Literaturnachweis - Detailanzeige
| Autor/inn/en | Tisher, Richard P.; Power, Colin N. |
|---|---|
| Titel | The Effects of Curriculum Changes and Teacher Structuring on Pupils' Perceptions of Australian Learning Environments. |
| Quelle | (1978), (27 Seiten) |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Achievement; Classroom Research; Educational Innovation; Foreign Countries; Instructional Materials; Learning Activities; Learning Processes; Science Curriculum; Student Attitudes; Teacher Attitudes; Australia |
| Abstract | The studies reported in this paper provide evidence that the introduction of self-paced curriculum materials into learning environments where they had not been previously used produces changes in pupils' perceptions of their environments and in the manner in which these function, even when the teachers' beliefs about effective teaching are dissonant to the approach adopted by the materials. Three groups of Australian ninth-grade science teachers, and graduates undertaking the Diploma in Education, were studied, arranged according to their dissonant, consonant, or ambivalent attitudes toward the Australian Science Education Project (ASEP) curriculum units. These units, designed to foster inquiry by pupils, change the role of the teacher from that of an information disseminator to a resource person and emphasize that science is an integrated field of study, not just physics, chemistry, biology, geology, and astronomy. Observation of student-teacher classroom interaction and interpretation of student achievement and attitude data revealed that (1) a mismatch between the teacher's approach and that of the materials did not significantly disadvantage the student either cognitively or affectively; (2) added, teacher-developed structure improved student performance for all three groups, particularly in those classes where teachers did not value the ASEP approach; (3) while pupils' entry characteristics did not markedly affect their perceptions of the new learning environment, those who previously enjoyed the lessons and succeeded, continued to do so in the ASEP setting; (4) certain environmental variables (e.g., apathy, diversity, information-giving, rest periods) contributed to variations in achievement, while some of these, and others (e.g., cohesiveness, goal direction, friction, cliquishness, disorganization) contributed more to variations in attitude toward environmental issues than did the ASEP approach. (MJB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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