nach oben

Learning Environments Research

Erschienen in:

09.07.2019 | Original Paper

Differential effectiveness of alternative middle-school science sequences for students of different ethnicities

verfasst von: Christopher S. Long, Barry J. Fraser, Becky Sinclair

Erschienen in: Learning Environments Research | Ausgabe 1/2020

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

For a sample of 367 middle-school students in the USA, learning environment criteria were used to evaluate two alternative science curriculum sequences (generalised/integrated and topic-based) and to investigate the differential effectiveness of the alternative sequences for two different ethnic groups (Caucasian and Hispanic). The six scales used were Personal Relevance, Student Cohesiveness, Teacher Support, Investigation/Involvement, Task Orientation, and Enjoyment of Science. Science was enjoyed more by both Caucasian and Hispanic students experiencing the topic-based sequence (effect size of 0.74 standard deviations). In terms of task orientation, Hispanic students benefitted more from the general curriculum model, but the two curriculum sequences were equally effective for Caucasian students.

Vorheriger Artikel Measuring Halliwick Foundation course students' perceptions of case-based learning, assessment and transfer of learning

Nächster Artikel A dynamic systems analysis of classrooms: teacher experience and student motivation

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Nur mit Berechtigung zugänglich

Afari, E., Aldridge, J. M., Fraser, B. J., & Khine, M. S. (2013). Students’ perceptions of the learning environment and attitudes in game-based mathematics classrooms. Learning Environments Research,16(1), 131–150.CrossRef

Aldridge, J. M., & Fraser, B. J. (2008). Outcomes-focused learning environments: Determinants and effects. Rotterdam: Sense Publishers.CrossRef

Aldridge, J. M., Fraser, B. J., & Huang, I. T.-C. (1999). Investigating classroom environments in Taiwan and Australia with multiple research methods. Journal of Educational Research,93, 48–62.CrossRef

Aldridge, J. M., Fraser, B. J., & Ntuli, S. (2009). Utilising learning environment assessments to improve teaching practices among in-service teachers undertaking a distance education programme. South African Journal of Education,29, 147–170.CrossRef

Bell, L. M., & Aldridge, J. M. (2014). Student voice, teacher action research and classroom improvement (advances in learning environments research series). Rotterdam: Sense Publishers.

California State Board of Education. (1998). Science content standards for california public schools. Retrieved from https://www.cde.ca.gov/BE/ST/SS/documents/sciencestnd.pdf. Accessed 26 Feb 2019.

Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: Pearson Education.

Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika,16, 297–335.CrossRef

Ferguson, P. D., & Fraser, B. J. (1999). Changes in learning environment during the transition from primary to secondary school. Learning Environments Research,1, 369–383.CrossRef

Fraser, B. J. (1978). Development of a test of science-related attitudes. Science Education,62(4), 509–515.CrossRef

Fraser, B. J. (1981a). Test of science-related attitudes (TOSRA). Melbourne, Australia: Australian Council for Educational Research.

Fraser, B. J. (1981b). Using environmental assessments to make better classrooms. Journal of Curriculum Studies,13(2), 131–144.CrossRef

Fraser, B. J. (1986). Classroom environment. London: Croom Helm.

Fraser, B. J. (2012). Classroom learning environments: Retrospect, context and prospect. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 1191–1239). New York: Springer.CrossRef

Fraser, B. J. (2014). Classroom learning environments: Historical and contemporary perspectives. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (Vol. II, pp. 104–117). New York: Routledge.

Fraser, B. J. (2019). Milestones in the evolution of the learning environments field over the past three decades. In D. B. Zandvleit & B. J. Fraser (Eds.), Thirty years of learning environments research: Looking back and looking forward (pp. 1–19). Leiden: Brill-Sense.

Fraser, B. J., & Aldridge, J. M. (2017). Improving classrooms through assessment of learning environments. In J. P. Bakken (Ed.), Classrooms volume 1: Assessment practices for teachers and student improvement strategies (pp. 91–107). New York: Nova.

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Prentice-Hall.

Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational and Psychological Measurement,20, 141–151.CrossRef

Koh, N. K., & Fraser, B. J. (2014). Learning environment associated with use of mixed mode delivery model among secondary business studies students in Singapore. Learning Environments Research,17(2), 157–171.CrossRef

Krajcik, J., Codere, S., Dahsah, C., Bayer, R., & Mun, K. (2014). Planning instruction to meet the intent of the next generation science standards. Journal of Science Teacher Education,25(2), 157–175. https://doi.org/10.1007/s10972-014-9383-2.CrossRef

Lee, O. (2005). Science education with English language learners: Synthesis and research agenda. Review of Educational Research,75(4), 491–530.CrossRef

Lewin, K. (1936). Principles of topological psychology. New York: McGraw.CrossRef

Lightburn, M. E., & Fraser, B. J. (2007). Classroom environment and student outcomes among students using anthropometry activities in high-school science. Research in Science & Technological Education,25(2), 153–166.CrossRef

Long, C. S. (2013). Relative effectiveness of alternative sequencing of middle-school science curriculum in terms of classroom learning environment and student attitudes. Unpublished doctoral thesis, Curtin University. Retrieved from https://espace.curtin.edu.au/handle/20.500.11937/1150.

Murray, H. A. (1938). Explorations in personality. New York: Oxford University Press.

National Academies of Science (NAS). (2011). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Retrieved from http://sites.nationalacademies.org/dbasse/bose/framework_k12_science/index.htm. Accessed 26 Feb 2019.

National Science Teachers Association. (nd). Map of adoption by state. Retrieved from https://ngss.nsta.org/about.aspx.

NGSS Lead States. (2013). Next generation science standards: For states, by states. Retrieved from https://www.nextgenscience.org/.

Nix, R. K., Fraser, B. J., & Ledbetter, C. E. (2005). Evaluating an integrated science learning environment using the Constructivist Learning Environment Survey. Learning Environments Research,8(2), 109–133.CrossRef

Oser, R., & Fraser, B. J. (2015). Effectiveness of virtual laboratories in terms of learning environment, attitudes, and achievement among high-school genetics students. Curriculum and Teaching,30(2), 65–80.CrossRef

Rijken, P. E., & Fraser, B. J. (2015, April). The effectiveness of project-based mathematics in terms of learning environment, attitudes, academic efficacy and achievement. In Paper presented at the annual meeting of the American Educational Research Association, Chicago.

Sirrakos, G., Jr., & Fraser, B. J. (2017). A cross-national mixed-method study of reality pedagogy. Learning Environments Research,20, 153–174.CrossRef

Spinner, H., & Fraser, B. J. (2005). Evaluation of an innovative mathematics program in terms of classroom environment, student attitudes, and conceptual development. International Journal of Science and Mathematics Education,3(2), 267–293.CrossRef

Stern, G. G., Stein, M. I., & Bloom, B. S. (1956). Methods in personality assessment. Glencoe, IL: The Free Press.

Taylor, P. C., Fraser, B. J., & Fisher, D. L. (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research,27(4), 293–302.CrossRef

Teh, G. P. L., & Fraser, B. J. (1995). Development and validation of an instrument for assessing the psychosocial environment of computer-assisted learning classrooms. Journal of Educational Computing Research,12(2), 177–193.CrossRef

Texas Education Agency. (nd). Texas administrative code (TAC), title 19, part II chapter 112. Texas Essential Knowledge and Skills for Science. Retrieved August 22, 2018 from http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112b.html.

Tobin, K., & Fraser, B. J. (1998). Qualitative and quantitative landscapes of classroom learning environments. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 623–640). Dordrecht, The Netherlands: Kluwer Academic Publishers.CrossRef

Tobin, K., & McRobbie, C. J. (1996). Significance of limited english proficiency and cultural capital to the performance in science of Chinese-Australians. Journal of Research in Science Teaching,33, 265–282.CrossRef

Walberg, H. J., & Anderson, G. J. (1968). Classroom climate and individual learning. Journal Educational Psychology,59, 414–419.CrossRef

Wolf, S. J., & Fraser, B. J. (2008). Learning environment, attitudes and achievement among middle-school science students using inquiry-based laboratory activities. Research in Science Education,38(3), 321–341.CrossRef

Wyoming Department of Education. (nd). 2016 science standards. Retrieved from https://edu.wyoming.gov/downloads/standards/2016/2016WYScienceCPS.pdf.

Zaragoza, J., & Fraser, B. J. (2017). Field-study science classrooms as positive and enjoyable learning environments. Learning Environments Research,20, 1–20.CrossRef

Titel: Differential effectiveness of alternative middle-school science sequences for students of different ethnicities
verfasst von: Christopher S. Long
Barry J. Fraser
Becky Sinclair
Publikationsdatum: 09.07.2019
Verlag: Springer Netherlands
Erschienen in: Learning Environments Research / Ausgabe 1/2020
Print ISSN: 1387-1579
Elektronische ISSN: 1573-1855
DOI: https://doi.org/10.1007/s10984-019-09291-0

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Weitere Artikel der Ausgabe 1/2020

Associations between school climate and student life satisfaction: resilience and bullying as mediating factors

Measuring Halliwick Foundation course students' perceptions of case-based learning, assessment and transfer of learning

Myint Swe Khine (Ed.): Emerging trends in learning analytics: leveraging the power of education data (Contemporary approaches to research in learning innovations, volume 12)

Effects of friendship and relationship dimensions of classroom environment on general and academic self-concept

Measuring learners’ perceptions of a team-taught learning environment: development and validation of the Learners’ Team Teaching Perceptions Questionnaire (LTTPQ)

What you do is less important than how you do it: the effects of learning environment on student outcomes

Premium Partner