共查询到20条相似文献,搜索用时 31 毫秒
1.
The study used learning environment variables in investigating changes occurring as students transfer from primary to secondary
school, including the role of student sex and school size pathway as influencing factors in changes in learning environment
perceptions. The My Class Inventory (MCI) and Questionnaire on Teacher Interaction (QTI) were used in two data-gathering stages,
one in the penultimate month of primary schooling and the other in the fourth month of secondary schooling. The sample comprised
1500 students from 47 feeder primary schools and 16 linked secondary schools. The primary schools ranged from very small isolated
country schools to larger city schools with hundreds of students. Five different school size transition pathways were defined
for analysis: small-to-medium, medium-to-medium, small-to-large, medium-to-large and ‘within-school’ (involving schools with
a K-10 structure, but with separate primary and secondary school sites within the same campus). Although the classroom climate
in secondary schools was perceived more favourably than in primary schools (especially in terms of less friction and competitiveness),
the quality of teacher-student interaction was perceived to deteriorate on most dimensions assessed by the QTI (e.g. a reduction
in teachers' leadership, helping/friendly, understanding and student responsibility/freedom behaviours). But changes in environment
perceptions across transition varied with student sex and school size pathway. For example, perceptions of class satisfaction
across transition deteriorated for girls, but improved for the boys. The findings have implications for administrators and
teachers, particularly those with a role within the ‘middle school’ years.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
2.
Min Liu Lucas Horton Justin Olmanson Paul Toprac 《Educational technology research and development : ETR & D》2011,59(2):249-265
This study examines middle school students’ learning and motivation as they engaged in a new media enriched problem-based
learning (PBL) environment for middle school science. Using a mixed-method design with both quantitative and qualitative data,
we investigated the effect of a new media environment on sixth graders’ science learning, their motivation, and the relationship
between students’ motivation and their science learning. The analysis of the results showed that: Students significantly increased
their science knowledge from pretest to posttest after using the PBL program, they were motivated and enjoyed the experience,
and a significant positive relationship was found between students’ motivation scores and their science knowledge posttest
scores. Findings were discussed within the research framework. 相似文献
3.
This paper reports an investigation into gender, ethnicity and rurality on Fijian students’ perceptions of science. A questionnaire
was administered to a large sample of Form 5 classes. All students had completed a four year integrated "Basic Science" course
in the junior secondary school and were continuing their studies in the upper secondary school. The responses were analysed
to determine the significance of gender, ethnicity and rurality on the students’ perceptions of science, attitudes to science
in the world and to science in the school curriculum.
Specializations: gender issues and affective aspects of science and technology education.
Specializations: Constructivism in science education, development education and gender issues. 相似文献
4.
Dr Tim Hardy Ms Margaret Bearlin Dr Valda Kirkwood 《Research in Science Education》1990,20(1):142-151
The aim of the Primary and Early Childhood Science and Technology Education Project (PECSTEP) is to improve teaching and learning
in science and technology of by increasing the number of early childhood and primary teachers who are effective educators.
PECSTEP is based on an interactive model of teaching and systematically links work on gender with the learning and teaching
of science and technology. The project involves: a year-long inservice program which includes the development of a science
curriculum unit by teachers in their schools; linking of the preservice and inservice programs; and the development of support
networks for teachers. Each phase of PECSTEP has been researched by means of surveys, interviews and the use of diaries. Research
questions have focussed particularly on changes in: teachers’ and student teachers’ attitudes to teaching science and technology;
their perceptions of science and technology; their perceptions of their students’ responses and their understandings of how
gender relates to these areas.
Specializations: primary science curriculum, science teacher education, sociology of science, technology and education.
Specializations: gender and science/science teacher education, feminist theory, curriculum theory.
Specializations: Science education research, curriculum development. 相似文献
5.
This research investigated 68 secondary school students’ perceptions of their computer-mediated project-based learning environment
and their attitudes towards Project Work (PW) using two instruments—Project Work Classroom Learning Environment Questionnaire
(PWCLEQ) and Project Work Related Attitudes Instrument (PWRAI). In this project-based learning environment, students experienced
a face-to-face classroom setting and e-learning by using a synchronous computer-mediated communication (CMC) tool called ‘iCollaborate’
for online communication and project collaboration with peers from other countries. The PWCLEQ and PWRAI instruments were
used to evaluate the computer-mediated project-based learning environment using students’ perceptions of the learning environment
and to further investigate how their perceptions might affect their attitudes towards PW lessons. Students perceived the computer-mediated
project-based learning environment favourably but they preferred to experience more Material Environment and more Open-Endedness
and Social Presence. Simple correlation analysis revealed that all environment dimensions were significantly and positively
related to the students’ attitudes towards PW, while multiple regression analysis indicated that two scales, Instructor Support
and Social Presence, were the strongest predictors of attitudes towards PW lessons. 相似文献
6.
7.
Chit-Kwong Kong 《Learning Environments Research》2008,11(2):111-129
It is generally believed that classroom learning experiences very much influence students’ academic development. However,
relatively little is known about whether classroom learning experiences have much effect on students’ affective and social
development. In this study, we argued for the importance of learning experiences on students’ affective and social development.
From research on Accelerated Schools Project and active learning, we conceptualised Positive Learning Experiences, Teacher
Support in Learning, and Active Learning Experiences as three components of learning experiences and developed relevant measures
to tap these learning experiences. Using research data from a large-scale student survey in Hong Kong (N = 19,477), we examined the construct validity of learning experiences and quality of school life. Confirmatory factor analysis
provided very strong support for the measures and the underlying constructs that they tap. In two-way analysis of variance,
the effects of gender and school level (secondary versus primary) on learning experiences and quality of school life were
examined. Significant gender and school-level main effects, as well as gender by school-level interaction effects, were found
for students’ ratings of their learning experiences and quality of school life. Female students gave more favourable ratings
than male students, and primary students gave more favourable ratings than secondary students. In addition, gender differences
in these ratings in secondary schools were relatively smaller than in primary schools. In subsequent multilevel modelling,
learning experiences were strong predictors of quality of school life after controlling for the effects of gender, school
level and average school achievement. These findings provide strong empirical support for the significance of classroom learning
experiences for students’ social and affective development.
相似文献
Chit-Kwong KongEmail: |
8.
The paper reports on part of a large-scale study aimed at examining students’ perceptions of teacher–student interactions.
This paper will report on a study utilising mixed methodology in 12 Queensland primary classrooms. After the students’ perceptions
were established, the teachers, through a consultative process, developed strategies to change the students’ perceptions of
their classroom over a 3 month period. The paper reports on what strategies these teachers utilised and what changes in students’
perceptions resulted. The classroom teachers were interviewed about the change in students’ perceptions, what changes they
had sought to promote in their classrooms, and what they felt had been achieved in their classrooms. The study found that
students were able to articulate what changes the teacher had implemented, what their reaction was to these changes and their
perception of the classroom environment as a result of these implemented strategies. 相似文献
9.
Katrien Struyven Filip Dochy Steven Janssens 《European Journal of Psychology of Education - EJPE》2008,23(3):295-317
This paper aims to investigate students’ likes and dislikes of the teaching that they have experienced and its effects on
students’ perceptions of the learning environment, student learning and academic performance. The study compares a lecture-based
setting to a student-activating learning/teaching environment, considering both instructional and assessment practices. Data
(N=578) were collected using the Course Experience Questionnaire (Ramsden, 1991) and by means of a standardised test. While
lecture-taught students’ evaluations of the experienced teaching were generally focused and positive, students’ perceptions
of the activating methods varied widely and both extremely positive and negative opinions were present. Also the consequences
of these (dis)likes in instruction for student learning become clear. Moreover, a significant positive linear effect of students’
(dis)likes in instruction on students’ perceptions of the learning environment (except for appropriate assessment), their
learning and their performance was found. This way, the results pinpoint the central role of teaching methods for students’
learning and caution against detrimental consequences of students’ negative appraisal of the teaching methods that they experience.
A matching strategy between a student’s teaching tastes and the teacher’s instructional interventions provides the best educational
prospects. 相似文献
10.
Components of Conceptual Ecologies 总被引:1,自引:0,他引:1
Hyun Ju Park 《Research in Science Education》2007,37(2):217-237
The theory of conceptual change is criticized because it focuses only on supposed underlying logical structures and rational
process processes, and lacks attention to affective aspects as well as motivational constructs in students’ learning science.
This is a vast underestimation of the complexity and diversity of one’s change of conceptions. The notion of conceptual ecology
provides a context for understanding individuals’ conceptual change learning, as it is the environment through which all information
is interpreted. This research investigated how high school students’ statements, made in answering questions, reflect selected
components of their conceptual ecologies. Data for this study was collected from six interviews in which seven students took
part. The data also include the science teacher’s profiles of each student, the students’ personal journals, their assignments,
and their examinations and answers in class. The analysis presented will here include only those components that were represented
in the discourse of the seven high school students who were interviewed. When students were asked questions, there was evidence
of the engagement of the various components of conceptual ecologies. These components include: epistemological commitments,
metaphysical beliefs, the affective domain and emotional aspects, the nature of knowledge, the nature of learning, the nature
of conceptions, and past experience. Evidence from this study suggests that these components might function as constraints
to learning. This study contributes to the field by expanding our knowledge of the components of high school students’ conceptual
ecologies through its definition of the categories and themes associated with those components. In examining across the range
of components, the study illustrates the variety and sources of science conceptions within high school students’ conceptual
ecologies. 相似文献
11.
Chun-Yen Chang Ting-Kuang Yeh Chun-Yen Lin Yueh-Hsia Chang Chia-Li D. Chen 《Journal of Science Education and Technology》2010,19(4):332-340
This study explored the effects of congruency between preferred and actual learning environment (PLE & ALE) perceptions on
students’ science literacy in terms of science concepts, attitudes toward science, and the understanding of the nature of
science in an innovative curriculum of High Scope Project, namely Sci-Tech Mind and Humane Heart (STMHH). A pre-/post-treatment
experiment was conducted with 34 Taiwanese tenth graders involved in this study. Participating students’ preferred learning
environment perception and pre-instruction scientific literacy were evaluated before the STMHH curriculum. Their perceptions
toward the actual STMHH learning environment and post-instruction scientific literacy were also examined after the STMHH.
Students were categorized into two groups; “preferred alignment with actual learning environment” (PAA) and “preferred discordant
with actual learning environment” (PDA), according to their PLEI and ALEI scores. The results of this study revealed that
most of the students in this study preferred learning in a classroom environment where student-centered and teacher-centered
learning environments coexisted. Furthermore, the ANCOVA analysis showed marginally statistically significant difference between
groups in terms of students’ post-test scores on scientific literacy with the students’ pre-test scores as the covariate.
As a pilot study with a small sample size aiming to probe the research direction of this problem, the result of marginally
statistically significant and approaching large sized effect magnitude is likely to implicate that the congruency between
preferred and actual learning environments on students’ scientific literacy is noteworthy. Future study of this nature appears
to merit further replications and investigations. 相似文献
12.
Parent and student perceptions of classroom learning environment and its association with student outcomes 总被引:2,自引:2,他引:2
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. 相似文献
13.
Liesje Coertjens Jelle Boeve-de Pauw Sven De Maeyer Peter Van Petegem 《International Journal of Science and Mathematics Education》2010,8(3):497-522
The environmental agenda is gaining momentum as an international policy issue. This is reflected in an increase in environmental
education research focussing on children’s awareness and attitudes toward the environment. In this study, we focused on this
issue from a school effectiveness perspective and evaluated (a) which student characteristics predict environmental attitudes
and awareness, (b) whether schools make a difference in their students’ environmental attitudes and awareness and (c) if school
effects are different for students with varying levels of science ability. The cross-sectional Flemish data of the Organisation
for Economic Co-operation and Development’s Programme for International Student Assessment 2006 (4,999 students in 156 schools)
were re-analysed using a multivariate multilevel model to address these issues. Results show that gender, immigrant status,
socioeconomic status and educational track are important in explaining students’ environmental attitudes and awareness. Furthermore,
the results show that schools do matter; schools in which science is taught in a more hands-on manner are associated with
higher student environmental awareness whilst environmental learning activities are associated with more pro-environmental
attitudes amongst students. After controlling for student characteristics, these school effects do not differ between more
science-literate children and their less or average science-literate peers. 相似文献
14.
Joke Voogt Frank Tilya Jan van den Akker 《Journal of Science Education and Technology》2009,18(5):429-438
Science teachers from secondary schools in Tanzania were offered an in-service arrangement to prepare them for the integration
of technology in a student-centered approach to science teaching. The in-service arrangement consisted of workshops in which
educative curriculum materials were used to prepare teachers for student-centered education and for the use and application
of Microcomputer Based Laboratories (MBL)—a specific technology application for facilitating experiments in science education.
Quantitative and qualitative data were collected to study whether the in-service arrangement impacted teacher learning. Teacher
learning was determined by three indicators: (1) the ability to conduct MBL-supported student centered science lessons, (2)
teachers’ reflection on those lessons and (3) students’ perceptions of the classroom environment. The results of the research
indicate that the teachers’ were able to integrate MBL in their science lessons at an acceptable level and that they were
able to create a classroom environment which was appreciated by their students as more investigative and open-ended. 相似文献
15.
Joanna O. Masingila Samson M. Muthwii Patrick M. Kimani 《International Journal of Science and Mathematics Education》2011,9(1):89-108
This study examined standard 6 and 8 (Standards 6 and 8 are the sixth and eighth years, respectively, of primary level schooling
in Kenya.) students’ perceptions of how they use mathematics and science outside the classroom in an attempt to learn more
about students’ everyday mathematics and science practice. The knowledge of students’ everyday mathematics and science practice
may assist teachers in helping students be more powerful mathematically and scientifically both in doing mathematics and science
in school and out of school. Thirty-six students at an urban school and a rural school in Kenya were interviewed before and
after keeping a log for a week where they recorded their everyday mathematics and science usage. Through the interviews and
log sheets, we found that the mathematics that these students perceived they used outside the classroom could be classified
as 1 of the 6 activities that Bishop (Educ Stud Math 19:179–191, 1988) has called the 6 fundamental mathematical activities and was also connected to their perception of whether they learned
mathematics outside school. Five categories of students’ perceptions of their out-of-school science usage emerged from the
data, and we found that 4 of our codes coincided with 2 activities identified by Lederman & Lederman (Sci Child 43(2):53,
2005) as part of the nature of science and 2 of Bishop’s categories. We found that the science these students perceived that they
used was connected to their views of what science is. 相似文献
16.
Perry den Brok Sibel Telli Jale Cakiroglu Ruurd Taconis Ceren Tekkaya 《Learning Environments Research》2010,13(3):187-204
The purposes of this study were to examine how Turkish students perceived their biology classroom environment, how their perceptions
compared to those of students in other countries, and what classroom learning environment profiles could be discerned in Turkish
high school biology classrooms. Data were gathered from 1,474 high school students in four inner city schools, in Bursa, Turkey.
A total of 11 biology teachers participated in the study with 52 of their classes. Data on students’ perceptions of their
learning environment were collected with the What Is Happening In this Class? (WIHIC) questionnaire. Results indicated that
Turkish classrooms were perceived as being low in terms of Teacher Support and high in terms of Task Orientation. Six distinct
classroom learning environment profiles were found: the ‘self-directed learning classroom’, ‘task-oriented cooperative learning
classroom’, ‘mainstream classroom’, ‘task-oriented individualised classroom’, ‘low-effective learning classroom’ and ‘high-effective
learning classroom’. The most common profile was the ‘mainstream classroom’ for which all WIHIC scales had medium–high scores. 相似文献
17.
In this study, students’ perceptions of the classroom learning environment in Arab elementary schools were investigated. The
sample included 261 students from Grades 5 and 6. The questionnaire was developed at an Arab college of teacher education
by 16 fourth-year student teachers who were completing their studies toward a BEd degree. Articles on classroom learning environment
were distributed to the students, who then wrote items to assess learning environment. The items were evaluated for content
validity in relation to the Arab school culture, language, teachers’ teaching, students’ learning styles, teacher–student
relations, order and organisation, discipline and behaviours. The Classroom Learning Environment of Elementary Students (CLEES)
questionnaire consists of 32 items in four scales: Teacher’s Image, Group Work, Students’ Participation, and Order and Organisation.
The CLEES was used in a pilot study in two Grade 5 and 6 classes in order to validate it. The student teachers administered
the questionnaire to students in elementary schools. Data were analysed using SPSS (e.g. factor analysis and one-way ANOVA)
to validate the CLEES. No significant differences were found between boys and girls in classroom learning environment. However,
significant differences in CLEES perceptions were found between students from different grades (Grade 5 vs. Grade 6), age
groups and schools. The results are explained in the discussion section in relation to the characteristics of their schools. 相似文献
18.
Choon-Lang Quek Angela F. L. Wong Shanti Divaharan Woon-Chia Liu Jarina Peer Michael D. Williams 《Learning Environments Research》2007,10(3):177-187
Project work (PW) provides one of the pathways for students’ self-inquiry learning and collaboration in Singapore schools.
In this context, PW teachers function as facilitators. This study investigated quantitatively how a group of 270 secondary-school
students (aged 14 years) perceived their seven PW teacher-facilitators’ face-to-face interactions with students based on the
Questionnaire on Teacher Interaction (QTI), and whether their perceptions of teacher–student interaction during PW classrooms
were related with their attitudes towards PW learning as a whole. Seven out of eight QTI scales were associated with Enjoyment
of Project Work Lessons and two QTI scales were associated with Attitude to Inquiry in Project Work. The findings are discussed
in terms of how teachers who function as facilitators can translate their interpersonal behaviours into effective teaching
strategies for communicating with students and facilitating students’ learning in PW classrooms. 相似文献
19.
Todd Campbell Shaing Kwei Wang Hui-Yin Hsu Aaron M. Duffy Paul G. Wolf 《Journal of Science Education and Technology》2010,19(5):505-511
This position paper proposes the enhancement of teacher and student learning in science classrooms by tapping the enormous
potential of information communication and technologies (ICTs) as cognitive tools for engaging students in scientific inquiry.
This paper serves to challenge teacher-held assumptions about students learning science ‘from technology’ with a framework
and examples of students learning science ‘with technology’. Whereas a high percentage of students are finding their way in
using ICTs outside of school, for the most part they currently are not doing so inside of school in ways that they find meaningful
and relevant to their lives. Instead, the pedagogical approaches that are most often experienced are out-of-step with how
students use ICTs outside of schools and are not supportive of learning framed by constructivism. Here we describe a theoretical
and pedagogical foundation for better connecting the two worlds of students’ lives: life in school and life outside of school.
This position paper is in response to the changing landscape of students’ lives. The position is transformative in nature
because it proposes the use of cyber-enabled resources for cultivating and leveraging students new literacy skills by learning
‘with technology’ to enhance science learning. 相似文献
20.
Mijung Kim Heesook Yoon Young Rae Ji Jinwoong Song 《International Journal of Science and Mathematics Education》2012,10(1):71-97
With recognition of the importance of scientific literacy for the nation and yet the increasing students’ disinterest in science
through school science curriculum, the Korea Science Foundation launched an innovative program called ‘Everyday Science Class
(ESC)’ in partnership with universities and local government offices in 2003. In this work, we introduce the structure and
dynamics of the ESC program in K-district through examining (1) how everyday contexts helped learners’ perceptions and attitudes
toward science and (2) how the dynamics of learning environments effected learners’ learning process. We employed interviews
and video recording of classes for data collection. To analyze the data, we used the process of thematic coding to understand
the outcomes and effects of ESC program. The research findings showed that everyday context and a unique environment of learning
with parents in the ESC program could bring forth learners’ understandings on the connection between science and their everyday
lives and positive attitudes toward science learning. We also found that there were certain issues to be taken into account
in terms of children’s cognitive development for further development. 相似文献