Grade 6 & 9 Student and Teacher Perceptions of Teaching and Learning Approaches in Relation to Student Perceived Interest/Enjoyment towards Science Learning

Autor/inn/en	Teppo, Moonika; Soobard, Regina; Rannikmäe, Miia
Titel	Grade 6 & 9 Student and Teacher Perceptions of Teaching and Learning Approaches in Relation to Student Perceived Interest/Enjoyment towards Science Learning
Quelle	In: Journal of Baltic Science Education, 20 (2021) 1, S.119-133 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Teppo, Moonika) ORCID (Soobard, Regina) ORCID (Rannikmäe, Miia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	Grade 6; Grade 9; Early Adolescents; Secondary School Students; Secondary School Teachers; Teacher Attitudes; Student Attitudes; Teaching Methods; Science Instruction; Science Interests; Student Centered Learning; Constructivism (Learning); Problem Solving; Decision Making; Cooperative Learning; Hands on Science; Foreign Countries; Estonia + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Lehrerverhalten; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Problemlösen; Decision-making; Entscheidungsfindung; Kooperatives Lernen; Ausland; Estland
Abstract	Student perceptions of science teaching could be expected to differ in grade 6 compared with teaching in grade 9, as could student interest in science learning. To compare Estonian grades 6 and 9, lower secondary school student and science teacher perceptions of teaching/ learning approaches as well as student perceived interests/enjoyment on science learning, an instrument was developed taken into account 18 different teaching approaches that could take place in science lessons. An analytical, exploratory structural equation modelling (ESEM) approach supported 4-factor models differentiating between teacher-centred and constructivist approaches for both teachers and students, each having acceptable model fits. Based on outcomes, a regression model was developed associating student interest to learn science with the frequency of teaching and learning approaches explored. Results indicated that approaches associated with teacher-centred approaches were those most frequently undertaken in science classes when compared with those seen as social constructivist and student-centred, both among science teachers and students. Regression analysis showed that there was a relationship between student interest/enjoyment towards science subjects and the frequency, in which different teaching and learning approaches took place in the classroom. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01