Aboriginal Students' Achievement in Science Education: The Effect of Teaching Methods

Autor/inn/en	Bourque, Jimmy; Bouchamma, Yamina; Larose, Francois
Titel	Aboriginal Students' Achievement in Science Education: The Effect of Teaching Methods
Quelle	In: Alberta Journal of Educational Research, 56 (2010) 1, S.57-71 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Canada Natives; Science Achievement; Science Education; Teaching Methods; Cognitive Style; Evaluation Methods; Comparative Analysis; Foreign Countries + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive styles; Kognitiver Stil; Ausland
Abstract	Some authors assume that the academic difficulties encountered by Aboriginal students can be partly explained by the discrepancy between teaching methods and Aboriginal learning styles. However, this hypothesis lacks empirical foundations. Using pan-Canadian data, we tried to identify the most efficient teaching methods for Aboriginal students and assessed whether these methods were associated with performance differences between Aboriginals and non-Aboriginals in science education. Results revealed that judicious dosage and a proper balance among teaching methods seem to be required for students' optimal achievement. In addition, only marginal differences were observed between Aboriginals and non-Aboriginals. However, standard assessment methods might partly explain these unexpected results. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://www.education.ualberta.ca/educ/journals/ajer.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10