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Students' Perceptions of Environmental-Based Inquiry Experiences

机译：学生对基于环境的探究经历的看法

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摘要

The purpose of this study was to investigate student perceptions of inquiry-based pedagogy within the context of learning about environmental concepts and issues. The study was descriptive in nature and employed a single group, pretest-posttest design, surveying 367 students. The chi-square analysis indicated that 17 of the 29 survey items were answered in a statistically different manner. This suggests that students perceived the environmental inquiry-based experiences to be nontraditional in the approach to teaching and assessment and to emphasize scientific investigations. Students, however, did not perceive science learning to be different from that of past science experiences. Implications to science instruction and teacher professional development are discussed.
机译：这项研究的目的是在学习环境概念和问题的背景下，调查学生对基于询问的教学法的看法。该研究具有描述性，采用了一个小组，即前测后测设计，对367名学生进行了调查。卡方分析表明，在29个调查项目中有17个以统计学上不同的方式回答。这表明学生在教学和评估方法中强调基于环境探究的经验是非传统的，并强调科学研究。但是，学生并没有认为科学学习与以往的科学经验有所不同。讨论了对科学教学和教师专业发展的影响。

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