Using a Learning Environment Perspective in Evaluating an Innovative Science Course for Prospective Elementary Teachers View Full Text


Ontology type: schema:Chapter     


Chapter Info

DATE

2012

AUTHORS

Catherine Martin-Dunlop , Barry J. Fraser

ABSTRACT

This study is distinctive in that it employed a learning environment perspective in evaluating an innovative university science course for prospective elementary-school teachers. A sample of 525 fourth-year female students in 27 classes at a university in California responded to six learning environment scales selected mainly from the What Is Happening In this Class? (WIHIC) questionnaire, together with an enjoyment scale. Relative to a previous course, students in the innovative course perceived a more favourable classroom environment (in terms of cohesiveness, instructor support, investigation, cooperation, open-endedness and material environment) and enjoyed their classes more. All effect sizes were unusually large. Interviews with 35 students led to four themes: the lack of open-endedness in prior science courses compared with the innovative course; student groups not always automatically leading to class cohesion or cooperation; the appropriate balance in open-ended learning environments; and changes in attitudes towards science. More... »

PAGES

1305-1318

References to SciGraph publications

Book

TITLE

Second International Handbook of Science Education

ISBN

978-1-4020-9040-0
978-1-4020-9041-7

Author Affiliations

Identifiers

URI

http://scigraph.springernature.com/pub.10.1007/978-1-4020-9041-7_84

DOI

http://dx.doi.org/10.1007/978-1-4020-9041-7_84

DIMENSIONS

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