Classroom Environments and Middle School Students' Views of Science

Fouts, Jeffrey T.; Myers, Raymond E.

doi:10.1080/00220671.1992.9941138

Cited by 24 publications

(12 citation statements)

References 9 publications

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“…Researchers have found that students achieve better when the classroom has a greater agreement between the actual classroom environment and the one preferred by students (Chang, Hsiao & Barufaldi, 2006;Fraser & Fisher, 1983). In addition, several other researchers, for example, Fouts & Mayers (1992), Fraser & Fisher (1986), Fraser (1994, and Lawrenz (1976), have claimed that positive student perception of the classroom environment is important and integral in promoting learning. Several studies note that a constructivist classroom has proven to be a powerful tool in science education with a more appealing environment for students provided (Kim, Fisher & Fraser, 1999;Tobin & Tippins, 1993).…”

Section: Theoretical Underpinningsmentioning

confidence: 99%

Promoting Students’ Conceptual Understanding of Plant Defense Responses Using the Fighting Plant Learning Unit (Fplu)

Nantawanit

Panijpan

Ruenwongsa

2011

Int J of Sci and Math Educ

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Most students think animals are more interesting than plants as a study topic believing that plants are inferior to animals because they are passive and unable to respond to external challenges, particularly biological invaders such as microorganisms and insect herbivores. The purpose of this study was to develop an inquiry-based learning unit, the Fighting Plant Learning Unit (FPLU), which focuses on plant defense responses to biological stimuli. The study also investigated students' perceptions of the FPLU implemented in a constructivist classroom. A total of 31 Thai science majors from grade 12 participated in this study. Multiple data-gathering techniques (quantitative and qualitative) were employed: conceptual testing, concept mapping, the Constructivist Learning Environment Survey questionnaire and semi-structured interviews. It was found that from their active participation, the students developed a better conceptual understanding of plant defense mechanisms. In addition, they appeared to have positive attitudes toward the FPLU as evidenced by their preference for inquiry-based teaching in a constructivist learning environment. Finally, their perspectives on and appreciation of plants as active organisms had been favorably changed by the experience.

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Section: Theoretical Underpinningsmentioning

confidence: 99%

Promoting Students’ Conceptual Understanding of Plant Defense Responses Using the Fighting Plant Learning Unit (Fplu)

Nantawanit

Panijpan

Ruenwongsa

2011

Int J of Sci and Math Educ

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“…The concept of classroom environment as applied to educational setting is viewed as a place where learners and teachers interact with each other and use a variety of tools and information resources in their pursuit of learning activities (Fout & Myers, 1998;Mucherah, 2008). Although classroom environment is a subtle concept, remarkable progress has been made over the last five decades to conceptualize, assess, and research into it (Fraser, 2001).…”

Section: Introductionmentioning

confidence: 99%

Factors influencing elective science students’ perception of their Biology classroom environment in low and high academic achieving schools in the Central Region of Ghana

Otami¹,

Ampiah²,

Anthony-Krueger³

2011

IJRSE

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The study investigated factors influencing elective science students' perception of their Biology classroom environment in low and high academic achieving senior secondary schools in the Central Region of Ghana. The cross-sectional survey research design was adopted.Participants were 356 third-year elective science students, selection through a multi-stage sampling technique. Data were obtained using the Biology Classroom Environment Questionnaire (BCEQ). This was after the senior secondary schools that offer elective science program had been categorized into low and high academic achieving schools based on their performance in Senior Secondary School Certificate Examination/West Africa Senior Secondary School Examinations for five years. Two third-year intact classes were randomly selected from four schools under each category. Data analysis includes Factor and Item Analyses, and Multivariate Analysis of Variance. The findings revealed that four factors influence elective science students' perception of their Biology classroom environment. The findings further suggested that elective science students in both school categories had a low perception of their Biology classroom environment but significantly different in favor of the elective science students in low academic achieving schools in teacher support, cooperation, and equity. Implications of the study are discussed and recommendations given.

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“…Analyzing the causes of the negative attitudes towards chemistry, researchers have found that the problem was the way this subject was taught. In secondary schools the main technique to teach is usually through the master class, where the teacher explains complex chemistry contents in a decontextualized way (Akram et al, 2017;Fouts & Myers, 1992;Furió, 2005). Students feel they must memorize lots of contents which do not have any sense for them.…”

Section: Discussionmentioning

confidence: 99%

The Game as a Strategy of Learning Chemistry Among High School Students

Alvarez-Herrero

Valls

2021

EUR J SCI MATH ED

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This study consists of a longitudinal research using an active methodology to teach the contents of the periodic table to high school students, based on project-based learning and WebQuest. The aim of this investigation is to study the relationship between learning the periodic table and the type of strategy that students choose to achieve the learning outcomes related to it. Throughout the learning process of the periodic table's chemical elements we could see that, after giving total freedom to 260 students (during 5 years of investigation) in the construction of instructional materials which helped them learn the periodic table, 195 of them chose to develop a game as a tool. There was no significant difference between genders, showing that students prefer to learn in a playful, motivating and exciting way since they felt a greater interest and had a better evaluation of what they had learned about, reaching a deeper and lasting understanding, hence, a significant learning. Gamification and learning-based games are acquiring a relevant role in education centers and teachers who apply these methodologies in pedagogical approaches have increased.

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Classroom Environments and Middle School Students' Views of Science

Cited by 24 publications

References 9 publications

Promoting Students’ Conceptual Understanding of Plant Defense Responses Using the Fighting Plant Learning Unit (Fplu)

Promoting Students’ Conceptual Understanding of Plant Defense Responses Using the Fighting Plant Learning Unit (Fplu)

Factors influencing elective science students’ perception of their Biology classroom environment in low and high academic achieving schools in the Central Region of Ghana

The Game as a Strategy of Learning Chemistry Among High School Students

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