A cross-national mixed-method study of reality pedagogy
MetadataShow full item record
This mixed-methods cross-national study investigated the effectiveness of reality pedagogy (an approach in which teachers become part of students’ activities, practices and rituals) in terms of changes in student perceptions of their learning environment and attitudes towards science. A questionnaire was administered to 142 students in grades 8–10 in the Bronx, New York City and Dresden, Germany. The questionnaire combines learning environment scales from the Constructivist Learning Environment Survey and the What Is Happening In this Class? Questionnaire with attitude scales from the Test of Science-Related Attitudes. Student interviews were used to support questionnaire findings. Quantitative data analyses revealed that reality pedagogy had a greater impact on students in the Bronx than in Dresden, with qualitative data clarifying differences in how reality pedagogy was enacted in each geographic area. Overall, our findings add to the body of evidence concerning the effectiveness of reality pedagogy as an approach to teaching and learning science across a variety of contexts. © 2016 Springer Science+Business Media Dordrecht
Showing items related by title, author, creator and subject.
Reality pedagogy across contexts : comparing learning environments in the Bronx (New York) and Dresden (Germany)Sirrakos, Georgeos (2012)The work presented in this thesis was a response to my observations of differences in learning environments and student attitudes toward science between the Bronx, New York and Dresden, Germany when I was a teacher in ...
The interaction of achievement goal orientations, self-regulated learning and learning environment in high school science classroomsIverach, Michael Robert (2007)Despite the substantial amount of education research on “teaching for understanding” and “learning for understanding” processes that has occurred in the fields of achievement goals, constructivist-based pedagogy, motivational ...
Student achievement in and student and teacher attitude towards the integration of technology in the New York State living environment courseIncantalupo, Lisa P. (2011)For more than twenty years, considerable amounts of research have been conducted on the integration of technology into the classroom-learning environment and the effect of technology on student achievement. In an attempt ...