Associations of Middle School Student Science Achievement and Attitudes about Science with Student-Reported Frequency of Teacher Lecture Demonstrations and Student-Centered Learning

Autor/inn/en	Odom, Arthur Louis; Bell, Clare Valerie
Titel	Associations of Middle School Student Science Achievement and Attitudes about Science with Student-Reported Frequency of Teacher Lecture Demonstrations and Student-Centered Learning
Quelle	In: International Journal of Environmental and Science Education, 10 (2015) 1, S.87-97 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306 3065
Schlagwörter	Middle School Students; Science Achievement; Student Attitudes; Secondary School Science; Lecture Method; Learner Controlled Instruction; Correlation; Teaching Methods; Grade 7; Grade 8; Multiple Regression Analysis; Demonstrations (Educational); Student Surveys; Knowledge Level; Faculty Development; Pretests Posttests; Scores + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Schülerbefragung; Wissensbasis
Abstract	The purpose of this study was to examine the association of middle school student science achievement and attitudes about science with student-reported frequency of teacher lecture demonstrations and student-centered learning. The student sample was composed of 602 seventh- and eighth-grade students enrolled in middle school science. Multiple regression was used to investigate the association of attitudes toward science, student-centered learning, and teacher demonstrations with science achievement. Both attitudes toward science and student-centered learning were positively associated with science achievement, and student-centered learning was positively associated with attitude toward science. Teacher demonstrations were found to have a negative association with student achievement, and no significant association with attitudes toward science. Findings of this study suggest that demonstrations provide insufficient opportunity for students to develop an understanding of the processes of science. Furthermore, observing teacher demonstrations may be valuable, but they are not a substitute for laboratory investigations by students. (As Provided).
Anmerkungen	International Consortium for the Advancement of Academic Publication. Abant Izzet Baysal University, Faculty of Education, 14280 Golkoy-Bolu, Turkey. e-mail: editorijese@gmail.com; Web site: http://www.ijese.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01