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1.
Johanna Vennix Perry den Brok Ruurd Taconis 《International Journal of Science Education》2018,40(11):1263-1283
The present study investigated outreach activities, developed by STEM-based companies or universities in co-creation with secondary education with the aim to inform students about and motivate them for a career in STEM by connecting the work-context with school-science. Although many of such activities are being offered, little is known about their effects. We investigated students’ perceptions with the outreach learning environment, perceived need-fulfilment, self-reported motivation and attitudes towards STEM. Data were gathered from 729 high-school students engaged in 12 activities in the USA and the Netherlands. The students completed a questionnaire, which contained questions about four elements of our theoretical frame based on the Self-Determination-Theory (SDT). Perceived needs-fulfilment and motivation were measured using the basic-psychological-needs-scale and the self-regulation-questionnaire. Attitudes were measured using the test-of-science-related-attitudes. Learning environment perceptions were measured in a previous study using subscales of what-is-happing-in-this-classroom (WIHIC), constructivist-learning-environments-scale (CLES) and classroom-environment-scale (CES) and typified by activity characteristics. Multilevel analyses of variance were conducted for the two motivation scales (controlled and autonomous-motivation) and the two attitude scales (social-implication and career-interest). Activity characteristics explained almost all variance in these variables between activities. Specific characteristics of outreach activities that statistically significantly related to autonomous motivation and positive general attitudes towards STEM were: workshop-format, understanding science, an out-of-school component. The attitude towards a possible STEM-career was positively associated with autonomous-motivation and negatively associated with controlled-motivation. Thus, outreach learning environments indeed created opportunities to increase students’ motivation in STEM and attitude towards STEM, but the impact varied according to particular characteristics of the activities. 相似文献
2.
This paper reports a study of students’ and teachers’ perceptions of their classroom learning environment in Bhutanese eighth-grade mathematics classes. Research suggests that positive perceptions of the learning environment can have a positive influence on students’ learning outcomes, interest and engagement in classroom activities. The study was conducted in 2013, using the survey samples of 608 students and 98 teachers from 22 lower- and middle-secondary schools in western Bhutan. Students’ and teachers’ perceptions of the classroom environment were measured using the Mathematics Classroom Learning Environment Survey (MCLES). Students and teachers mostly perceived their classroom environments favourably on the MCLES scales irrespective of gender, school level and school location. The study is significant for understanding and evaluating the implementation of new mathematics curriculum in Bhutanese schools because it could guide the development of strategies for more-productive mathematics classroom learning. It is also significant from the perspective of Bhutan’s national goal of Gross National Happiness because perceptions and happiness always go hand-in-hand. 相似文献
3.
AbstractSTEM outreach programmes in secondary schools are mediated by STEM teachers who are responsible for organising, implementing and evaluating the activities with a view to promoting STEM subjects. However, research investigating teachers’ STEM roles and professional development through participation in outreach activities is limited. This paper explores teachers’ views of STEM activities, how they understand their role as primary facilitators and the impact of their STEM engagement on their professional development. STEM outreach provides distinct opportunities for situated and dialogic learning. STEM teachers’ effectiveness in engaging students by demonstrating the importance and relevance of STEM subjects in the real world and engaging captivating STEM outreach partners not only supports students learning but also enhances their opportunities to develop their knowledge and skills. Semi structured interviews were conducted with eleven teachers from six different schools in the West Midlands, United Kingdom. The data reveals STEM facilitators become the ‘face’ of STEM to their pupils. The expertise, knowledge and partnerships STEM facilitators develop, broadens their capacity to deliver teaching imbued with real world applications and improve students’ understanding of the range of new and upcoming careers available. Most importantly, participating in STEM outreach activities help teachers maintain and reinforce their own sense of identity as STEM professionals. Outreach activities provide opportunities for teachers to interact with leading scientists and obtain exposure to cutting-edge research. 相似文献
4.
Classroom Environment Instruments: Development,Validity and Applications 总被引：11，自引：0，他引：11
Few fields of educational research have such a rich diversity of valid, economical and widely-applicable assessment instruments as does the field of learning environments. This article describes nine major questionnaires for assessing student perceptions of classroom psychosocial environment (the Learning Environment Inventory, Classroom Environment Scale, Individualised Classroom Environment Questionnaire, My Class Inventory, College and University Classroom Environment Inventory, Questionnaire on Teacher Interaction, Science Laboratory Environment Inventory, Constructivist Learning Environment Survey and What Is Happening In This Class) and reviews the application of these instruments in 12 lines of past research (focusing on associations between outcomes and environment, evaluating educational innovation, differences between student and teacher perceptions, whether students achieve better in their preferred environment, teachers' use of learning environment perceptions in guiding improvements in classrooms, combining quantitative and qualitative methods, links between different educational environments, cross-national studies, the transition from primary to high school, and incorporating educational environment ideas into school psychology, teacher education and teacher assessment). 相似文献
5.
Tock Keng Lim 《教育心理学》1995,15(2):161-169
Assessment of students’ perceptions of classroom environment and their learning styles provided a framework within which to study factors related to perceptions of students in learning. Two instruments, the Individualized Classroom Environment Questionnaire (ICEQ) and the Learning Style Inventory 1985 (LSI), were administered in Singapore to a stratified random sample of 1733 Secondary 4 students (equivalent to Grade 10) from nine secondary schools (good, average and below average schools). The study showed that school type (the category of schools that the students come from), had the most influence on the students’ perceptions of both actual and preferred classroom environment. Gender had an influence too, but mainly on perceptions of actual classroom environment. Learning styles of students had the least influence. 相似文献
6.
《International Journal of Educational Research》2005,43(1-2):25-38
Within the domain of learning environments research many studies have investigated students’ perceptions of their teachers’ interpersonal behavior. The present study adds to this line of research by (a) focusing on primary education, rather than secondary education, (b) establishing associations between perceptions of teacher interpersonal behavior and perceptions of cultural elements of the learning environment rather than uniquely focusing on interpersonal behavior, (c) linking perceptions of teacher interpersonal behavior to affective student outcomes taking into account perceptions of cultural elements of the learning environment.Results of correlation analyses and multilevel analyses of variance, conducted on perception and outcome data of a sample of 2178 Australian years 5, 6 and 7 students in 103 primary classrooms are presented. Students’ perceptions of their learning environment were mapped with the Questionnaire on Teacher Interaction (QTI) and a primary version of the Cultural Learning Environment Questionnaire (CLEQ).Results indicate that, after correction for covariates, teacher proximity (QTI) and congruence (CLEQ) are significantly associated with students’ enjoyment in science. Also, strong associations were found between teacher proximity and all of the CLEQ scales. 相似文献
7.
In this study, we measured students’ perceptions of mathematics classroom learning environment and investigated their associations with students’ achievement. The Mathematics-Related Constructivist-Oriented Classroom Learning Environment Survey (MCOLES) was developed with seven dimensions and 56 items, using theories surrounding classroom learning environment. For a sample of 423 grade 10 students from five schools in India, we validated the MCOLES by exploratory factor analysis and then by confirmatory factor analysis, which suggested the exclusion of 11 items and yielded an 11-factor solution. For achievement on a topic taught, mainly medium correlations emerged with the learning environment factors, suggesting practical implications for classroom teaching. This study is methodologically significant in proposing and validating the new MCOLES for measuring classroom learning environments in secondary-school mathematics.
相似文献8.
Annemie Struyf Haydée De Loof Jelle Boeve-de Pauw Peter Van Petegem 《International Journal of Science Education》2019,41(10):1387-1407
In this paper, we explore how students’ engagement varies in different STEM (Science, Technology, Engineering, Mathematics) learning environments. More specifically, we focus on the significance of a learning environment applying an integrated STEM (iSTEM) approach and the significance of STEM learning environments’ student-centredness. Moreover, we explore the relative importance of different student-centred principles (lesson plan and implementation, communicative interactions, student-teacher relationships) for students’ engagement in the STEM learning environment. Applying a mixed-method approach, we draw from observational data of 24 STEM lessons in combination with data from seven focus groups with 67 grade 9 students. The quantitative findings, based on the observational data, show that a learning environment applying an iSTEM approach seems to support students’ engagement. Further investigation made it clear that the student-centredness in this learning environment is especially significant. Regarding the specific student-centred principles, all principles had a significant impact on students’ engagement. The focus group data make clear that, besides student-centredness, the integrative aspect and the use of authentic real-world problems in iSTEM can also be engaging for students. These results indicate that iSTEM is a good practice to engage students in the STEM learning environment, as it facilitates teachers’ implementation of a general student-centred approach. 相似文献
9.
This article reports findings from a classroom environment study which was designed to investigate the nature of Chinese Language
classroom environments in Singapore secondary schools. We used a perceptual instrument, the Chinese Language Classroom Environment
Inventory, to investigate teachers’ and students’ perceptions towards their Chinese Language classroom learning environments
using six dimensions, namely, Student Cohesiveness, Teacher Support, Involvement, Cooperation, Task Orientation and Equity.
The investigation was carried out using a sample of 1,460 secondary three (Grade 9) students from 50 Chinese Language classes
in 25 Singapore government secondary schools. The nature of the Chinese Language classroom learning environments was interpreted
from analyses of the perception scores obtained, as well as from various comparisons of the perception scores between different
groups. Although both the Chinese Language teachers and students perceived their present classroom learning environments positively,
they would like improvements in all the six dimensions of the classroom learning environments under investigation. Also teachers
perceived a more positive classroom learning environment than their students in the same class. In addition, female students
perceived their actual and preferred classroom environments more positively than their male counterparts. 相似文献
10.
Karen D. Könings Marjo J. van Zundert Saskia Brand‐Gruwel Jeroen J. G. van Merriënboer 《Educational studies》2007,33(4):445-465
Research has shown the importance of students’ perceptions of a learning environment and the existence of discrepancies between students’ and teachers’ perceptions. Participatory design could be a helpful strategy to reduce such discrepancies and eventually improve the design of learning environments, as it has proven to be effective to optimize design in other domains. The current study investigated the desirability and feasibility of possible use of participatory design in education. Students and teachers in secondary education were interviewed about their opinions on the idea of participatory design of a learning environment. Both students and teachers displayed predominantly positive opinions towards possibly engaging in participatory design, supporting its desirability and feasibility. Practical suggestions for implementation are included. 相似文献
11.
At many teacher education institutes around the world, preservice teachers are empowered to use pedagogical tools and strategies that engage their students. We used a modified version of the Constructivist Learning Environment Survey (CLES) to evaluate the effectiveness of a pedagogical model known as the Mixed Mode Delivery (MMD) model in terms of the CLES’s five scales of personal relevance, uncertainty, critical voice, shared control and negotiation. Comparisons were made between 2,216 secondary school students taught by the preservice teachers in an MMD group and 991 students in a control group in terms of the relative magnitudes of the gap between the actual and preferred learning environment in students’ school classrooms. The findings supported the positive impact of using MMD in terms of students’ perceptions of their classroom environments for all CLES scales. 相似文献
12.
With the aim of bridging research in educational psychology and teacher education, we designed a research-practice partnership to unpack the concept of relevance from a race-reimaged perspective. Specifically, we employed a mixed-methods sequential explanatory research design to examine associations between the communal learning opportunities afforded to Black and Latinx students, and their engagement patterns during STEM activities. Within a nine-week instructional unit we provided students six opportunities to rate their scholastic activities. High levels of behavioral engagement were sustained over the course of the instructional unit. On weeks when students rated the activities as higher in communal affordances, they also reported more behavioral engagement. Classroom observations facilitated our efforts to create state space grids that show when and how teachers used emancipatory pedagogies to support students’ learning. We used these state space grids, along with teacher interviews and student focus groups, to develop contextualized illustrations of two teachers of color as they successfully provided communal forms of motivational support over the span of six observations per teacher. These strategies differed based on three key factors: where the lesson was placed within the larger instructional unit, the way teachers interpreted and responded to their students’ engagement patterns, and how the demands of the larger school environment impacted classroom dynamics. 相似文献
13.
Dart Barry Burnett Paul Boulton-Lewis Gillian Campbell Jenny Smith David McCrindle Andrea 《Learning Environments Research》1999,2(2):137-156
Four hundred and eighty-four students from two metropolitan secondary schools completed the Learning Process Questionnaire,
the Individualised Classroom Environment Questionnaire and the Learner Self Concept scale. Relationships between perceptions
of the classroom learning environment, approaches to learning and self concept as a learner were investigated. Gender and
level of schooling (junior high versus senior high) differences were examined. Results showed Deep Approaches to learning
were significantly related to classroom learning environments which were perceived to be highly personalised and to be encouraging
active participation in the learning process and the use of investigative skills in learning activities. High learner self
concept was positively associated with Deep Approaches to learning and with classrooms perceived as high in Personalisation.
It was negatively associated with Surface Approaches to learning. Differences in perceptions of learning environments and
approaches to learning in relation to gender and level of schooling were small. The implications of these findings are discussed
and strategies for facilitating Deep Approaches to learning are referred to.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
14.
15.
课堂环境与学习成果的关系一直是西方课堂环境研究的热点。本研究运用《中学英语课堂环境量表》作为测量工具,测量了高中生对英语课堂环境的感知与其英语学习态度和学习成绩之间的关系。研究结果表明:课堂环境是影响二语学习成果的主要因素之一,积极的课堂环境可以改善和提高学生的二语学习成果。课堂环境通过直接效应和中介效应共同影响二语学习成果,其中任务取向对二语学习成果的预测力最大。 相似文献
16.
Concerns persist regarding science classroom learning environments and the lack of development of students’ metacognition and reasoning processes within such environments. Means of shaping learning environments so that students are encouraged to develop their metacognition are required in order to enhance students’ reasoning and learning. Interventions should account for the nature of the subject material to be learned. This study employed a mixed-methods approach to investigate the efforts of university researchers and a classroom teacher to change the learning environment of a year 11 chemistry classroom. Changes in participants’ perceptions of their learning environment and corresponding changes in their metacognition and associated reasoning are documented. The teacher’s use of language that explicitly targeted students’ metacognitive knowledge altered their metacognition. Students reported changes in their learning environment and an increased awareness of how they considered chemistry might be learned. Classroom environment instruments can act as reliable indicators for monitoring changes in psychosocial dimensions of classroom environments that can be directly related to students’ metacognition. 相似文献
17.
Girls’ attitudes towards mathematics can impact their achievement and career choices in STEM fields. Can the introduction of inquiry-based learning (IBL) in mathematics classes generate positive associations between girls’ perceptions of the learning environment and their attitudes towards mathematics? Based in the United Arab Emirates, this study provided important information about the relationships between learning environment factors central to an inquiry method and student engagement. Data collection involved administering two surveys to female mathematics students (N?=?291) in four schools: one to assess students’ perceptions of the learning environment and another to assess students’ attitudes towards mathematics. Positive and statistically-significant (p?<?.01) associations emerged between learning environment factors important to an inquiry approach and students’ attitudes. These findings provide important information about how IBL might improve girls’ attitudes towards mathematics classes and whether IBL environments are related to their attitudes.
相似文献18.
Annoesjka Boersma Geert ten Dam Willem Wardekker Monique Volman 《Learning Environments Research》2016,19(1):107-131
In this study, the concept of ‘community of learners’ was used to improve initial vocational education. The framework of a ‘community of learners for vocational orientation’ that we present offers both a theoretical understanding of teaching–learning processes in initial vocational education and heuristics for the design of innovative learning environments for optimising these processes. In a design research study, we investigated if, and how, learning environments designed on the basis of these heuristics fostered communities of learners for vocational orientation, in which students experience to learn in a shared, meaningful, reflective and transfer-oriented way. We examined students’ perceptions of the learning environment and their learning activities during eight curriculum units specifically designed to foster the communities of learners. During almost all of the units that we designed, students found themselves learning in a more shared, meaningful, reflective and transfer-oriented way than during regular units. We conclude that the proposed heuristics had been useful starting points for the design of innovative learning environments that foster communities of learners for vocational orientation. In addition, we show how the heuristics can be elaborated for a particular school, based on practical and pedagogical content knowledge of teachers, as well as students’ perceptions of the learning environment and their learning activities. 相似文献
19.
David B. Zandvliet 《Learning Environments Research》2012,15(2):125-140
Learning environment studies acknowledge that learning takes place within the social realm and that social conditions contribute to the quality of both learning and experience. This can be said to be especially true for environmental learning programs. To access information about students?? perceptions of their learning environment, a robust instrument for describing and measuring student perceptions of environmental education in place-based educational settings was developed and validated. Focus groups with environmental educators were formed to explore (from teachers?? perspective) the factors viewed as most important to environmental learning and as most likely to influence the unique type of learning environments fostered in place-based or community-based environmental education programs. Analysis of qualitative work resulted in the inclusion of eight scales developed/adapted from previous learning environment surveys for use in the new Place-Based Learning and Constructivist Environment Survey for use in secondary settings. In this article, validity and reliability data for this instrument are presented and the implications of these data for future research within environmental education, place-based education and teacher education programs are discussed. 相似文献
20.
Karen D. Könings Tina Seidel Saskia Brand-Gruwel Jeroen J. G. van Merriënboer 《Instructional Science》2014,42(1):11-30
Teachers and students have their own perceptions of education. Congruent perceptions contribute to optimal teaching–learning processes and help achieving best learning outcomes. This study investigated patterns in differences between students’ and teachers’ perceptions of their learning environment. Student profiles were identified taking into account the degree of congruence/friction with teachers’ perceptions. Teacher profiles were identified based on their differences in perceptions to students. Profiles were validated with regard to learning-related student characteristics and approaches to teaching. Tenth graders (N = 994) of four secondary schools filled out the Inventory of Perceived Study Environment-Extended (IPSEE) and the Inventory of Learning Styles. Their teachers (N = 136) filled out the teacher version of the IPSEE and the Approaches to Teaching Inventory. Latent class analyses were conducted to define profiles with respect to the magnitude of differences in perceptions. Results showed three student profiles: Closest match profile (30 %), intermediate profile (59 %), and distal profile (11 %). While closest match students had desirable learning-related characteristics, others did not and are at risk for destructive friction. Two teacher profiles described idealistic teachers (70 %) and adaptive teachers (30 %), which related to approaches to teaching. Subgroups of students and teachers provide a comprehensive picture of those who are at risk because of too large differences in perceptions. This study stresses that differences in perceptions deserve detailed attention for optimising learning environments. Involving both students and teachers in the instructional design process could be a way to better account for perceptions of both stakeholders. 相似文献