Preferred Actual Learning Environment ''Spaces'' and Earth Science Outcomes in Taiwan
Preferred Actual Learning Environment ''Spaces'' and Earth Science Outcomes in Taiwan
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台湾首选的实际学习环境“空间”和地球科学成果
DOI：
10.1002/sce.20125
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发表时间：
2006
影响因子：
4.3
通讯作者：
J. P. Barufaldi
中科院分区：
文献类型：
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作者：
Chun;C. Hsiao;J. P. Barufaldi
本研究通过使用新开发的 ESCLEI（地球科学课堂学习环境工具），探讨了不同的首选实际学习环境空间对学生地球科学学习成果产生差异影响的可能性。该工具强调三个同时重要的课堂组成部分：内容、方法和评估，并嵌入以学生为中心和以教师为中心的量表。研究结果表明，治疗后感知和治疗前偏好之间的偏好-实际空间（PASmatch）在学生对主题的态度方面解释了更实质性和统计显着性的学习成果，其效果大小大于大，涉及实际地球科学课堂的实际意义。这些发现表明，中学的地球科学教学应弥合学生偏好/感知的学习环境之间的差距，以提高他们的学习成果。 © 2006 Wiley periodicals, Inc. Sci Ed90:420–433, 2006
This study examines the possibilities of differential impacts on students' earth science learning outcomes between different preferred–actual learning environment spaces by using a newly developed ESCLEI (Earth Science Classroom Learning Environment Instrument). The instrument emphasizes three simultaneously important classroom components: content, method, and assessment with both student-centered and teacher-centered scales embedded. Findings suggest that preferred–actual space (PASmatch) between posttreatment perceptions and pretreatment preferences accounted for a more substantial and statistically significant amount of learning outcomes in terms of students' attitudes toward the subject matter with greater than large effect size, concerning practical significance in the actual earth science classroom. These findings suggest that earth science instruction in the secondary schools should bridge the gap between students' preferred/perceived learning environment with the aim to enhance their learning outcomes. © 2006 Wiley Periodicals, Inc. Sci Ed90:420–433, 2006