Teachers’ and pupils’ perceptions of science–technology learning environments |
| |
| Authors: | Yaron Doppelt |
| |
| Institution: | (1) Department of Education in Technology and Science, Technion, Israel Institute of Technology, Haifa, 32000, Israel;(2) Present address: 194 Hadror Street, Segev, 20170, Israel |
| |
| Abstract: | During recent decades, educational research has dealt with the contribution of the learning environment to the accomplishment of educational goals, such as improvement of academic achievement and motivation. In this research, an intervention program was implemented into the learning environment of science–technology classes at the junior high school level (Grades 7–9, 12–15 years old) in Israel. The intervention included a three-year workshop involving 224 hours each year. The teachers (N = 22) were required to reflect on their experiences using a portfolio that described their actual teaching experiences for relevant discussions at the workshop. Quantitative and qualitative tools were used to examine the teachers’ implementation of new teaching/learning and assessment methods or new subject matter, that were addressed by the workshop in their classes, and to identify learning environment characteristics and learning outcomes according to teachers’ perceptions. Differences were found between teachers’ and pupils’ perceptions of the impact of learning environment characteristics on learning outcomes. |
| |
| Keywords: | Alternative assessment Learning outcomes Science– technology learning environment Teacher training Team projects Thinking skills |
| 本文献已被 SpringerLink 等数据库收录！ |
|
