• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Student and Teacher Perceptions of Teacher Immediacy Behaviors and the Influence of Teacher Immediacy Behaviors on Student Motivation to Learn Science.
【24h】

Student and Teacher Perceptions of Teacher Immediacy Behaviors and the Influence of Teacher Immediacy Behaviors on Student Motivation to Learn Science.

机译：学生和教师对教师即时行为的看法以及教师即时行为对学生学习科学动机的影响。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The National Assessment on Educational Progress signals that American students are not being adequately prepared to compete globally in an ever changing scientific society. As a result, legislation mandated that all students be assessed and show proficiency in scientific literacy beginning in Grade 4 with the reauthorization of the Elementary and Secondary Education Act of 2002 also known as No Child Left Behind. Research indicates a disturbing decline in the number of U.S. students pursuing more rigorous science courses in high school, majoring in scientific areas in college, and choosing future careers in science. With a need to improve science instruction and enhance science literacy for all students, this study focuses on immediate communication behaviors of the classroom teacher as a deciding factor in the opinions of high school students towards science. The purpose of this study was to reveal high school science student perceptions of teacher communication patterns, both verbal and nonverbal, and how they influence their motivation to learn science.;The researcher utilized a nonexperimental, quantitative research design to guide this study. Teacher and student data were collected using the Teacher Communication Behavior Questionnaire (TCBQ). The Student Motivation to Learn Instrument (SMLI) across gender, ethnicity, and socioeconomic status survey was used to evaluate student motivation in science. Participants were encouraged to be honest in reporting and sharing information concerning teacher communication behaviors.;The data revealed that teacher immediacy behaviors, both verbal and nonverbal, were perceived differently in terms of student gender, ethnicity, and socioeconomic class. The results showed that teachers who display positive communication behaviors and use challenging questioning followed with positive responses create pathways to potentially powerful relationships. These relationships between teachers and students can lead to increased student motivation and academic achievement in the science classroom.
机译：《国家教育进步评估》表明，美国学生没有为在不断变化的科学社会中进行全球竞争做好充分准备。结果，立法要求对所有学生进行评估，并从4年级开始对科学素养进行精通，并重新授权了2002年的《初等和中等教育法》，也就是“不让任何孩子落后”。研究表明，在高中学习更严格的科学课程，主修大学科学领域并选择未来科学职业的美国学生数量正在令人不安地下降。由于需要提高所有学生的科学教学水平，提高他们的科学素养，本研究关注课堂老师的即时交流行为，作为高中生对科学的看法的决定性因素。这项研究的目的是揭示高中理科学生对口头和非口头教师交流方式的理解，以及它们如何影响他们学习科学的动机。研究人员采用了非实验性的定量研究设计来指导本研究。使用教师交流行为问卷（TCBQ）收集教师和学生的数据。跨性别，种族和社会经济状况调查的学生学习动机工具（SMLI）用于评估科学方面的学生动机。鼓励参与者在报告和分享有关教师交流行为的信息时保持诚实。；数据显示，无论是语言还是非语言，教师即时行为在学生性别，种族和社会经济阶层方面的看法都不同。结果表明，表现出积极交流行为并使用具有挑战性的提问并随后做出积极回应的教师为潜在的强有力的人际关系创造了途径。老师和学生之间的这些关系可以导致科学课堂中学生的动机和学业成绩的提高。

著录项

  • 作者

    Littlejohn, Vania.;

  • 作者单位

    Gardner-Webb University.;

  • 授予单位 Gardner-Webb University.;
  • 学科 Education Teacher Training.;Education Sciences.;Education Secondary.
  • 学位 Ed.D.
  • 年度 2012
  • 页码 120 p.
  • 总页数 120
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号