Literaturnachweis - Detailanzeige
Autor/inn/en | Wolf, Stephen J.; Fraser, Barry J. |
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Titel | Learning Environment, Attitudes and Achievement among Middle-School Science Students Using Inquiry-Based Laboratory Activities |
Quelle | In: Research in Science Education, 38 (2008) 3, S.321-341 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0157-244X |
DOI | 10.1007/s11165-007-9052-y |
Schlagwörter | Student Attitudes; Physical Sciences; Science Laboratories; Educational Environment; Gender Differences; Middle School Students; Secondary School Science; Science Experiments; Science Achievement; Inquiry; Science Instruction; Teaching Methods Schülerverhalten; Natural sciences; Naturwissenschaften; Naturwissenschaft; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Geschlechterkonflikt; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode |
Abstract | This study compared inquiry and non-inquiry laboratory teaching in terms of students' perceptions of the classroom learning environment, attitudes toward science, and achievement among middle-school physical science students. Learning environment and attitude scales were found to be valid and related to each other for a sample of 1,434 students in 71 classes. For a subsample of 165 students in 8 classes, inquiry instruction promoted more student cohesiveness than non-inquiry instruction (effect size of one-third of a standard deviation), and inquiry-based laboratory activities were found to be differentially effective for male and female students. (Author). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |