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1.
Conclusion This paper attempts to stimulate and facilitate future research and practical applications involving the psychosocial environment
of science laboratory classrooms by describing the development of a new instrument, the Science Laboratory Environment Inventory
(SLEI), which assesses eight dimensions of the actual and preferred environment of science laboratory classes at the upper
secondary school and higher education levels. Comprehensive validation information reported here in tentatively attests to
the internal consistency reliability and discriminant validity of the actual and preferred forms of the SLEI for use in Australian
or American classrooms. As well, further analyses supported the ability of the actual form of the SLEI to differentiate between
the perceptions of students in different classrooms. It is hoped that science teachers and other researchers will make use
of the SLEI to pursue several research and practical applications analogous to those completed successfully in prior work
in non-laboratory classrooms. 相似文献
2.
Student learning and perceptions of the academic environment 总被引：1，自引：0，他引：1
Paul Ramsden 《Higher Education》1979,8(4):411-427
This paper examines the effects of the organisation of curricula, teaching, and assessment on student learning and looks at the different demands which different academic environments make on their students. After a brief review of research into learning contexts in higher education, data from a course perceptions questionnaire are presented. The principal dimensions which students themselves use to characterise academic environments are identified. The perceptions of students in six departments at one British university are compared; it is concluded that students in different subject areas see themselves to be studying in markedly different environments. The results also suggest students' evaluations of the teaching and the courses in each department. Data from the course perceptions questionnaire are supported and amplified by a preliminary analysis of results from semi-structured interviews of students in the six departments. The most important factor to emerge from the item analysis — the degree to which students feel that their teachers provide a facilitant atmosphere for learning — is confirmed. Students' perceptions of their departments and their teachers are shown to exert important influences on their approaches to learning. It is also suggested that a student's perception of a particular learning task influences the level at which he tackles it. 相似文献
3.
A strong tradition in research in primary and secondary schools has involved student and teacher perceptions of psychological characteristics of actual or preferred classroom environment. This paper provides a foundation for the extension of this tradition to the higher education level by describing the development, validation, and use of a new instrument, the College and University Classroom Environment Inventory (CUCEI), suitable for small higher education classes often referred to as seminars. The CUCEI assesses students' or instructors' perceptions of the following seven psychosocial dimensions of actual or preferred classroom environment: personalization, involvement, student cohesiveness, satisfaction, task orientation, innovation, and individualization. Administration of the CUCEI to 372 students in 34 classes and to 20 instructors attested to the internal consistency reliability and discriminant validity of the actual and preferred forms with either the individual or the class mean as the unit of analysis, and supported the ability of the actual form to differentiate between the perceptions of students in different classrooms. A research application of the CUCEI involving associations between student outcomes and classroom environment tentatively suggested that the nature of the classroom environment affects outcomes. Another research application suggested that both students and instructors preferred a more favorable classroom environment than the one actually present, and that instructors viewed classroom environments more positively than did their students in the same classrooms. Desirable future applications of the CUCEI for research purposes and in improving teaching in higher education are considered.The first main aim of this paper is to describe the development and validation of a new instrument to assess perceptions of classroom psychosocial environment in university and college classrooms. The second major purpose is to report the first two research uses of this instrument in, respectively, a study of associations between student outcomes and classroom environment and an investigation of differences between students and instructors in their perceptions of actual and preferred classroom environment. As well, desirable future research directions involving the new instrument are suggested. Before describing the development and use of the new instrument for the higher education level, important background information about analogous work at the primary and secondary school levels is briefly reviewed in an attempt to place the new work into context. 相似文献
4.
Jill M. Aldridge Barry J. Fraser Lisa Bell Jeffrey Dorman 《Journal of Science Teacher Education》2012,23(3):259-290
This article reports the development, validation and use of an instrument designed to provide teachers with feedback information,
based on students’ perceptions, about their classroom environments. The instrument was developed to provide teachers with
feedback that they could use to reflect on their teaching practices and, in turn, guide the implementation of strategies to
improve their learning environments. To determine the validity and reliability of the new instrument, data from 2043 grade
11 and 12 students from 147 classes in 9 schools were analysed. The Rasch model was used to convert data collected using a
frequency response scale into interval data that are suitable for parametric analyses. During an action research process,
reflective journals, written feedback, discussions at a forum and interviews with eight teachers helped to illuminate the
processes used by teachers during action research. This article reports the views of these teachers in general and examines
more closely how one of the teachers used student responses to the learning environment questionnaire as a tool for reflection
and as a guide in transforming her classroom environment. This case study helped us to gauge the extent to which action research
based on students’ perceptions of the learning environment was useful in guiding teachers’ improvements of their classroom
learning environments. 相似文献
5.
Many teachers view practical work as an essential feature of science education. This study examined whether there had been any changes in the relative importance of the aims science teachers assign to the use of practical work, across the full secondary age range (11–18), since the last such national survey undertaken by Kerr 46 years ago. A stratified sample of representative schools was used in which 912 teachers were sent a questionnaire on their views towards the use of practical work in science with a total of 393 responses (42.5%) being received. The coefficient of concordance of the various rankings and their significance were calculated, as too were the z‐scores. The findings suggest that whilst there have been substantial changes in teachers’ views about the use of practical work at Key Stages 4 and 5 (age 15–18) there have been no substantial changes at Key Stage 3 (age 11–14). Furthermore, the results are remarkably similar across subject specialism, teacher gender, and years of teaching experience although this paper will only focus on subject specialism. It appears that changes to the assessment criteria, notably the introduction of Science Investigation (Sc1) at Key Stage 4, and a growing desire amongst educational policy‐makers to improve the image of science, have had an effect on how those in the teaching profession perceive the value and aims of practical work particularly at Key Stages 4 and 5. 相似文献
6.
The purpose of this paper is to report on the challenges we faced in designing an instrument aimed at measuring pre-service science teachers’ topic-specific pedagogical content knowledge (PCK). After the instrument was conceptualised and developed, it was administered to 30 pre-service chemistry teachers. The findings suggest that the instrument can be used as a teaching tool to enhance pre-service science teachers’ topic-specific PCK along with some limitations. The discussion focuses on the implications of the aforementioned PCK assessment tool for enhancing pre-service science teachers’ topic-specific PCK and the challenges associated with measuring and enhancing pre-service science teachers’ PCK. Finally, our discussion focuses on the ways in which science-teacher educators can engage in transforming the concept of PCK and its use for research and professional development. 相似文献
7.
Annemieke Zwaans Ineke van der Veen Monique Volman Geert ten Dam 《Teaching and Teacher Education》2008,24(8):2118-2131
This article concerns the relationship between social–educational goals and the school context. We used a questionnaire to map the educational goals of teachers in pre-vocational education in the field of social competence, and investigated whether these goals were related to the percentage of students from ethnic-minority groups and to the urban environment of the school. The results show that all teachers, regardless of the school context, value promoting the social development of their students as an educational goal. We did not find a relationship between the context the teachers work in and the social-competence goals they aspire to in their subject. However, teachers working in a more complex school environment, in terms of both the ethnic heterogeneity of the student population and the urban environment of the school, did consider a number of social-competence goals to be less attainable for their students. The results are discussed in the light of research on the competences young people need to participate in a multi-cultural society and the implications for teachers and teaching. 相似文献
8.
Individuals and Leadership in an Australian Secondary Science Department: A Qualitative Study 总被引：1，自引：0，他引：1
Wayne Melville John Wallace Anthony Bartley 《Journal of Science Education and Technology》2007,16(6):463-472
In this article, we consider the complex and dynamic inter-relationships between individual science teachers, the social space
of their work and their dispositions towards teacher leadership. Research into the representation of school science departments
through individual science teachers is scarce. We explore the representations of four individual teachers to the assertions
of teacher leadership proposed by Silva et al. (Teach Coll Rec, 102(4):779–804, 2000). These representations, expressed during
regular science department meetings, occur in the social space of Bourdieu’s “field” and are a reflection of the “game” of
science education being played within the department. This departmentally centred space suggests an important implication
when considering the relationship between subject departments and their schools. The development of an individual’s representation
of teacher leadership and the wider “field” of science education appears to shape the individual towards promoting their own
sense of identity as a teacher of science, rather than as a teacher within a school. Our work suggests that for these individuals,
the important “game” is science education, not school improvement. Consequently, the subject department may be a missing link
between efforts to improve schools and current organizational practices. 相似文献
9.
Lisa Incantalupo David F. Treagust Rekha Koul 《Journal of Science Education and Technology》2014,23(1):98-107
The use of technology in schools is now ubiquitous, but the effectiveness on the learning environment has mixed results. This paper describes the development and validation of an instrument to measure students’ attitudes toward and knowledge of technology with the aim of investigating any differences based on gender after a course where the science department made use of technology as an integral part of teaching biology. In this study, conducted in one school in the state of New York, in the United States of America, the Students’ Attitudes Toward and Knowledge of Technology Questionnaire was administered to nearly 700 high school science students. A principal component and principal factor analysis resulted in new scales from the validation of the instrument that demonstrated high reliabilities. There were statistically significant gender differences in all the scales of the questionnaire in favor of males. 相似文献
10.
Chia-Ju Liu Brady Michael Jack Houn-Lin Chiu 《International Journal of Science and Mathematics Education》2008,6(1):19-35
This paper presents the results of a case study involving 282 Taiwanese elementary science teachers at the elementary level.
These teachers provided responses to the science efficacy instrument (STEBI-A) and also provided personal data regarding how
their years of general (YTE) and science (YTS) teaching experience may have influenced student achievement in science. Researchers
used two multivariate analysis of variance (MANOVA) to investigate the interaction and influence of YTE and YTS upon the personal
science teaching efficacy (PSTE) and science teaching outcome expectations (STOE) of these teachers. The results advocate
the position that the years of general teaching experience of elementary science teachers in Taiwan have a significantly greater
impact upon their personal science teaching efficacy and science teaching outcome expectations than years of teaching science.
This evidence calls into question whether Bandura and Tschannen-Moran’s view of teacher efficacy as both context and subject
matter specific at the elementary level can be applied to Taiwan elementary teachers who teach science. The results of this
study should benefit educators and policy-makers with respect to future elementary teacher education throughout Taiwan and
other developing nations.
An erratum to this article can be found at 相似文献
11.
This article reports the development and application of two instruments for assessing science teachers’ pedagogical knowledge in the context of teaching higher‐order thinking: a Likert‐type research instrument, and an instrument that analyzes classroom observations. The rationale for developing these instruments and their main categories is described. One hundred and fifty Israeli science teachers replied to the Likert‐type questionnaire. Results show that biology teachers gained a significantly higher score than either physics or chemistry teachers, that junior high school teachers scored significantly higher than high school teachers, and that a significant negative correlation was found between final scores and teaching experience. Participants in the classroom observation study were 14 teachers who attended a one‐year professional development course for teaching higher‐order thinking. The instrument was sensitive in detecting progress in teachers’ pedagogical knowledge in several categories, such as: Frequency of tasks that required higher‐order thinking; The variety of thinking strategies that teachers addressed during their lessons; Engagement of students in metacognitive thinking; and Using the “language of thinking” in class. The implications of the findings for research and practice are described. 相似文献
12.
Dr. Lourdes M. Ferrer 《Research in Science Education》1990,20(1):95-104
In recent years there have been many studies on learners developing conceptions of natural phenomena. However, so far there
have been few attempts to investigate how the characteristics of the learners and their environment influence such conceptions.
This study began with an attempt to use an instrument developed by McCarthy (1981) to describe learners in Malaysian primary
schools. This proved inappropriate as Asian primary classrooms do not provide the same kind of environment as US classrooms.
It was decided to develop a learning style checklist to suit the local context and which could be used to describe differences
between learners which teachers could appreciate and use. The checklist included four dimensions — perceptual, process, self-confidence
and motivation. The validated instrument was used to determine the learning style preferences of primary four pupils in Penang,
Malaysia.
Later, an analysis was made regarding the influence of learning environment and learning styles on conceptual understanding
in the topics of food, respiration and excretion. This study was replicated in the Philippines with the purpose of investigating
the relationship between learning styles and achievement in science, where the topics of food, respiration and excretion have
been taken up. A number of significant relationships were observed in these two studies.
Specializations: science education, primary science, educational research and measurement, educational management. 相似文献
13.
Given that the subject department is recognised by subject specialist teachers as the central and immediate unit of organization in secondary schools it is surprising that so little attention has been paid by researchers to the leadership dynamics within science departments. The leadership dynamics within the science departments of two contrasting school contexts were explored dialectically in this study. The structure ∣ agency and individual∣collective dialectics guided our interpretation of data from lesson observations, interviews and questionnaire responses, especially as they related to teachers' preparation of units of work (i.e., planned curriculum). As well as recognising thin coherence in teachers' responses we identify contradictions in teachers' perceived and enacted leadership roles, and perceptions of influences on curriculum planning and teaming within the two science departments. Throughout the article we disrupt traditional individualistic leadership discourses and suggest possibilities for more widespread application of an individual | collective leadership dialectic in school science departments. 相似文献
14.
The research outlined in this paper investigated how student teachers perceived the development of their knowledge and attitudes
towards physics through video recorded practical workshops based on experiments and subsequent group discussions. During an
8-week physics course, 40 primary science student teachers worked in groups of 13–14 on practical experiments and problem-solving
skills in physics. The student teachers were video recorded in order to follow their activities and discussions during the
experiments. In connection with every workshop, the student teachers participated in a seminar conducted by their physics
teachers and a primary science teacher; they watched the video recording in order to reflect on their activities and how they
communicated their conceptions in their group. After the 8 weeks of coursework a questionnaire including a storyline was used
to elicit the student teachers’ perceptions of their development of subject matter knowledge from the beginning to the end
of the course. Finally, five participants were interviewed after the course. The results provided insight into how aspects
such as self-confidence and the meaningfulness of knowledge for primary teaching were perceived as important factors for the
primary science student teachers’ development of subject matter knowledge as well as a positive attitude towards physics. 相似文献
15.
This article investigates the metaphorical duality that exists when school subject departments are concurrently conceptualized as both communities and organizations. Employing a narrative methodology, we use the metaphorical duality to examine the manner in which science teachers negotiate two key aspects of their work; professional learning and teacher leadership. The reified meanings that the department (as community) negotiates are the foundations for the actions that the department (as organization) takes. It is this sense of understanding and commitment to the department as community that provides the department as organization with its political power within a school. 相似文献
16.
Mr Jeffrey P. Dorman Dr Campbell J. McRobbie Dr Barry J. Fraser 《Research in Science Education》1993,23(1):61-67
Much Catholic school and church rhetoric suggests that Catholic schools possess distinctive learning environments. Research
into this aspect of Catholic schooling has been hampered by the lack of an appropriate assessment instrument. By drawing on
contemporary church literature, the perceptions of personnel involved in Catholic education and existing classroom environment
questionnaires, a new instrument was developed to assess student perceptions of classroom psychosocial environment in Catholic
schools. The use of this instrument in 64 classrooms in Catholic and Government schools indicated significant differences
on some scales. The distinctive nature of Catholic schooling did not extend to all classroom environment dimensions deemed
important to Catholic education.
Specializations: Catholic education, learning environments.
Specializations: conceptual change in students, science teacher professional development, scientific reasoning, learning environments.
Specializations: learning environments, science education, educational evaluation, curriculum. 相似文献
17.
James Donnelly 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):261-273
This paper reports findings about the impact of departmental characteristics on secondary science teachers' work. It is drawn from a larger study, which also looked at ideological and material influences on practice. It focuses particularly on those aspects of the departmental environment which teachers themselves referred to frequently when discussing their work. These were: the managerial style of the department; the use made of schemes of work; the emphasis on the science disciplines as compared with 'science'; and the characteristics of pupils. It argues that such departmental characteristics are sometimes symbiotic, and that they are most subtly characterized in mainstream comprehensive schools. It also suggests that, while these influences do not necessarily lead to variation in the broad forms of pedagogy employed, they are perceived by teachers as significantly influencing their professional working environment, and the experience of teaching science. 相似文献
18.
This paper is a report of a survey conducted to determine teachers’ perception of the science laboratory learning environment and the relationship between different aspects of this environment and satisfaction from teaching and learning. Teachers’ perceptions of psychosocial aspects were measured by use of the Science Laboratory Environment Inventory (SLEI), whereas perceptions of physical aspects were measured by use of the Physical Science Laboratory Environment Inventory. The level of satisfaction was measured by use of a satisfaction scale (SC). Data were collected from 800 science teachers in secondary schools in Malaysia. Analysis of findings revealed that teachers have positive attitudes on all SLEI scales, with the exception of the open-ended scale. In terms of physical aspects, teachers regard lighting and technology as highly important but furniture and equipment, space, air quality and safety as of moderate importance only. Results also showed that teachers’ satisfaction from teaching in the laboratory was positive. Subsequent analysis revealed a significant predictive relationship between teachers’ perception of science laboratory learning environments and their teaching and learning satisfaction. 相似文献
19.
A lot of research has been done into the motivations in teachers in primary/secondary education and into student motivation. However, teachers’ motivations for teaching in higher education are rarely studied. A growing interest exists though in the professional development of teachers in higher education, of which motivation is an important aspect. This article, therefore, focuses on the development and validation of a Dutch questionnaire for teachers’ motivations for teaching in higher education. The questionnaire is based on three earlier developed questionnaires, including the following motivational aspects: efficacy, interest, and effort. Confirmatory factor analyses were conducted with the data of 231 higher education teachers. The results of our explorative study showed that after modifications, including the removal of two out of three efficacy-aspects (‘outcome efficacy’ and ‘teaching efficacy’), this instrument is sufficiently reliable and valid to use in educational practice and research. Future research into the use of the questionnaire in different contexts is desirable. 相似文献
20.
Past research has indicated that a number of problems in the teaching of science in elementary classrooms are rooted in the
preparation of inservice teachers. One continuing concern is elementary teachers' lack of science content knowledge. As indicated
by numerous research studies reporting positive results, one method of addressing these problems is through inservice teacher
professional development workshops. While improved content knowledge has been reported as a positive result of professional
development workshops, elementary science workshops have not resulted in the same success levels as other subject areas. One
method of addressing some of the deficiencies in elementary science professional development workshops is with the integration
of hypermedia into the professional development environment. This study examined whether the integration of hypermedia into
elementary science professional development workshops resulted in greater increases in the science content knowledge of elementary
teachers of science than traditional methods of elementary science professional development workshops. Workshops that integrated
hypermedia into the professional development environment resulted in a significant increase in inservice elementary teachers'
science content knowledge, when compared to the control group. However, when compared to the experimental group that participated
in workshops without hypermedia, however, there was no significant difference in increases of science content knowledge. Implications
of these outcomes are discussed. 相似文献