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The impact of pedagogical practice on student interest in elementary science classrooms.

机译：教学实践对基础科学课堂中学生兴趣的影响。

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摘要

Using a mixed-method design, the purpose of this research was to understand interest in the elementary science classroom as affected by different teaching methods. Of particular concern was the state of interest in junior level (Grades 4-6) science classrooms. Research conducted on science interest and attitudes toward science has identified significant declines in student interest and engagement across grade levels. To remedy these concerns, it has become imperative that researchers and science educators gain a greater understanding of the growing literature in the field of interest and how this research might improve student engagement, especially at the elementary level.;Questionnaires were administered to 178 students from Grades 4-6 measuring their individual interest in science, the frequency at which they were exposed to different teaching methods in science, and the level of interest they held for each instructional approach in science class. In addition, student interviews were conducted with six students from both genders representing each grade to better understand what makes for interesting and effective teaching of science in the eyes of the students. The quantitative and qualitative components yielded largely similar findings. Results indicated that passive learning tasks, such as written work and note taking, became less popular as grade level increased, that female students maintained a greater interest in passive learning tasks than males, and that passive learning tasks had the greatest impact on predicting student interest in science. Furthermore, students reported that they were best engaged by instructional strategies that were characterized by experimentation, cooperation, relevance, and novelty. These results were used to shed light on previous research in the field, and to suggest directions for future research and practice.
机译：使用混合方法设计，本研究的目的是了解受不同教学方法影响的对基础科学课堂的兴趣。特别令人关注的是初中（4-6年级）科学教室的兴趣状态。有关科学兴趣和对科学态度的研究已发现，各个年级的学生兴趣和参与度均显着下降。为了解决这些问题，研究人员和科学教育工作者必须对感兴趣的领域日益增长的文献以及这项研究如何提高学生的参与度，尤其是在小学阶段的学习有更深入的了解。178名来自4-6年级衡量他们对科学的个人兴趣，他们接触不同的科学教学方法的频率以及他们对每种科学教学方法所持的兴趣水平。此外，对来自各个年级的六个性别的六名学生进行了学生访谈，以更好地了解在学生眼中有趣而有效的科学教学的原因。定量和定性成分得出的结果基本相似。结果表明，随着年级的提高，诸如书面作业和笔记等被动学习任务变得越来越不受欢迎，女生对被动学习任务的兴趣要高于男性，而且被动学习任务对预测学生兴趣的影响最大。在科学上。此外，学生报告说，他们最喜欢采用以实验，合作，相关性和新颖性为特征的教学策略。这些结果被用来阐明该领域以前的研究，并为将来的研究和实践提供指导。

著录项

  • 作者

    Groen, Jovan F.;

  • 作者单位

    Queen's University (Canada).;

  • 授予单位 Queen's University (Canada).;
  • 学科 Education Sciences.
  • 学位 M.Ed.
  • 年度 2009
  • 页码 140 p.
  • 总页数 140
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 自然科学教育与普及;
  • 关键词

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