Using a learning environment perspective in evaluating an innovative science course for prospective elementary teachers
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 environ...
| Main Authors: | , |
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| Other Authors: | |
| Format: | Book Chapter |
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Springer
2012
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| Online Access: | http://hdl.handle.net/20.500.11937/47484 |
| _version_ | 1848757845840887808 |
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| author | Martin-Dunlop, Catherine Fraser, Barry |
| author2 | Barry Fraser |
| author_facet | Barry Fraser Martin-Dunlop, Catherine Fraser, Barry |
| author_sort | Martin-Dunlop, Catherine |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T09:34:34Z |
| format | Book Chapter |
| id | curtin-20.500.11937-47484 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:34:34Z |
| publishDate | 2012 |
| publisher | Springer |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-474842023-02-07T08:01:22Z Using a learning environment perspective in evaluating an innovative science course for prospective elementary teachers Martin-Dunlop, Catherine Fraser, Barry Barry Fraser Kenneth Tobin Campbell McRobbie 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. 2012 Book Chapter http://hdl.handle.net/20.500.11937/47484 10.1007/978-1-4020-9041-7_84 Springer restricted |
| spellingShingle | Martin-Dunlop, Catherine Fraser, Barry Using a learning environment perspective in evaluating an innovative science course for prospective elementary teachers |
| title | Using a learning environment perspective in evaluating an innovative science course for prospective elementary teachers |
| title_full | Using a learning environment perspective in evaluating an innovative science course for prospective elementary teachers |
| title_fullStr | Using a learning environment perspective in evaluating an innovative science course for prospective elementary teachers |
| title_full_unstemmed | Using a learning environment perspective in evaluating an innovative science course for prospective elementary teachers |
| title_short | Using a learning environment perspective in evaluating an innovative science course for prospective elementary teachers |
| title_sort | using a learning environment perspective in evaluating an innovative science course for prospective elementary teachers |
| url | http://hdl.handle.net/20.500.11937/47484 |