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    Using a learning environment perspective in evaluating an innovative science course for prospective elementary teachers

    Access Status
    Fulltext not available
    Authors
    Martin-Dunlop, Catherine
    Fraser, Barry
    Date
    2012
    Type
    Book Chapter
    
    Metadata
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    Citation
    Martin-Dunlop, Catherine and Fraser, Barry J. 2012. Using a learning environment perspective in evaluating an innovative science course for prospective elementary teachers, in Fraser, B. and Tobin, K.G. and McRobbie, C.J. (ed), Second international handbook of science education, pp. 1305-1318. Dordrecht: Springer.
    Source Title
    Second International Handbook of Science Education (Part Two)
    DOI
    10.1007/978-1-4020-9041-7_84
    ISBN
    9781402090400
    URI
    http://hdl.handle.net/20.500.11937/47484
    Collection
    • Curtin Research Publications
    Abstract

    This study is distinctive in that it employed a learning environment perspective in evaluating an innovative university science course for prospective elementary-school teachers. A sample of 525 fourth-year female students in 27 classes at a university in California responded to six learning environment scales selected mainly from the What Is Happening In this Class? (WIHIC) questionnaire, together with an enjoyment scale. Relative to a previous course, students in the innovative course perceived a more favourable classroom environment (in terms of cohesiveness, instructor support, investigation, cooperation, open-endedness and material environment) and enjoyed their classes more. All effect sizes were unusually large. Interviews with 35 students led to four themes: the lack of open-endedness in prior science courses compared with the innovative course; student groups not always automatically leading to class cohesion or cooperation; the appropriate balance in open-ended learning environments; and changes in attitudes towards science.

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