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1.
Yezdan Boz Sevda Yerdelen-Damar Nurdane Aydemir Murat Aydemir 《Research in Science & Technological Education》2016,34(3):307-324
Background: Investigating factors contributing to chemistry achievement is important since it enables us to make more concrete instructional decisions related to improving students? chemistry achievement.Purpose: This study aimed to investigate how students? perceptions of learning environment, self-efficacy and gender are related to chemistry achievement.Sample: Three hundred fifty six high school students with the age range of 14 and 19 from three different schools in the same district were the participants.Design and methods: A structural equation model was designed and tested. Constructivist learning environment survey, self-efficacy scale were the instruments of the study. Information about students? gender and their chemistry grades belonging to the previous semester were also collected.Results: The model testing showed that chemistry self-efficacy beliefs, students? perceptions of constructivist learning environment (through chemistry-self efficacy) and gender were significantly related to chemistry achievement. Moreover, the findings showed that students? chemistry self-efficacy beliefs mediated the relation of students? learning environment perceptions to their chemistry achievement.Conclusions: The present study has some educational implications for teachers, teacher educators and curriculum developers. First of all, self-efficacy was found to have an effect on students? achievement. Therefore, teachers should consider students? self-efficacy beliefs and devise their instruction accordingly. Another implication of this study is the necessity of considering gender differences in designing teachers? instruction. 相似文献
2.
An inquiry-type laboratory has been implemented into the chemistry curriculum in high schools in Israel. In this study, we
investigated the idea that generally the science laboratory provides a unique learning environment that differs from the learning
environment that exists in classrooms in which other instructional techniques are used. Moreover, the inquiry laboratory provides
students with a learning situation in which they are involved in activities that might influence some of the variables that
are influencing the learning environment of such laboratories. In this study, the Science Laboratory Environment Inventory
(SLEI) was used to assess the students' perceptions of their chemistry laboratory learning environment. Statistical comparison
of two groups (control and inquiry) revealed significant differences between the groups regarding their actual perceptions.
Moreover, it was found that the differences between the actual and preferred laboratory learning environment were significantly
smaller for the inquiry group than for the control group.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
3.
Student failure: Disintegrated patterns of study strategies and perceptions of the learning environment 总被引：1，自引：0，他引：1
Data describing students' study orientations, in relation to their evaluations of courses and their preferences for different kinds of learning environment, are reanalysed in the light of recent suggestions that failing students perceive their learning context in atypical ways. Factor analysis and unfolding analysis demonstrate that failing students show inter-relationships between study orientations and preferences for learning environments which point to a disintegration of the coherent patterns previously reported in the full achievement range. The implications of such a disintegration of coherent patterns of perceptions are discussed in the light of case studies of individual students. 相似文献
4.
Charles Opolot-Okurut 《Learning Environments Research》2010,13(3):267-277
This article reports a study of secondary students’ perceptions of mathematics classroom learning environment and their associations with their motivation towards mathematics. A sample of 81 students (19 male and 62 female) in two schools were used. Student perceptions of the classroom environment were assessed using a modified What Is Happening In this Class? (WIHIC) questionnaire. Associations between student perceptions of the learning environment and motivation towards mathematics were examined using simple correlation and multiple regression analyses. The results of the t tests for independent samples indicated a statistically significant difference in student perceptions between different school types. Student perceptions on some of the modified WIHIC scales were statistically significantly associated with student motivation. The results suggest that teachers wishing to improve student motivation towards mathematics, in general, should emphasise the learning environment dimensions that are assessed by the WIHIC. The findings have implications for teachers of mathematics and head teachers, particularly those in secondary schools. 相似文献
5.
学习兴趣是学生探求知识的巨大动力，是发明创造的精神源泉．因而，在化学教学中培养学生的学习兴趣具有十分重要的作用．本文主要从师生情感、教学艺术、教学方法、实验教学、课外活动五个方面探讨了如何在化学教学中培养学生的学习兴趣． 相似文献
6.
基于化学专业高师学生问题意识培养的研究 总被引：1，自引：0，他引：1
以问卷调查为基础，通过对湖南省七所院校高师化学专业1913名学生的调查，对高师学生学习中的质疑意识、课堂讨论中的答问意识以及日常交往中的问题意识三个方面进行分析和讨论。以期引起高等教育中教师和学生对问题意识的重视，从而培养学生的问题意识，自觉形成具备问题意识教学方法，达到创新教育的目的。 相似文献
7.
大学生主体性发展实验研究课题组 《渭南师范学院学报》2004,19(2):82-88
影响大学生主体性发展的因素，主要有学生的专业兴趣、对大学学习方式的适应性和学习心理障碍等；高校要营造大学生主体性发展的制度环境和人文环境。要让学生有对专业、课程、学业进度的选择权；要通过深化教学改革，组织多种活动促进学生之间、师生之间的互动，培育学生的主体意识、问题意识、竞争意识、合作意识。 相似文献
8.
Silvija Markic Ingo Eilks Rachel Mamlok-Naaman Muhamad Hugerat Naji Kortam Iyad Dkeidek 《Teachers and Teaching》2016,22(2):131-147
This paper presents a study focusing on differences in Israeli Jewish and Arab chemistry teachers’ beliefs regarding teaching and learning of chemistry in the upper secondary schools. Israel is a country experiencing the problems of diverse cultural orientation of its inhabitants but applying the same educational system to its diverse cultural sectors. Education includes the same curriculum in chemistry for both the Israeli Jewish and Arab cultural sectors as well as final examinations (matriculation) set centrally by the Ministry of Education. Thus, this study can serve as a striking case for other countries facing similar cultural diversity. The study is based on two different instruments that are both qualitative and quantitative in nature. The qualitative data stem from chemistry teachers’ drawings of themselves as teachers in a typical classroom situation accompanied by four open questions. The data analysis follows three qualitative scales: beliefs about classroom organization, beliefs about teaching objectives and epistemological beliefs. A quantitative study gives insights into teachers’ beliefs about what characterizes good education. The main goal of the present paper is to determine whether both groups of chemistry teachers with different sociocultural background in Israel hold different views about education in general and chemistry education in particular. The findings provide evidence that in Israeli chemistry classrooms, the beliefs of Arabic teachers differ from those of the Jewish teachers, although both groups live in the same country and operate the same educational system. 相似文献
9.
化学与环境问题密切相关,日益严重的环境污染,彰显环保教育的重要性和必要性。在化学教学中,进行环保教育是每一位化学教育工作者的责任,应结合教学内容渗透环保教育,通过化学实验加强环保教育,结合生产、生活实际开展环保教育,使学生从理论到实践多层次、多方位地接受环保教育,增强环保意识。 相似文献
10.
An inquiry-oriented laboratory in chemistry was integrated into the chemistry curriculum in Jewish high schools in Israel, and after a short period was also implemented in Arab sector. In this study, we investigated the effect of culture on the perceptions of laboratory classroom learning environments by comparing the perceptions of Arab and Jewish high school students who learned the inquiry-oriented chemistry laboratory. The learning environment is influenced by student-teacher relationship and we thought that this relation is an important issue in the inquiry laboratory and is different between the Arab and Jewish populations. However, until recently, the Arab teachers have remained in the centre of the learning process and their students perceived them as the main source of knowledge and information. In this study, we used both quantitative and qualitative methods to determine whether the laboratory learning environment was different in Arab and Jewish classes that learned in the inquiry-oriented laboratory in chemistry. A statistical comparison of Arab and Jewish inquiry groups revealed significant differences in their actual and preferred perceptions. From the qualitative part of the study, we found that the teachers and students from the Arab and Jewish sectors were statistically similar in the categories that we measured during the inquiry phase, but they were statistically different during the pre-inquiry phase of the laboratory. From the interviews with the teachers and the students, we found that there were differences in the student-teacher relationship between the two sectors. 相似文献
11.
Recent research on student learning in higher education has identified clear associations between variations in students’ perceptions of the academic environment and variations in their study behaviour. This study investigated a general theoretical model linking students’ demographic characteristics, perceptions and study behaviour with measures of outcome, and in particular, compared three accounts of the causal relationship between perceptions and study behaviour. Data were obtained from 469 postgraduate students at six British business schools. Path analysis was used to assess the causal relationships among the students’ age and gender, their scores on the Course Experience Questionnaire, their scores on the Revised Approaches to Studying Inventory and their ratings of general satisfaction with their programmes. This yielded evidence for the causal efficacy of most of the paths identified in the general theoretical model. In particular, as in the case of students taking more traditional academic subjects, there exists a bidirectional causal relationship between variations in students’ perceptions of the academic environment and variations in their study behaviour. 相似文献
12.
P Phillips 《Journal of learning disabilities》1990,23(8):466-471
This qualitative study examined immediate perceived effects of a self-advocacy plan for students with learning disabilities (LD) in a 4-year comprehensive high school. The study's design was based on information-processing theory and qualitative research techniques, such as participant/observation and interviews. Subjects were 15 ninth- and tenth-grade students with LD, their parents, and their resource teachers. Participants responded to standardized open-ended interview questions upon completing the first step of the Self-Advocacy Plan. The study suggests that the Self-Advocacy Plan is an effective program increasing students' awareness of the vocational and academic services they qualify for, clarifying their perceptions of their roles as learners and individuals with LD, increasing their understanding of LD as a condition that has certain general characteristics, and developing their awareness of career and educational opportunities. The study provides suggestions for future self-advocacy research and for special educators who wish to design programs for students with LD incorporating the concepts of psychosocial development of the individual, information-processing theory, and self-advocacy. 相似文献
13.
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
14.
Metacognition refers to an individual's knowledge, control and awareness of his/her learning processes. An important goal
of education is to develop students as metacognitive, life-long learners. However, developing students' metacognition and
evaluating whether classrooms are oriented to the development of students' metacognition are difficult and often time-consuming
tasks. Further, no instruments that measure key dimensions related to classroom factors that specifically influence the development
of students' metacognition have been available. This article describes the conceptualisation, design, and validation of an
instrument for evaluating the metacognitive orientation of science classroom learning environments. The metacognitive orientation
of a learning environment is the extent to which that environment supports the development and enhancement of students' metacognition.
Social constructivism was the guiding referent informing the instrument's orientation and development. This instrument measures
students' perceptions of the extent to which certain psychosocial dimensions, evident in learning environments where interventions
have resulted in enhanced student metacognition, are evident in their science classrooms. Findings from the use of this instrument
complement what is already known from research studies to be generally the case in relation to science classrooms' metacognitive
orientation.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
15.
Savas Pamuk Semra Sungur Ceren Oztekin 《International Journal of Science and Mathematics Education》2017,15(8):1423-1440
This study adopted a cross-sectional and correlational research design in an attempt to add our understanding of student- and teacher-level factors that help explain variability in students’ science achievement to the existing literature. More specifically, the present article examined students’ science achievement in relation to their constructivist learning environment perceptions, epistemological beliefs, and self-regulation as well as their science teachers’ characteristics. Data were gathered from both 137 science teachers and their 3281 seventh grade students via administering self-report questionnaires. Hierarchical linear modeling (HLM) analysis was conducted to analyze the two-level data (student level and teacher level). Students’ learning environment perceptions, epistemological beliefs, achievement goals, and self-regulation constituted student-level data while teachers’ self-efficacy, achievement goals, and epistemological beliefs constituted teacher-level data. The findings indicated that students’ constructivist learning environment perceptions were significant predictors of their science achievement. Additionally, students with sophisticated epistemological beliefs appeared to be more successful in science. Also, performance avoidance goals were negatively related to science achievement. Among teacher-level variables, teachers’ self-efficacy and sophisticated epistemological beliefs were found to be positively linked to students’ science achievement. 相似文献
16.
This article describes the first use of the Questionnaire on Teacher Interaction in senior biology classes and describes students'
perceptions of their interpersonal relationships with their teachers in the classroom environment. The article also describes
associations between students' perceptions of interpersonal relationships with their teachers and student outcomes. The study
confirmed the reliability and validity of the QTI when used in senior secondary biology classes. Generally, the dimensions
of the QTI were found to be significantly associated with student attitude scores. In particular, students' attitude scores
were higher in classrooms in which students perceived greater leadership, helpful/friendly, and understanding behaviours in
their teachers. 相似文献
17.
吴传琴 《黔南民族师范学院学报》2011,(6):89-92
从2010年贵州高中引进了化学新课程改革,新的理念、新的课标、新的教材对高中学生和高中化学老师带来一次新的挑战。本文从教师、学生的教与学的角色的转变,及教学案例的分析,论证了新的课改必定对传统的教学模式带来一场变革,极大地促进教学的发展。 相似文献
18.
The case‐based computerized laboratory (CCL) is a chemistry learning environment that integrates computerized experiments with emphasis on scientific inquiry and comprehension of case studies. The research objective was to investigate chemical understanding and graphing skills of high school honors students via bidirectional visual and textual representations in the CCL learning environment. The research population of our 3‐year study consisted of 857 chemistry 12th grade honors students from a variety of high schools in Israel. Pre‐ and postcase‐based questionnaires were used to assess students' graphing and chemical understanding–retention skills. We found that students in the CCL learning environment significantly improved their graphing skills and chemical understanding–retention in the post‐ with respect to the prequestionnaires. Comparing the experimental students to their non‐CCL control peers has shown that CCL students had an advantage in graphing skills. The CCL contribution was most noticeable for experimental students of relatively low academic level who benefit the most from the combination of visual and textual representations. Our findings emphasize the educational value of combining the case‐based method with computerized laboratories for enhancing students' chemistry understanding and graphing skills, and for developing their ability to bidirectionally transfer between textual and visual representations. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 219–250, 2008. 相似文献
19.
The purpose of the present study was to investigate student gender, subject area, and grade level differences in students' perceptions of their classroom learning environment. Over 13,000 students from 96 urban elementary, middle, and high schools that served predominantly minority students completed a modified version of the Classroom Environment Scale (CES) and the Instructional Learning Environment Questionnaire (ILEQ). Female students generally reported higher scores for their perceptions of the learning environment than did male students. There were very few differences by subject area, but there were many statistically and educationally significant differences by grade level. In general, middle school classes had less favorable perceptions of their learning environment than did either elementary or high school classes. 相似文献
20.
Maria Giallousi Vassilios Gialamas Nicolas Spyrellis Evangelia A. Pavlatou 《International Journal of Science and Mathematics Education》2010,8(4):761-782
This study describes the development and validation of a Greek-language instrument that can be used to assess grade 10 students'
perceptions of their chemistry classroom environment as a means of showing differences between chemistry learning environments
in Greece (Attica) and Cyprus. The development of the instrument was based on available learning environment questionnaires.
The questionnaire was administered to 1,394 students from 49 chemistry classes in Attica, and the resulting data were analyzed
to explore the reliability and the validity of the new instrument. The validated questionnaire was administered to 225 students
from 15 classes in urban areas of Cyprus. The data analyses supported the questionnaire's internal consistency, discriminant
validity, and ability to differentiate between classrooms. Effect sizes and independent samples t test analyses revealed differences between the two samples. Cypriot students viewed their chemistry classroom environment
more favorably than did the Attica students. A possible cause for this difference could be the knowledge-centered aspect of
the grade 10 chemistry curriculum in Greece compared to the corresponding tool-instrumental knowledge curriculum in Cyprus. 相似文献