Library

X
feed icon rss

Your email was sent successfully. Check your inbox.

An error occurred while sending the email. Please try again.

Proceed reservation?

Export
  • 1
    Electronic Resource
    Electronic Resource
    Relationship between school-level and classroom-level environments in secondary schools (1997)
    Bingley : Emerald
    Journal of educational administration 35 (1997), S. 74-91 
    Details
    ISSN: 0957-8234
    Source: Emerald Fulltext Archive Database 1994-2005
    Topics: Education
    Notes: Investigates relationships between school and classroom environment. Explains how in Australian secondary schools, instruments were developed and validated for assessing seven dimensions of school environment (empowerment, student support, affiliation, professional interest, mission consensus, resource adequacy and work pressure) and seven dimensions of classroom environment (student affiliation, interactions, co-operation, task orientation, order and organization, individualization and teacher control). The study involved a sample of 2,211 students in 104 year nine and year 12 religious education and science classes and 208 teachers of religious education and science in Catholic and government secondary schools. Indicates that weak relationship between school and classroom environments emerged, suggesting that the school environment cannot be assumed to transmit automatically to the classroom.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1108/09578239710156999
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Paper (German National Licenses)
    Fulltext
  • 2
    facet.materialart.
    Unknown
    Associations Between Student Outcomes and Psychosocial Science Environment (1993)
    Bloomington, Ill. : Periodicals Archive Online (PAO)
    Journal of Educational Research. 87:2 (1993:Nov./Dec.) 78 
    Details
    ISSN: 0022-0671
    Topics: Education
    URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pao:&rft_dat=xri:pao:article:1123-1993-087-02-000002
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Paper (German National Licenses)
    Fulltext
  • 3
    Electronic Resource
    Electronic Resource
    Changing the Learning Environment to Enhance Explaining and Understanding in a Year 12 Chemistry Classroom (2000)
    Springer
    Learning environments research 3 (2000), S. 209-227 
    Details
    ISSN: 1573-1855
    Keywords: explaining ; learning environments ; science laboratories ; science reasoning ; teacher change
    Source: Springer Online Journal Archives 1860-2000
    Topics: Education
    Notes: Abstract Internationally there is concern in relation to the traditional learning environments evident in many science classrooms and the levels of understanding of science developed by students in such environments. Further, students have generally been found to be poor in relation to thinking in terms of models or theories and in terms of evidence to support their theories. The majority of research on classroom environments has focused on characterising the learning environment in classrooms rather than monitoring changes to a class's or an individual's perceptions to their learning environments as a consequence of interventions. This study reports an attempt to change the learning environment in a classroom and documents changes in participants' perceptions of their learning environments and the corresponding changes in a teacher's and her students' perceptions of their reasoning and understanding that such changes facilitated. A community of learners in which students and teachers began to understand the processes and the value of reasoning in terms of theories and evidence was developed as a result of the involvement of the researchers with the teacher and her class of students.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1011473716075
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Paper (German National Licenses)
    Fulltext
  • 4
    Electronic Resource
    Electronic Resource
    Students' conceptions of science across the years of schooling (1997)
    Springer
    Research in science education 27 (1997), S. 611-628 
    Details
    ISSN: 1573-1898
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General
    Notes: Abstract The altermative frameworks movement has in the last ten to fifteen years emphasised that having knowledge of the variety of ways students conceptualise science assists teachers to apply their science knowledge together with their teaching and learning knowledge most appropriately. Using a phenomenographic research approach, this study examined students' conceptions of the nature of science. Categories of description about how students conceptualise science were derived from the writings of students' experience of science in Years 4, 7, 9, 11 and 12. The results suggest the need for educators to be concerned about the experience of science being portrayed to students, including the more experienced years 11 and 12 students, and to ensure that a modern philosophical view of the nature of science is made explicit in curricula they implement.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF02461484
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Paper (German National Licenses)
    Fulltext
  • 5
    Electronic Resource
    Electronic Resource
    Four dialogues and metalogues about the nature of science (1998)
    Springer
    Research in science education 28 (1998), S. 107-118 
    Details
    ISSN: 1573-1898
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General
    Notes: Abstract We analyse and explore, in the form of dialogues and metalogues questions about the dialogic nature of beliefs and students belief talk about the nature of science and scientific knowledge. Following recent advances in discursive psychology, this study focuses not on students' claims but on the discursive resources and dialogical practices that support the particular claims they make. We argue that students' discourse is better understood as a textual bricolage that is sensitive to conversational context, common sense, interpretive repertoires, and textual resources available in the conversational situation. Our text is reflexive as it embodies the discursive construction of knowledge and undercuts any claims to authoritative knowledge.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF02461645
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Paper (German National Licenses)
    Fulltext
  • 6
    Electronic Resource
    Electronic Resource
    Beliefs about the Nature of Science and the Enacted Science Curriculum (1997)
    Springer
    Science & education 6 (1997), S. 355-371 
    Details
    ISSN: 1573-1901
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General
    Notes: Abstract This interpretive study of the teaching and learning of chemistry in an Australian high school examines the beliefs about the nature of science of a teacher and his class in relation to the enacted curriculum. Although the teacher and students tended to see science as an evolving discipline that was uncertain and changed over time, the manner in which the curriculum was implemented was a direct contrast. In the enacted curriculum science was represented as a catalogue of facts to be memorised and as algorithmic solutions to problems. The beliefs that had greatest impact on shaping the curriculum were the teacher‘s beliefs about the nature of student learning, his beliefs about the distribution of power between himself and the students, and the extent to which restraints were accepted by the teacher as reasons for maintaining a traditional approach to teaching and learning chemistry.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1008600132359
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Paper (German National Licenses)
    Fulltext
  • 7
    Electronic Resource
    Electronic Resource
    Assessment of the psychosocial environment of university science laboratory classrooms: a cross-national study (1992)
    Springer
    Higher education 24 (1992), S. 431-451 
    Details
    ISSN: 1573-174X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract A strong tradition in educational research has involved several widely-used instruments assessing student or teacher perceptions of characteristics of actual or preferred classroom psychosocial environment. Existing instruments, however, are unsuitable for one of the most important settings in science teaching, namely, the science laboratory class. Consequently, the present research aimed to develop and validate a new instrument, the Science Laboratory Environment Inventory (SLEI), which is specifically suited to science laboratory environments at the higher education level. The SLEI assesses students' or teachers' perceptions of five dimensions of actual or preferred classroom environment, namely, Student Cohesiveness, Open-Endedness, Integration, Rule Clarity, and Material Environment. A distinctive feature of the design of the study was that the instrument was field tested and validated cross-nationally in six different countries, namely, the USA, Canada, Australia, England, Israel, and Nigeria. The total sample consisted of 1720 students in 71 university laboratory classes. Various item and factor analyses guided the evolution of a refined version, and attested to each SLEI scale's internal consistency reliability, discriminant validity, factorial validity, predictive validity (i.e., ability to predict student outcomes), and ability to differentiate between the perceptions of students in different classes. An important finding was that the SLEI is equally valid for use in its actual and preferred versions, and for the individual or the class mean as the unit of analysis. As well, separate within-country analyses confirmed the validity and usefulness of the SLEI in each of the six countries involved in the field testing. Overall, the study attested to the general advantages of employing cross-national designs in learning environment research.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00137241
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Paper (German National Licenses)
    Fulltext
  • 8
    Electronic Resource
    Electronic Resource
    Assessing the psychosocial environment of science classes in Catholic secondary schools (1993)
    Springer
    Research in science education 23 (1993), S. 61-67 
    Details
    ISSN: 1573-1898
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General
    Notes: Abstract Much Catholic school and church rhetoric suggests that Catholic schools possess distinctive learning environments. Research into this aspect of Catholic schooling has been hampered by the lack of an appropriate assessment instrument. By drawing on contemporary church literature, the perceptions of personnel involved in Catholic education and existing classroom environment questionnaires, a new instrument was developed to assess student perceptions of classroom psychosocial environment in Catholic schools. The use of this instrument in 64 classrooms in Catholic and Government schools indicated significant differences on some scales. The distinctive nature of Catholic schooling did not extend to all classroom environment dimensions deemed important to Catholic education.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF02357045
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Paper (German National Licenses)
    Fulltext
  • 9
    Electronic Resource
    Electronic Resource
    Towards becoming a reflective practitioner: What to know and where to find it (1993)
    Springer
    Research in science education 23 (1993), S. 15-23 
    Details
    ISSN: 1573-1898
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General
    Notes: Abstract Preparing student teachers to teach thoughtfully and to consider carefully the consequences of their work involves creating opportunities for these beginning teachers to learn the skills and attitudes required for reflective practive. The case study described here explores one model of developing reflective practice and the congruent role that the source and use of knowledge of good teaching practice has in the process of developing the reflective practices of a post-graduate pre-service science teacher. Of particular interest are the facilitators and barriers she sees as affecting this development.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF02357040
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Paper (German National Licenses)
    Fulltext
  • 10
    Electronic Resource
    Electronic Resource
    Editorial (1995)
    Springer
    Research in science education 25 (1995), S. 1-1 
    Details
    ISSN: 1573-1898
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF02356455
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Paper (German National Licenses)
    Fulltext
Close ⊗
This website uses cookies and the analysis tool Matomo. More information can be found here...