Field-Study Science Classrooms as Positive and Enjoyable Learning Environments

Autor/inn/en	Zaragoza, Julien M.; Fraser, Barry J.
Titel	Field-Study Science Classrooms as Positive and Enjoyable Learning Environments
Quelle	In: Learning Environments Research, 20 (2017) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-016-9219-4
Schlagwörter	Educational Environment; Student Attitudes; Scientific Attitudes; Field Studies; Conventional Instruction; Questionnaires; Attitude Measures; Grade 5; Effect Size; Limited English Speaking; Native Speakers; Comparative Analysis; Instructional Effectiveness; Florida + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Praxisforschung; Fragebogen; School year 05; 5. Schuljahr; Schuljahr 05; Muttersprachler; Unterrichtserfolg
Abstract	We investigated differences between field-study classrooms and traditional science classrooms in terms of the learning environment and students' attitudes to science, as well as the differential effectiveness of field-study classrooms for students differing in sex and English proficiency. A modified version of selected scales from the What Is Happening In this Class? questionnaire was used to assess the learning environment, whereas students' attitudes were assessed with a shortened version of a scale from the Test of Science Related Attitudes. A sample of 765 grade 5 students from 17 schools responded to the learning environment and attitude scales in terms of both their traditional science classrooms and classrooms at a field-study centre in Florida. Large effect sizes supported the effectiveness of the field-studies classroom in terms of both the learning environment and student attitudes. Relative to the home school science class, the field-study class was considerably more effective for students with limited English proficiency than for native English speakers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01