared for the two modes, and the students completed questionnaires on their perceptions of the self‐directed mode of delivery. Students performed as well in the first self‐directed topic as they did in lecture‐based material, but performance declined significantly on the second self‐directed topic. Correlations showed that students who performed well in lecture‐based topics also performed well on self‐directed topics. The major issues that arose in the student questionnaires were primarily related to the amount of content in the topics and the length of time required for completion. We conclude that there is a strong need for appropriate design of distance education materials to reflect student perceptions of length, content, and time investment, and more importantly that there is a need to ensure extensive communication and support of students studying in distance education/self‐directed modes for the first time. Anat Sci Ed 2008. © 2008 American Association of Anatomists.     

Perceived interplay between flexible learning spaces and teaching,learning and student wellbeing

In recognition of the evolving learning needs of twenty-first century school students, changes to teaching practices and the incorporation of technology are increasingly accompanied by modifications to the built classroom environment. Typically rows of desk and chairs are replaced with a range of furniture that can be configured in various ways to facilitate teaching and learning. This article explores the perceived relationship between these flexible learning spaces and teaching, learning and wellbeing outcomes. The perceptions and experiences of 12 school principals, 35 teachers and 85 students from four primary and four secondary schools in Australia were examined. Flexible learning spaces were reported to facilitate student-centred pedagogy and selfregulation, collaboration, and student autonomy and engagement. Modified spaces were reportedly more enjoyable, comfortable and inclusive and allowed greater interaction. The findings are discussed in light of Beaton’s five key design principles of student-centred learning environments to explore the connection between the physical classroom environment and teaching and learning. Self-Determination Theory is used to interpret how elements of the physical space facilitate the creation of a social environment that encourages greater motivation to learn and increases student wellbeing. The research contributes to an understanding of how flexible learning spaces are used and with what effect, thereby addressing a present gap in the literature.     

Framing student evaluations of university learning and teaching: discursive strategies and textual outcomes

Evaluation in higher education is an evolving social practice; that is, it involves what people, institutions and broader systems do and say, how they do and say it, what they value, the effects of these practices and values, and how meanings are ascribed. The textual products (verbal, written, visual and gestural) that inform and are produced by, for and through evaluative practices are important, as they promulgate particular kinds of meanings and values in specific contexts. This paper reports on an exploratory study that sought to investigate, using discourse analysis, the types of evaluative practices that were ascribed value, and the student responses that ensued, in different evaluative instruments. Findings indicate that when a reflective approach is taken to evaluation, students’ responses are more considered, they interrogate their own engagement in the learning context and they are more likely to demonstrate reconstructive thought. These findings have implications for reframing evaluation as reflective learning.     

Postgraduate training in student learning and teaching

A postgraduate training programme in the areas of student learning and supervision is presented. An experiential method of training is employed which involves laboratory and pilot plant supervisions in the Chemical Engineering Department of Imperial College. A series of workshops is used to facilitate discussion on teaching theory and practice, as well as on student counselling and communication issues. Log-book entries are used for the documentation of specific events arising from the supervision sessions, which provide a good basis for peer discussion, as well as an opportunity for self-reflection. A number of examples arising from the workshops are used to demonstrate the mutual benefits of the training programme to academic staff and students. In addition to training in teaching skills, the programme is shown to provide a mechanism for the quality control of demonstrators involved in undergraduate teaching, as well as a regular feedback mechanism to staff on the efficacy of the laboratory-based courses. Through teaching and a structured staff support scheme, the programme is believed to address some of the current concerns on the non-technical (soft) training, and on the further development of the broad science and engineering knowledge of UK postgraduate students.