Challenge in learning and teaching science |
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| Authors: | Dr John R Baird Chris Penna |
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| Institution: | (1) Department of Learning, Assessment and Special Education, Faculty of Education, The University of Melbourne, Parkville, 3052, Victoria, Australia;(2) Monash University, USA |
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| Abstract: | Taking as a basis a conceptualisation of personal challenge having both cognitive/metacognitive (thinking) and affective (feeling)
components, the nature and extent of perceived challenge in learning and teaching science were explored for seven teachers
and thirty-seven students in five secondary schools over a period of five months. Findings suggest that many secondary students
are not challenged by the science they learn in school. Similary, many secondary science teachers are insufficiently challenged
by the task of teaching. There are indications, however, that science teaching and learning attitudes and practices can be
improved if teachers work to diagnose and change key classroom factors that influence level of perceived challenge in learning. |
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