Learning Environment and Attitudes Associated with an Innovative Science Course Designed for Prospective Elementary Teachers
Learning Environment and Attitudes Associated with an Innovative Science Course Designed for Prospective Elementary Teachers
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与为未来小学教师设计的创新科学课程相关的学习环境和态度
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
B. Fraser
中科院分区：
文献类型：
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作者：
Catherine S. Martin;B. Fraser
本研究旨在评估创新科学课程对改善未来国小教师对实验室学习环境的认知及对科学的态度的成效。样本包括27个班级的525名女生在一个大型城市大学。改变学生对科学实验室的教学和学习的想法，并创造更积极的态度，科学是通过使用一个指导开放式的调查方法，与教师谁使用合作学习小组，以创造一个支持性的环境。课程开始前的想法和态度进行了评估，重点是学生以前的科学实验室课程的问卷调查，并在课程结束时收集的数据进行比较。学生报告大，统计上显着的改善，所有七个规模评估实验室学习环境和科学态度。观察到开放性和物质环境的收益最大（效应量分别为6.74和3.82标准差）。一项关于态度与环境之间关系的调查显示，在单变量和多变量分析中，有许多积极的、具有统计学意义的关系。特别是，教师的支持水平是最强的独立预测学生的态度在两个层次的分析。
This study assessed the effectiveness of an innovative science course for improving prospective elementary teachers’ perceptions of laboratory learning environments and attitudes towards science. The sample consisted of 27 classes with 525 female students in a large urban university. Changing students’ ideas about science laboratory teaching and learning and creating more positive attitudes towards science were accomplished by using a guided open-ended approach to investigations, together with instructors who used cooperative learning groups to create a supportive environment. Ideas and attitudes prior to the course were assessed using a questionnaire focusing on the students’ previous science laboratory courses, and these were compared to data collected at the end of the course. Students reported large and statistically significant improvements on all seven scales assessing the laboratory learning environment and attitudes towards science. The largest gains were observed for Open-Endedness and Material Environment (with effect sizes of 6.74 and 3.82 standard deviations, respectively). An investigation of attitude-environment associations revealed numerous positive and statistically significant associations in both univariate and multivariate analyses. In particular, the level of Instructor Support was the strongest independent predictor of student attitudes at two levels of analysis.