Laboratory Environments & Student Outcomes in Senior High School Biology

Abstract

NTERNATIONAL research efforts involving the conceptualization, assessment and investigation of perceptions of psychosocial aspects of the classroom environment have firmly established classroom environment as a thriving field of study (see reviews by Fraser 1994; Fraser & Walberg 1991). For example, recent classroom environment research has focused on constructivist classroom environments (Taylor, Fraser & White 1994), computer-assisted instruction classrooms (Teh & Fraser in press), and teacher-student interpersonal behavior in the classroom (Wubbels & Levy 1993). In the past 25 years, much attention has been given to the development and use of instruments to assess qualities of the science classroom learning environment from the perspective of the student (Fraser 1986, 1994; Fraser & Walberg 1991). The association between learning environment variables and student outcomes has provided a particular rationale and focus for the application of these learning environment instruments. In a meta-analysis that encompassed 823 classes in eight subject areas and represented the perceptions of 17,805 students in four nations, Haertel, Walberg & Haertel (1981) found enhanced student achievement in classes that students felt had greater cohesiveness, satisfaction, and goal direction, and less disorganization and friction. Other literature reviews since then have supported the existence of associations between classroom environment variables and student outcomes (Fraser 1994).This article describes an investigation of associations between students' perceptions of laboratory environment and their attitudinal, cognitive and practical performance outcomes. Although past studies have examined associations between student outcomes and their perceptions of the leaming environment in science classes (Fraser 1986(Fraser , 1994, this study is unique in that it assesses student perceptions of the

Relacionamento professor-aluno e auto-regulação da aprendizagem no 3º ciclo do ensino médio português

“…Finally, the results suggest consistent relationships between the perception of the behavior of the teacher and self-regulation of the learning, in line with studies that describe a positive relationship between the profi le of the teacher and academic and emotional dimensions of the students (Brekelmans, 1989;Brekelmans, Wubbels, & Levy, 1993;Henderson, Fisher, & Fraser, 1994;Brok, 2001). Data from this study revealed a positive relationship between the self--regulation of learning and the perception of Leadership, Helpful/Friendliness and Understanding, as well as a negative relationship between self-regulation of learning and the perception of Uncertainty, Dissatisfaction and Admonishment, which indicates the positive infl uence of the behavior of the Mathematics teacher guided by greater Proximity and Infl uence on the self-regulation of learning of the students.…”

Effectiveness of student response systems in terms of learning environment, attitudes and achievement

“…Often. This questionnaire has been validated in numerous countries (Fisher, Henderson and Fraser 1997;Fraser, Giddings and McRobbie 1995;Fraser and Lee 2009;Lightburn and Fraser 2007;Wong and Fraser 1995).…”

The Evolution, Validation, and Use of a Personal Form of the Catholic School Classroom Environment Questionnaire

“…Empirical evidence shows that psychosocial dimensions of the classroom environment are strong predictors of student outcomes across a range of subject areas of the formal school curriculum. Previous studies conducted in science classrooms have established consistent and convincing support for the predictive validity of student perceptions of the classroom leaming environment in accounting for appreciable amounts of variance in student cognitive outcomes and attitudes toward science (Fisher, Henderson & Fraser, 1997;McRobbie & Fraser, 1993). In Singapore, Wong and Fraser (1996) employed the Science Laboratory Environment Inventory to establish positive associations between student cohesiveness, integration, rule clarity, and material environment in chemistry classes and students' attitudes toward chemistry.…”