Literaturnachweis - Detailanzeige
| Autor/inn/en | Robinson, Esther; Fraser, Barry J. |
|---|---|
| Titel | Kindergarten Students' and Their Parents' Perceptions of Science Environments: Achievement and Attitudes. |
| Quelle | (2003), (18 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Classroom Environment; Concept Formation; Early Childhood Education; Inquiry; Kindergarten; Learning Strategies; Parent Attitudes; Student Attitudes |
| Abstract | This paper reports a study involving the construction and validation of a learning environment questionnaire that was used by both kindergarten students and their parents. Although the questionnaires were validated for use with five- and six-year old kindergarten students, the same format was used for both parents and students. Prior learning environment studies (Fraser, 1998a) had not necessarily been designed or used by parents (with a notable exception being the recent study by Allen and Fraser, 2002) or by such young students. This study is significant because it involved very young students (kindergarten), the assessment of parents' and students' preferred and actual learning environments, and investigation of differences between students' and parents' environment perceptions. First, an existing valid questionnaire (Fraser, McRobbie and Fisher, 1996) was modified in English and Spanish for very young children (five- and six-years old) and for their parents to assess kindergarten students' and their parents' actual and preferred learning environment. The 'new' questionnaire was checked for validity and reliability. Secondly, differences between kindergarten students and their parents in actual and preferred learning environments in a science classroom were explored. Finally, associations between kindergarten students' achievement and attitudes and students' and parent' perceptions of the learning environment in a science classroom were investigated. (Contains 26 references.) (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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