A Cross-National Mixed-Method Study of Reality Pedagogy

Autor/inn/en	Sirrakos, George, Jr.; Fraser, Barry J.
Titel	A Cross-National Mixed-Method Study of Reality Pedagogy
Quelle	In: Learning Environments Research, 20 (2017) 2, S.153-174 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-016-9220-y
Schlagwörter	Student Attitudes; Educational Environment; Scientific Attitudes; Questionnaires; Grade 8; Grade 9; Grade 10; Foreign Countries; Constructivism (Learning); Likert Scales; Surveys; Secondary School Students; Attitude Measures; Science Education; Qualitative Research; Statistical Analysis; Mixed Methods Research; Cross Cultural Studies; New York (New York); Germany; Constructivist Learning Environment Survey; Test of Science Related Attitudes + Suchen Sie Ihr Suchwort? Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Fragebogen; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Likert-Skala; Survey; Umfrage; Befragung; Sekundarschüler; Naturwissenschaftliche Bildung; Qualitative Forschung; Statistische Analyse; Cultural comparison; Kulturvergleich; Deutschland
Abstract	This mixed-methods cross-national study investigated the effectiveness of reality pedagogy (an approach in which teachers become part of students' activities, practices and rituals) in terms of changes in student perceptions of their learning environment and attitudes towards science. A questionnaire was administered to 142 students in grades 8-10 in the Bronx, New York City and Dresden, Germany. The questionnaire combines learning environment scales from the Constructivist Learning Environment Survey and the What Is Happening In this Class? Questionnaire with attitude scales from the Test of Science-Related Attitudes. Student interviews were used to support questionnaire findings. Quantitative data analyses revealed that reality pedagogy had a greater impact on students in the Bronx than in Dresden, with qualitative data clarifying differences in how reality pedagogy was enacted in each geographic area. Overall, our findings add to the body of evidence concerning the effectiveness of reality pedagogy as an approach to teaching and learning science across a variety of contexts. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01