The GLOBE Program: What Factors Influence Students' and Teachers' Satisfaction with Science Education

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Cincera, Jan; Kroufek, Roman; Marková, Katerina; Krepelková, Šárka; Šimonová, Petra
Titel	The GLOBE Program: What Factors Influence Students' and Teachers' Satisfaction with Science Education
Quelle	In: Research in Science & Technological Education, 39 (2021) 2, S.245-261 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cincera, Jan) ORCID (Kroufek, Roman)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2019.1687441
Schlagwörter	Student Attitudes; Science Education; Science Interests; Science Careers; Teaching Methods; After School Programs; Clubs; Environmental Education; Science Instruction; Inquiry; Program Descriptions; Learning Activities; Outdoor Education; Decision Making; Predictor Variables; Teamwork; Elementary School Students; Elementary School Teachers; Foreign Countries; Teacher Attitudes; Communities of Practice; Czech Republic + Suchen Sie Ihr Suchwort? Schülerverhalten; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Club; Klub; Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lernaktivität; Freiluftunterricht; Decision-making; Entscheidungsfindung; Prädiktor; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Lehrerverhalten; Community; Tschechische Republik
Abstract	Background: Students' satisfaction with science education is one of the preconditions for the students' future interest in pursuing an academic career in science. However, to date it is still not clear what particular teaching strategies promote students' satisfaction with science and, specifically, what opportunities for promoting this satisfaction are offered to students who become involved in after-school ecoclubs. Purpose: The present research study analysed how students' and teachers' involvement in the GLOBE (Global Learning and Observation to Benefit the Environment) program affects their satisfaction with science education and what significance the participating students and teachers attribute to their involvement in GLOBE. Program description: GLOBE is a voluntary, after-school program that aims to support the teaching of science, environmental literacy, responsible behaviour, and inquiry-based investigation in schools. In the program, students and teachers form GLOBE teams and participate in inquiry-based learning activities in outdoor nature areas. Sample: Quantitative data were collected from 438 students and 54 teachers participating in the GLOBE program and qualitative data were collected from 41 students and 9 teachers participating in the GLOBE program. Design and methods: The research applied a mixed-methods design, including quantitative data collected through a questionnaire and qualitative data collected through focus groups and individual interviews. Results: According to the teachers, their involvement in the GLOBE program encouraged them to teach outdoors more, to apply inquirybased learning methods, and to allow students to participate in the decision-making within the program. These strategies were found to be the main predictors of students' satisfaction with their science education. Also crucial for students' satisfaction was their cooperation in the small GLOBE teams. Conclusion: The findings highlight the importance of developing a learning community as a tool for supporting both the students and the teachers participating in after-school science programs. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01