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281.
Catherine Martin-Dunlop Barry J. Fraser 《International Journal of Science and Mathematics Education》2008,6(1):163-190
This study assessed the effectiveness of an innovative science course for improving prospective elementary teachers’ perceptions
of laboratory learning environments and attitudes towards science. The sample consisted of 27 classes with 525 female students
in a large urban university. Changing students’ ideas about science laboratory teaching and learning and creating more positive
attitudes towards science were accomplished by using a guided open-ended approach to investigations, together with instructors
who used cooperative learning groups to create a supportive environment. Ideas and attitudes prior to the course were assessed
using a questionnaire focusing on the students’ previous science laboratory courses, and these were compared to data collected
at the end of the course. Students reported large and statistically significant improvements on all seven scales assessing
the laboratory learning environment and attitudes towards science. The largest gains were observed for Open-Endedness and
Material Environment (with effect sizes of 6.74 and 3.82 standard deviations, respectively). An investigation of attitude-environment
associations revealed numerous positive and statistically significant associations in both univariate and multivariate analyses.
In particular, the level of Instructor Support was the strongest independent predictor of student attitudes at two levels
of analysis. 相似文献
282.
Barry J. Fraser 《Research in Science Education》1976,6(1):109-120
Summary and conclusion The present study has reported the use of a set of nine classroom climate dimensions both as predictor and criterion variables
in research related to ASEP. When the climate dimensions were employed as independent variables, it was found that the climate
variables contributed an appreciable amount to the variance explained in various learning outcomes over and above that explained
by instructional and aptitudinal variables alone. When the climate measures were employed as dependent variables, it was found
that ASEP and control pupuls had significantly different perceptions of their classrooms along a number of the classroom dimensions. 相似文献
283.
The establishment of two Senior Colleges in Western Australia in 1983 provided adult students with an alternative route to conventional schooling for completing matriculation requirements for entry to higher education. An evaluation of the Colleges involved large samples of students and staff and the triangulation of information obtained by different researchers working independently and using a variety of methods (interview, questionnaires, nominal groups, classroom and school climate assessments). The study attested to the success of the Senior Colleges in creating a positive ethos suited to its adult students and in allowing previously unqualified people to enter higher education and succeed. 相似文献
284.
Rosanna Martin Bryan Maytham Duncan Fraser 《European Journal of Engineering Education》2005,30(2):167-180
This study investigated how well chemical engineering graduates perceive they were prepared for work in industry. To this end, sixteen interviews were carried out with a purposive sample of recent University of Cape Town chemical engineering graduates. Qualitative analysis of the interview data showed that graduates felt that overall, they were well prepared for work in industry. They perceived their strengths to be their technical background, problem solving skills, formal communication skills and life-long learning abilities. The following areas of weakness were also identified: work in multi-disciplinary teams, leadership, practical preparation and management skills.
The use of interviews for data collection is a significant departure from the methods used in other studies in this area. The rich and contextual data gathered from the interviews justified this choice and contributed to the identification of issues not previously mentioned in the literature. For example, an unexpected finding of the study was that there was a clear link between the technical and non-technical attributes of engineering graduates, a result which has clear implications for the design of undergraduate engineering programmes. 相似文献
285.
Conclusion The present research employed data collected in two separate studies related to ASEP to investigate relationships of changes
in seven pupils learning outcomes with four teacher characteristics and four instruction-teacher interactions. A significant
relationship (p<.05) emerged between changes in a learning outcome and a teacher characteristic in the following three cases:
changes in critical thinking in science were more favourable in classes with less pupil-centredness teachers, and changes
in attitude to science were more favourable in classes with female teachers and those with more pupil-centredness teachers.
A significant relationship also emerged between changes in a learning outcome and the interaction of the instructional variable
(ASEP/control) with a teacher characteristic in four cases, and these were interpreted in the paper.
In addition to the specific findings outlined above, two more general tentative conclusions can be advanced. First, the use
of common samples in separate studies appears useful for allowing the investigation of worthwhile questions which go beyond
the bounds of the individual studies. Second, in view of the number of interesting relationships found between changes in
learning outcomes and teacher and instruction-teacher interaction variables, it could be useful to replicate the present study. 相似文献
286.
This study involved three phases. First, we developed and validated the Elementary and Middle School Inventory of Classroom
Environments (ICE) for assessing upper primary and middle school (Grades 6–8) students' perceived and preferred classroom
environment. Second, typical classroom environments in an urban setting were described based on quantitative and qualitative
data, including differences between the perceptions of students of different genders. Finally, teachers' participation in
action research techniques, involving the use of feedback on perceived and preferred classroom environment, was evaluated
in terms of effectiveness in promoting improvement in classroom environments.
The sample consisted of ten middle grade teachers and their 43 classes of students in an urban North Texas school setting.
Perceived and preferred forms of the ICE, assessing Cooperation, Teacher Empathy, Involvement and Task Orientation, were administered.
Factor and item analyses supported the internal consistency reliability of a four-factor version of the perceived and preferred
forms of the ICE for both the individual student and the class mean as the units of analysis. The perceived and preferred
environments of different classes are described based on profiles of classroom environment scores. When teachers were selected
from the original sample to participate in an attempt to alter their classroom environments, changes in classroom climate
occurred, thus supporting the efficacy of the environmental change strategy.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
287.
Berry Billingsley Mehdi Nassaji Sharon Fraser Finley Lawson 《Research in Science Education》2018,48(6):1115-1131
This paper gives the rationale and a draft outline for a framework for education to teach epistemic insight into schools in England. The motivation to research and propose a strategy to teach and assess epistemic insight followed research that investigated how students and teachers in primary and secondary schools respond to big questions about the nature of reality and human personhood. The research revealed that there are pressures in schools that dampen students’ expressed curiosity in these types of questions and limit their developing epistemic insight into how science, religion and the wider humanities relate. These findings prompted the construction of a framework for education for students aged 5–16 designed to encourage students’ expressed interest in big questions and develop their understanding of the ways that science interacts with other ways of knowing. The centrepiece of the framework is a sequence of learning objectives for epistemic insight, organised into three categories. The categories are, firstly, the nature of science in real world contexts and multidisciplinary arenas; secondly, ways of knowing and how they interact; and thirdly, the relationships between science and religion. Our current version of the Framework is constructed to respond to the way that teaching is organised in England. The key principles and many of the activities could be adopted and tailored to work in many other countries. 相似文献
288.
Adam A. Rogers Jane Shawcroft Laura A. Stockdale Sarah M. Coyne Ashley M. Fraser 《Child development》2024,95(2):428-446
This study examined associations between parents' gendered attitudes about play and children's gender development. The sample was 501 families from a large US city followed annually for 4 years (501 mothers, 383 fathers; 69% White, 16% Latinx, 8% African American; children Mage = 5.67 months, 53% boys). Latent trajectories examined change in parents' attitudes toward same- and other-gender play during first 4 years of the child's life. On a subsample (n = 252), trajectories were examined in relation to children's later gender-typed preferences and gender constancy. Parents grew more gender-flexible in their attitudes, particularly parents of boys. Trajectories reflecting more stereotypic attitudes showed some associations (small in magnitude) with children's gender-typed preferences and gender constancy by age 4. 相似文献
289.
290.
John Fraser 《Curator: The Museum Journal》2009,52(4):349-361
Abstract This study asked why parents value zoo experiences for themselves and their children. It proposes a new theory regarding the psychological value of such experiences for the development of identity. The study used a constructivist grounded theory approach to explore parenting perspectives on the value of zoo visits undertaken by eight families from three adjacent inner‐city neighborhoods in a major American city. The results suggest that parents use zoo visits as tools for promoting family values. These parents felt that experiences with live animals were necessary to encourage holistic empathy, to extend children's sense of justice to include natural systems, and to model the importance of family relationships. The author concludes that parents find zoos useful as a tool for helping their children to develop skills with altruism, to transfer environmental values, to elevate children's self‐esteem, and to inculcate social norms that they believe will aid in their children's social success in the future. 相似文献