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    A cross-national mixed-method study of reality pedagogy

    246826.pdf (881.6Kb)
    Access Status
    Open access
    Authors
    Sirrakos, G.
    Fraser, Barry
    Date
    2016
    Type
    Journal Article
    
    Metadata
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    Citation
    Sirrakos, G. and Fraser, B. 2016. A cross-national mixed-method study of reality pedagogy. Learning Environments Research.
    Source Title
    Learning Environments Research
    DOI
    10.1007/s10984-016-9220-y
    ISSN
    1387-1579
    School
    Science and Mathematics Education Centre (SMEC)
    URI
    http://hdl.handle.net/20.500.11937/45237
    Collection
    • Curtin Research Publications
    Abstract

    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

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