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Learning Environments Research

Erschienen in:

01.10.2007 | Original Paper

Secondary school students’ perceptions of teacher–student interaction and students’ attitudes towards project work

verfasst von: Choon-Lang Quek, Angela F. L. Wong, Shanti Divaharan, Woon-Chia Liu, Jarina Peer, Michael D. Williams

Erschienen in: Learning Environments Research | Ausgabe 3/2007

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Abstract

Project work (PW) provides one of the pathways for students’ self-inquiry learning and collaboration in Singapore schools. In this context, PW teachers function as facilitators. This study investigated quantitatively how a group of 270 secondary-school students (aged 14 years) perceived their seven PW teacher-facilitators’ face-to-face interactions with students based on the Questionnaire on Teacher Interaction (QTI), and whether their perceptions of teacher–student interaction during PW classrooms were related with their attitudes towards PW learning as a whole. Seven out of eight QTI scales were associated with Enjoyment of Project Work Lessons and two QTI scales were associated with Attitude to Inquiry in Project Work. The findings are discussed in terms of how teachers who function as facilitators can translate their interpersonal behaviours into effective teaching strategies for communicating with students and facilitating students’ learning in PW classrooms.

Vorheriger Artikel Assessing the quality of learning environments in Swedish schools: Development and analysis of a theory-based instrument

Nächster Artikel The online learning environment—A new model using social constructivism and the concept of ‘Ba’ as a theoretical framework

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Titel: Secondary school students’ perceptions of teacher–student interaction and students’ attitudes towards project work
verfasst von: Choon-Lang Quek
Angela F. L. Wong
Shanti Divaharan
Woon-Chia Liu
Jarina Peer
Michael D. Williams
Publikationsdatum: 01.10.2007
Verlag: Springer Netherlands
Erschienen in: Learning Environments Research / Ausgabe 3/2007
Print ISSN: 1387-1579
Elektronische ISSN: 1573-1855
DOI: https://doi.org/10.1007/s10984-007-9030-3

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