Effects of a Collaborative Science Intervention on High Achieving Students' Learning Anxiety and Attitudes toward Science

Autor/in	Hong, Zuway-R.
Titel	Effects of a Collaborative Science Intervention on High Achieving Students' Learning Anxiety and Attitudes toward Science
Quelle	In: International Journal of Science Education, 32 (2010) 15, S.1971-1988 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Experimental Groups; Intervention; Student Attitudes; Anxiety; Teaching Methods; Questionnaires; Grade 8; High Achievement; Science Instruction; Junior High School Students; Interviews; Foreign Countries; Cooperative Learning; Instructional Effectiveness; Taiwan + Suchen Sie Ihr Suchwort? Schülerverhalten; Angst; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; School year 08; 8. Schuljahr; Schuljahr 08; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Interviewing; Interviewtechnik; Ausland; Kooperatives Lernen; Unterrichtserfolg
Abstract	This study investigated the effects of a collaborative science intervention on high achieving students' learning anxiety and attitudes toward science. Thirty-seven eighth-grade high achieving students (16 boys and 21 girls) were selected as an experimental group who joined a 20-week collaborative science intervention, which integrated and utilized an innovative teaching strategy. Fifty-eight eighth-grade high achieving students were selected as the comparison group. The Secondary School Student Questionnaire was conducted to measure all participants' learning anxiety and attitudes toward science. In addition, 12 target students from the experimental group (i.e., six active and six passive students) were recruited for weekly classroom observations and follow-up interviews during the intervention. Both quantitative and qualitative findings revealed that experimental group students experienced significant impact as seen through increased attitudes and decreased anxiety of learning science. Implications for practice and research are provided. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10