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    Field-study science classrooms as positive and enjoyable learning environments

    246824.pdf (947.8Kb)
    Access Status
    Open access
    Authors
    Zaragoza, Julien M.
    Fraser, Barry
    Date
    2017
    Type
    Journal Article
    
    Metadata
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    Citation
    Zaragoza, J. and Fraser, B. 2017. Field-study science classrooms as positive and enjoyable learning environments. Learning Environments Research: 20 (1): pp. 1-20.
    Source Title
    Learning Environments Research
    DOI
    10.1007/s10984-016-9219-4
    ISSN
    1387-1579
    School
    Science and Mathematics Education Centre (SMEC)
    URI
    http://hdl.handle.net/20.500.11937/44172
    Collection
    • Curtin Research Publications
    Abstract

    We investigated differences between field-study classrooms and traditional science classrooms in terms of the learning environment and students’ attitudes to science, as well as the differential effectiveness of field-study classrooms for students differing in sex and English proficiency. A modified version of selected scales from the What Is Happening In this Class? questionnaire was used to assess the learning environment, whereas students’ attitudes were assessed with a shortened version of a scale from the Test of Science Related Attitudes. A sample of 765 grade 5 students from 17 schools responded to the learning environment and attitude scales in terms of both their traditional science classrooms and classrooms at a field-study centre in Florida. Large effect sizes supported the effectiveness of the field-studies classroom in terms of both the learning environment and student attitudes. Relative to the home school science class, the field-study class was considerably more effective for students with limited English proficiency than for native English speakers.

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