Student Perceptions of Learning Environment in Curriculum of “Science and Life Technology”

• Main Authors: Ching-Ling Su, 蘇敬菱
• Other Authors: Kuo-Hua Wang
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/29832149062458908713

碩士 === 國立彰化師範大學 === 科學教育研究所 === 91 === The purpose of this study was to investigate on students’ perceptions of learning environment in the curriculum of “Science and Life Technology” in Taiwan ,and to determine factors that might influence students’ perceptions of learning environment. The sample includes twenty-seven classes of seventh grade students (N=935).A combination of quantitative and qualitative data collection and analysis was used in this study. ”What Is Happening in This Class ?” (WIHIC) , “The Student Perceptions of Teachers’ Knowledge” (SPOTK) & “Attitudes to Science”(AS) questionnaires were used to explore students’ perceptions of learning environment. There were three times of questionnaire investigations, the date schedule were 2002/11,2003/01 and 2003/04.The qualitative data were collected by using classroom observation ,videotaping , and interviews. Two science teachers and their classes were observed. The study finds that students’ perception of learning environment reported positive response through three questionnaires and significant increasing. Students perceived significant different at all domains of the WIHIC in the curriculum of “Science and Life Technology” .Students perceived significant different at “Representational Repertoire” and “Instructional Repertoire” ,but unchanged at “Subject Matter Knowledge” and “Knowledge of Students’ Understanding”. Students’ attitudes to science reported unchanged response through three times of questionnaire investigations. The study also finds that no significant difference in students’ learning environment perceptions between the curriculum of “Science and Life Technology” and traditional science. The study also finds that students’ perception of learning environment varied with such factors as location of school , science teacher sex , student sex , teacher background , textbook.