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Preferred–actual learning environment “spaces” and earth science outcomes in Taiwan
Author(s) -
Chang ChunYen,
Hsiao ChienHua,
Barufaldi James P
Publication year - 2006
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.20125
Subject(s) - mathematics education , psychology , science education , subject matter , science learning , perception , learning environment , space (punctuation) , pedagogy , computer science , curriculum , neuroscience , operating system
This study examines the possibilities of differential impacts on students' earth science learning outcomes between different preferred–actual learning environment spaces by using a newly developed ESCLEI (Earth Science Classroom Learning Environment Instrument). The instrument emphasizes three simultaneously important classroom components: content, method, and assessment with both student‐centered and teacher‐centered scales embedded. Findings suggest that preferred–actual space (PAS match ) between posttreatment perceptions and pretreatment preferences accounted for a more substantial and statistically significant amount of learning outcomes in terms of students' attitudes toward the subject matter with greater than large effect size, concerning practical significance in the actual earth science classroom. These findings suggest that earth science instruction in the secondary schools should bridge the gap between students' preferred/perceived learning environment with the aim to enhance their learning outcomes. © 2006 Wiley Periodicals, Inc. Sci Ed 90 :420–433, 2006