Students' Perceptions of Their First Experiences of Secondary-School Science in New Zealand

Autor/in	Taylor, Simon Peter
Titel	Students' Perceptions of Their First Experiences of Secondary-School Science in New Zealand
Quelle	In: Learning Environments Research, 26 (2023) 1, S.291-310 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Taylor, Simon Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-022-09427-9
Schlagwörter	Foreign Countries; Science Teachers; Grade 9; Student Attitudes; Secondary School Teachers; Teacher Attitudes; Educational Environment; Intervention; Educational Change; Program Effectiveness; Educational Improvement; Student Experience; Science Education; Constructivism (Learning); New Zealand; Constructivist Learning Environment Survey + Suchen Sie Ihr Suchwort? Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; School year 09; 9. Schuljahr; Schuljahr 09; Schülerverhalten; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Studienerfahrung; Naturwissenschaftliche Bildung; Neuseeland
Abstract	In this article, I report a two-year study of working closely with science teachers and examining perceptions of Year 9 (12-13 year olds) students in 13 New Zealand secondary schools. The Constructivist Learning Environment Survey (CLES) was used. The questionnaire was administered to 327 students in the first year and 362 students in the second year to find out their perceptions of their preferred learning environments in order to compare this with their perceptions of the actual situation. The data were used to plan improvements in learning environments through a teacher professional learning process by redesigning programmes and encouraging changes in students' classroom behaviours. Co-constructive learning strategies and reshaping of lessons to include current topics were used as tools to encourage students' expression of opinions, personal relevance and shared control in their learning. After each subsequent year-long intervention, the CLES was re-administered to reveal that there had indeed been an improvement. The research is distinctive because it is a learning environment study in New Zealand schools examining students' psychosocial perceptions related to their first-year experiences of science at the secondary level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01