Capturing Essential Understandings of the Urban Science Learning Environment

Autor/in	Bayne, Gillian U.
Titel	Capturing Essential Understandings of the Urban Science Learning Environment
Quelle	In: Learning Environments Research, 15 (2012) 2, S.231-250 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-012-9112-8
Schlagwörter	Constructivism (Learning); Urban Schools; Interviews; Biochemistry; Grade 9; Educational Environment; Science Education; Teaching Methods; Student Attitudes; Interpersonal Communication; Scaling; Factor Analysis; Science Instruction; Mixed Methods Research; Student Surveys; Qualitative Research; New York; Constructivist Learning Environment Survey + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Interviewing; Interviewtechnik; Biochemie; School year 09; 9. Schuljahr; Schuljahr 09; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Interpersonale Kommunikation; Scale construction; Skalenkonstruktion; Faktorenanalyse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerbefragung; Qualitative Forschung
Abstract	This research is distinctive in that a mixed-methods approach, employing both cogenerative dialogues and student responses from the Constructivist Learning Environment Survey (CLES), was used to help to understand 9th grade urban students' experiences in their biochemistry class in New York City. Factor analyses of student responses demonstrated that empirically there were four robust scales rather than five. Qualitative analyses, using cogenerative dialogues and informal interviewing, demonstrated that more adaptable forms of teaching, learning and assessing could support a variety of students. Shared with students, the contents of the CLES and cogenerative dialogues created opportunities for understanding ontologies and helped to create, access and appropriate resources that assist in bringing about success in the science classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10