Measuring Student Attitude and Knowledge in Technology-Rich Biology Classrooms

Autor/inn/en	Incantalupo, Lisa; Treagust, David F.; Koul, Rekha
Titel	Measuring Student Attitude and Knowledge in Technology-Rich Biology Classrooms
Quelle	In: Journal of Science Education and Technology, 23 (2014) 1, S.98-107 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-013-9453-9
Schlagwörter	Educational Technology; Technology Uses in Education; Teaching Methods; Test Construction; Test Validity; Student Attitudes; Knowledge Level; Gender Differences; Science Instruction; Biology; Questionnaires; High School Students; Factor Analysis; Test Reliability; New York + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Testaufbau; Testvalidität; Schülerverhalten; Wissensbasis; Geschlechterkonflikt; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Fragebogen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Faktorenanalyse; Testreliabilität
Abstract	The use of technology in schools is now ubiquitous, but the effectiveness on the learning environment has mixed results. This paper describes the development and validation of an instrument to measure students' attitudes toward and knowledge of technology with the aim of investigating any differences based on gender after a course where the science department made use of technology as an integral part of teaching biology. In this study, conducted in one school in the state of New York, in the United States of America, the Students' Attitudes Toward and Knowledge of Technology Questionnaire was administered to nearly 700 high school science students. A principal component and principal factor analysis resulted in new scales from the validation of the instrument that demonstrated high reliabilities. There were statistically significant gender differences in all the scales of the questionnaire in favor of males. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10