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dc.contributor.authorZaragoza, Julien M.
dc.contributor.authorFraser, Barry
dc.date.accessioned2017-01-30T15:12:33Z
dc.date.available2017-01-30T15:12:33Z
dc.date.created2016-11-28T19:30:19Z
dc.date.issued2017
dc.identifier.citationZaragoza, J. and Fraser, B. 2017. Field-study science classrooms as positive and enjoyable learning environments. Learning Environments Research: 20 (1): pp. 1-20.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/44172
dc.identifier.doi10.1007/s10984-016-9219-4
dc.description.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.

dc.publisherSpringer
dc.titleField-study science classrooms as positive and enjoyable learning environments
dc.typeJournal Article
dcterms.source.startPage1
dcterms.source.endPage20
dcterms.source.issn1387-1579
dcterms.source.titleLearning Environments Research
curtin.departmentScience and Mathematics Education Centre (SMEC)
curtin.accessStatusOpen access


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