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1.
This investigation examined 10th‐grade biology students' decisions to enroll in elective science courses, and explored certain attitudinal perceptions of students that may be related to such decisions. The student science perceptions were focused on student and classroom attitudes in the context of differing learning cycle classrooms (high paradigmatic/high inquiry, and low paradigmatic/low inquiry). The study also examined possible differences in enrollment decisions/intentions and attitudinal perceptions among males and females in these course contexts. The specific purposes were to: (a) explore possible differences in students' decisions, and in male and female students' decisions to enroll in elective science courses in high versus low paradigmatic learning cycle classrooms; (b) describe patterns and examine possible differences in male and female students' attitudinal perceptions of science in the two course contexts; (c) investigate possible differences in students' science perceptions according to their decisions to enroll in elective science courses, participation in high versus low paradigmatic learning cycle classrooms, and the interaction between these two variables; and (d) examine students' explanations of their decisions to enroll or not enroll in elective science courses. Questionnaire and observation data were collected from 119 students in the classrooms of six learning cycle biology teachers. Results indicated that in classrooms where teachers most closely adhered to the ideal learning cycle, students had more positive attitudes than those in classrooms where teachers deviated from the ideal model. Significantly more females in high paradigmatic learning cycle classrooms planned to continue taking science course work compared with females in low paradigmatic learning cycle classrooms. Male students in low paradigmatic learning cycle classrooms had more negative perceptions of science compared with males in high paradigmatic classrooms, and in some cases, with all female students. It appears that using the model as it was originally designed may lead to more positive attitudes and persistence in science among students. Implications include the need for science educators to help teachers gain more thorough understanding of the learning cycle and its theoretical underpinnings so they may better implement this procedure in classroom teaching. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1029–1062, 2001 相似文献
2.
Mirella Atherton Mahsood Shah Jenny Vazquez Zoe Griffiths Brian Jackson Catherine Burgess 《Open Learning》2017,32(2):119-136
Curriculum design, teaching methods, assessments and range of academic support need to be inclusive in Open Access Enabling courses. The findings of this study confirm a correlation between student access to online learning materials and a positive impact on grades in science courses. More specifically, students who frequently use the online learning system to access materials have better assessment and exam results. 相似文献
3.
Using learning styles theory in engineering education 总被引：2，自引：2，他引：0
Nergiz Ercil Cagiltay 《European Journal of Engineering Education》2008,33(4):415-424
Studies have shown that, while learning different concepts, people sometimes take different approaches (learning styles). Accordingly, their performance reflected differently in their academic studies. With the effect of globalisation to the educational environments, the influence of individual learning styles on educational performance is getting more significant. In this study, a learning style assessment tool was used to examine the relationship between students’ learning styles and their performance in engineering education programmes. At the beginning of the programme, 285 students’ learning styles were measured using a learning style assessment tool. Four years after the engineering education, their performance in the programme was compared with their individual learning styles. This study shows that most of the students are assimilators. Divergers and convergers follow the assimilators. The number of accommodators is very limited. The relationship between engineering students’ learning styles and their performance is found: assimilators and convergers performed better than the divergers and accommodators. The performance difference between assimilators and divergers is statistically significant. The results of this study show that the learning style theory is a potential tool for guiding the design and improvement of courses and helping students to improve their individual performance. 相似文献
4.
Science laboratory learning has been lauded for decades for its role in fostering positive student attitudes about science and developing students’ interest in science and ability to use equipment. An expanding body of research has demonstrated the significant influence of laboratory environment on student learning. Further research has demonstrated differences in student perceptions based on giftedness. To explore the relationship between giftedness and students’ perceptions of their learning environment, we examined students’ perceptions of their laboratory learning environment in biology courses, including courses designated for high-achieving versus regular-achieving students. In addition, to explore the relationship between students’ perceptions and the extent of their experience with laboratory learning in a particular discipline, we examined students’ perceptions of their laboratory learning environment in first-year biology courses versus elective biology courses that require first-year biology as a prerequisite. We found that students in high-achieving courses had a more favourable perception of all aspects of their learning environment when compared with students in regular courses. In addition, student perceptions of their laboratory appeared to be influenced by the extent of their experience in learning science. Perceptions were consistent amongst regular- and high-achieving students regardless of grade level. In addition, perceptions of students in first year and beyond were consistent regardless of grade level. These findings have critical applications in curriculum development as well as in the classroom. Teachers can use student perceptions of their learning environment to emphasize critical pedagogical approaches and modify other areas that enable enhancement of the science laboratory learning environment. 相似文献
5.
Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses 总被引：2，自引：0，他引：2
With the advent of wireless technology, new tools are available that are intended to enhance students' learning and attitudes. To assess the effectiveness of wireless student response systems in the biology curriculum at New Mexico State University, a combined study of student attitudes and performance was undertaken. A survey of students in six biology courses showed that strong majorities of students had favorable overall impressions of the use of student response systems and also thought that the technology improved their interest in the course, attendance, and understanding of course content. Students in lower-division courses had more strongly positive overall impressions than did students in upper-division courses. To assess the effects of the response systems on student learning, the number of in-class questions was varied within each course throughout the semester. Students' performance was compared on exam questions derived from lectures with low, medium, or high numbers of in-class questions. Increased use of the response systems in lecture had a positive influence on students' performance on exam questions across all six biology courses. Students not only have favorable opinions about the use of student response systems, increased use of these systems increases student learning. 相似文献
6.
The processes of student learning 总被引：2，自引：7，他引：2
Diana Laurillard 《Higher Education》1979,8(4):395-409
7.
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
8.
Molly Espey 《高等教育研究与发展》2018,37(1):15-29
This study examines students’ perceptions of the development of academic and critical thinking skills in college, with a specific focus on team-based learning (TBL), an active learning strategy designed to increase student interaction and engagement. Six hundred and fifty students in five different courses were surveyed at the beginning of the semester about the extent to which they felt the typical college course enhances various academic and critical thinking skills. These responses were compared to their responses after a semester of TBL regarding the extent to which the TBL environment enhanced these same skills. Students expressed significantly greater improvement in critical thinking skills in a TBL environment in comparison to typical courses for most of the skills assessed and greater improvement in all of these skills in comparison to lecture-based courses. These results held for every demographic subgroup examined, including males, females, freshman, sophomores, juniors and seniors, as well as all levels of academic achievement as measured by grade point average. 相似文献
9.
Hsiu-Ting Hung 《Interactive Learning Environments》2017,25(8):983-995
Flipped classrooms continue to grow in popularity across all levels of education. Following this pedagogical trend, the present study aimed to enhance the face-to-face instruction in flipped classrooms with the use of clickers. A game-like clicker application was implemented through a bring your own device (BYOD) model to gamify classroom dynamics in the spirit of question-and-answer competitions. A series of flipped learning lessons were created for the study, with clickers integrated into question-and-answer activities associated with each of the lessons as formative assessments to assist students in the learning of English as a foreign language. In this quasi-experimental research, the data were gathered using a summative assessment, a perception survey, and individual interviews. The collected data were then analyzed to compare the students’ flipped learning experiences, with or without clicker use. The results indicated that the gamified use of clickers had positive influences on student learning, with regard to their performance, perceptions, and preferences. This study thus suggests that the emerging generation of clicker technology allows for a cost-effective BYOD integration model in flipped classrooms, through which it is possible to seamlessly bridge pre-class and in-class activities and to effectively promote student learning. 相似文献
10.
Jessica Crowe Ryan Ceresola Tony Silva 《Assessment & Evaluation in Higher Education》2014,39(6):759-775
By using a quasi-experimental design, in this study, we test the effect of undergraduate teaching assistants on student learning. Data were collected from 170 students enrolled in four sections of a quantitative research methods course, two sections without undergraduate teaching assistants and two sections with undergraduate teaching assistants, over two semesters. Results indicate that having undergraduate teaching assistants in the classroom can result in higher student performance. Students in the sections with undergraduate teaching assistants earned higher grades, were more likely to pass the course with a C or higher and performed better on half of the student learning outcomes than students in the sections without an undergraduate teaching assistant. Based on the overwhelmingly positive results on student learning, we would recommend the active use of undergraduate teaching assistants in the classroom, but especially for courses that students find challenging. 相似文献
11.
Rachel Spronken-Smith Rebecca Walker Julie Batchelor Billy O’Steen Tom Angelo 《Assessment & Evaluation in Higher Education》2012,37(1):57-72
Inquiry-based learning (IBL) is promoted as a teaching approach that can enhance student learning outcomes. IBL can be categorised according to scale (e.g. tasks, course/module/paper, degree), mode (structured, guided, open) and framing (information or discovery-oriented). Our research used a survey instrument to determine how student perceptions of learning processes and intended learning outcomes (ILOs) varied in response to courses with different modes and framing of IBL. The survey was completed by 940 students in 15 IBL courses across a range of disciplines and levels. All types of IBL courses were well rated by students for encouraging learning processes and ILOs congruent with a well-designed inquiry experience. Regarding modes of IBL, there was a clear hierarchy from open (most highly rated) to guided and then structured inquiry. For the framing of IBL, courses using discovery-oriented IBL were more highly rated than information-oriented IBL. Overall, the most highly rated course design was open, discovery-oriented IBL, but other types of IBL remained important in terms of developing research and inquiry skills. To determine whether all types of IBL courses are promoting enhanced ILOs compared to more traditionally taught courses, a comparative study should be undertaken. 相似文献
12.
Petra Kranzfelder Alexander T. Lo Marin P. Melloy Lindsey E. Walker 《International Journal of Science Education》2013,35(14):1944-1961
ABSTRACTTheoretically, organisational culture, instructor training, and learning space design influence how faculty teach STEM courses. Previous studies have used classroom observation protocols to characterise the range of teaching practices in mostly teacher-centered, traditional STEM classrooms. In this study, we examined the classroom behaviour of 13 STEM faculty teaching biology courses in a reformed undergraduate STEM learning environment. Our findings indicate that instructors teaching in this reformed environment guided student learning (58.4?±?1.9%) almost three times more than they presented information (20.0?±?2.2%). Students worked individually or in groups and talked to the whole class (57.1?±?1.8%) 1.5 times more than they received information (35.5?±?1.9%). We found significant positive correlation between ‘instructor presenting’ and ‘students receiving’ information (r?=?0.743, p?=?1.4?×?10?4) and ‘instructor guiding’ and ‘student working and talking’ in class (r?=?0.605, p?=?7.2?×?10?5), suggesting that instructors can change their own classroom behaviours and expect concurrent change in their students’ behaviours. Finally, sequencing teaching practices in high active-engagement classrooms showed instructors move and guide student group work and lead whole class discussions before lecturing to students, which could lead to deeper learning of conceptual knowledge. We discuss insights from these findings that have implications for acculturating evidence-based teaching practices in STEM departments. 相似文献
13.
This study examined differences in students’ classroom motivational climate perceptions and motivational beliefs between those enrolled in undergraduate Biology courses that implemented an innovative, active learning intervention and those enrolled in traditional Biology courses (control group). This study also sought to determine whether students’ classroom motivational climate perceptions and motivational beliefs mediated the effect of the intervention on course grades. Participants were 962 college students attending a large US public university. Students self-selected into one of the biology courses were randomly assigned to the intervention or control group. Multiple regression analyses indicated that students receiving the intervention reported greater instructor support, a perception of higher expectations for understanding (academic press), and a greater feeling that the course was interesting (situational interest). They also held higher self-efficacy and value for their biology course at completion compared to their counterparts in traditional biology classrooms. Moreover, mediation analyses indicated that the effect of the intervention on course grades was better explained through students’ classroom motivational climate perceptions and motivational beliefs. Results gained from this intervention may be useful to other campuses interested in enhancing student motivation and success even when faced with large enrolments and minimal faculty and staff support. 相似文献
14.
Carmel McNaught Paul Lam Kin Fai Cheng 《Educational technology research and development : ETR & D》2012,60(2):271-286
This article reports a study of eLearning in 21 courses in Hong Kong universities that had a blended design of face-to-face
classes combined with online learning. The main focus of the study was to examine possible relationships between features
of online learning designs and student learning outcomes. Data-collection strategies included expert reviews of the learning
designs, student surveys of perceptions of the web environment and their own learning outcomes, and a SOLO (structure of observed
learning outcomes) analysis of assessment evidence of student learning outcomes. The findings of this correlational study
indicate mild relationships between features of learning design and student perceptions of their learning outcomes. Both the
provision of learning resources and the engagement of students in online communication relate to aspects of learning (acquisition
of knowledge and skills, and enhancement of learning motivation). Also, the relationship was stronger when eLearning strategies
were more extensively used. However, no relationship was found between learning design and the student performance in assessment
tasks, possibly because of the limited assessment data that was examined. 相似文献
15.
Thanita Lerdpornkulrat Ravinder Koul Chanut Poondej 《Tertiary Education and Management》2013,19(4):395-408
AbstractThe purpose of this study was to examine student perceptions of the learning environment in their program major and general education classrooms. The participants were 870 undergraduate students majoring in engineering, fine arts, education, economics and nursing programs at a university in Thailand. We found significant differences in the perceptions of the classroom learning environment across various disciplines. Engineering and economics students perceived the learning environment in general education classrooms as more cooperative than the learning environment in program major classrooms. Fine arts and nursing students perceived greater involvement among students in the program major classrooms than in the general education classrooms. Our findings contribute to the body of research on inter-disciplinary differences in classroom learning environments in universities and the ways in which these differences may impact student learning outcomes. 相似文献
16.
Vaughan Prain Peter Cox Craig Deed Jeffrey Dorman Debra Edwards Cathleen Farrelly Mary Keeffe Valerie Lovejoy Lucy Mow Peter Sellings Bruce Waldrip Zali Yager 《British Educational Research Journal》2013,39(4):654-676
Personalised learning is now broadly endorsed as a key strategy to improve student curricular engagement and academic attainment, but there is also strong critique of this construct. We review claims made for this approach, as well as concerns about its conceptual coherence and effects on different learner cohorts. Drawing on literature around differentiation of the curriculum, self‐regulated learning, and ‘relational agency’ we propose a framework for conceptualising and enacting this construct. We then report on an attempt to introduce personalised learning as one strategy, among several, to improve student academic performance and wellbeing in four low SES regional secondary schools in Australia. We report on a survey of 2407 students’ perceptions of the extent to which their school provided a personalised learning environment, and a case study of a programme within one school that aimed to apply a personalised approach to the mathematics curriculum. We found that while there were ongoing challenges in this approach, there was also evidence of success in the mathematics case. 相似文献
17.
Heng Luo Tingting Yang Jin Xue Mingzhang Zuo 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):819-831
The efficacy of the flipped classroom model largely depends on the specifications of its design and implementation, and one important specification to consider is student agency. With the purpose of prescribing the optimal level of student agency for the flipped classroom, this study conducted a repeated-measures experimental design to compare the effects of three levels of student agency in an undergraduate flipped course with 43 students. The empirical results revealed that student agency had a significant impact on students' academic performance and perceived learning experience. Moreover, a low level of student agency appeared to induce superior performance and evaluation ratings from the students and counter the influence of personality and self-study time. The findings are expected to inform the design and implementation of flipped courses and extend our understanding of student-centred learning to the context of the flipped classroom. 相似文献
18.
Mahmoud Al‐Weher 《Asia-Pacific Journal of Teacher Education》2004,32(2):169-185
This study investigates the effect of a training course, based on constructivism, on the student teachers' perceptions of teaching, learning and the roles of teachers and students in the teaching‐learning process. A sample of 188 student teachers (92 of them in the experimental group and 96 in the control group) from the Hashemite University were subjected to a pre‐test that was developed and validated for the purpose of the study, and the experimental group was then trained using a four‐step training course based on constructivist ideas. Results showed that the two groups' perceptions were not consistent with constructivist ideas before the training took place, but after training, there were significant differences between the two groups' perceptions about the four areas. Also, there were significant differences between the constructivist perceptions of males and females, with females' perceptions being more consistent with constructivist ideas than males. The study concluded with recommendations concerning the introduction of constructivist ideas in educational courses that are designed to prepare student teachers for science teaching, and further research to examine the effect of this course on the student teachers' practices in the classrooms. 相似文献
19.
Jared Keengwe Gary Schnellert Chris Mills 《Education and Information Technologies》2012,17(2):137-146
The purpose of this study was to examine how 1:1 laptop initiative affected student learning at a selected rural Midwestern
high school. A total of 105 high school students enrolled in 10th–12th grades during the 2008–2009 school year participated
in the study. A survey instrument created by the Mitchell Institute was modified and used to collect data on student perceptions
and faculty perceptions of the impact of 1:1 laptop computing on student learning and instructional integration of technology
in education. Study findings suggest that integration of 1:1 laptop computing positively impacts student academic engagement
and student learning. Therefore, there is need for teachers to implement appropriate computing practices to enhance student
learning. Additionally, teachers need to collaborate with their students to learn and understand various instructional technology
applications beyond basic Internet browsing and word processing. 相似文献
20.
José Luis Zafra-Gómez Isabel Román-Martínez María Elena Gómez-Miranda 《Assessment & Evaluation in Higher Education》2015,40(8):1050-1069
The aim of this study is to determine the impact of inquiry-based learning (IBL) on students’ academic performance and to assess their satisfaction with the process. Linear and logistic regression analyses show that examination grades are positively related to attendance at classes and tutorials; moreover, there is a positive significant relationship between academic performance and IBL, which is considered useful for better understanding of the subject. While students’ satisfaction is directly associated with class attendance and motivation and with the perceived usefulness of IBL, it is unaffected by attendance at tutorials. We conclude, therefore, that students become more involved in learning and acquire increased knowledge of the subject when an IBL-based method is followed. 相似文献