A comparative study of problem-based and lecture-based teaching in form 1 : metacognitive orientation of the science learning environment and student achievement

2003 ◽  
Author(s):  
Kin-hang Wong
Keyword(s):  
Student Achievement ◽  
Learning Environment ◽  
Comparative Study ◽  
Science Learning ◽  
Metacognitive Orientation ◽  
Science Learning Environment

scholarly journals Gender Dependency and Cultural Independency of Science Interest in an Open and Distant Science Learning Environment

2009 ◽  
Vol 10 (2) ◽  
Author(s):  
Ayelet Baram-Tsabari ◽  
Alaa Kaadni Kaadni
Keyword(s):  
Learning Environment ◽  
Gender Equity ◽  
Gender Gap ◽  
Science Learning ◽  
Middle Eastern ◽  
Age Groups ◽  
Science Interest ◽  
Science Interests ◽  
Religious Aspects ◽  
Science Learning Environment

This study aims to describe the similarities and differences in the science interests of males and females from Israeli and Arab Middle Eastern countries, as derived from over 1,000 science questions sent to an international ask-a-scientist site. Our findings indicate that while the stereotypical gender gap in interest persists, and significant differences were found between the age groups, no significant differences were found between science questions that were sent by Israelis and Arabs. Furthermore, no correlation was found between female participation and the state of gender equity in the country, and only 1% of the questions made any reference to country-specific, local, or religious aspects. One may conclude that science interests are gender- and age-dependent but culturally-independent in this asynchronous, open and distant science learning environment. Further research is needed in order to determine if this is a genuine attribute of science interest in ODL environments or an outcome of the digital divide in the region.

Learning Style and Students’ Achievement in Science

2014 ◽  
Vol 7 (1) ◽  
Author(s):  
FRANCIS C. BUSILAOCO ◽  
SHARON R. LAO
Keyword(s):  
Student Achievement ◽  
Learning Environment ◽  
Learning Styles ◽  
Learning Style ◽  
Science Learning ◽  
Survey Questionnaire ◽  
Visual Learners ◽  
Correlational Method ◽  
Significant Bearing ◽  
The Way

Educators assert that students have various learning styles. In most cases, whatis being taught has less impact on learners’ achievement than the way materialsare presented. In other words, learning style makes an important component inthe learning environment. The Learning Style Survey Questionnaire employed inthis study appears to be a viable tool to determine students’ learning style. Thisstudy investigated the learning styles and achievement in science of 288 students.Findings reveal that most of the students were visual learners. Results also showthat the students possessed average competencies in science. Furthermore, resultssuggest that learning style has no significant bearing on achievement in science.Keywords: Science, learning style, student achievement, descriptive correlational method,Philippines

Constructing a Collaborative Critique-Learning Environment for Exploring Science Through Improvisational Performance

2016 ◽  
Vol 54 (9) ◽  
pp. 1319-1348 ◽  
Author(s):  
Christopher G. Wright
Keyword(s):  
Science Education ◽  
Learning Environment ◽  
Black Male ◽  
Teaching And Learning ◽  
Science Learning ◽  
Learning Science ◽  
Design Experiment ◽  
Pedagogical Choices ◽  
Urban Contexts ◽  
Science Learning Environment

This exploratory design experiment investigates Black male youth’s participation in a science-learning environment designed to conceptualize the practice of critique as improvisational performance. The research highlights the young men’s deployment of a linguistic practice, signifying, used to co-construct and enact the practice of collaborative critique. Implications include calling for the continued reimagining of teaching and learning science within urban contexts, including the need for educators to develop the required skills for recognizing and building upon students’ potential resources. The theoretical and pedagogical choices incorporated in this study contrasts often-utilized discourses of deficiency associated with science education in urban contexts.

scholarly journals Fifth Graders' Flow Experience in a Digital Game-Based Science Learning Environment

2014 ◽  
Vol 5 (2) ◽  
pp. 69-86 ◽  
Author(s):  
Meixun Zheng ◽  
Hiller A. Spires
Keyword(s):  
Learning Environment ◽  
Game Design ◽  
Science Learning ◽  
Flow Experience ◽  
Science Content ◽  
Personal Factors ◽  
Learning Gains ◽  
Design Features ◽  
Content Learning ◽  
Science Learning Environment

This mixed methods study examined 73 5th graders' flow experience in a game-based science learning environment using two gameplay approaches (solo and collaborative gameplay). Both survey and focus group interview findings revealed that students had high flow experience; however, there were no flow experience differences that were contingent upon gameplay approaches. Results identified four game design features and student personal factors (reading proficiency) that significantly impacted student game flow experience. Students made significant science content learning gains as a result of gameplay, but game flow experience did not predict learning gains. The study demonstrated that the game was effective in supporting students' flow experience and science content learning. The findings indicated that the adapted game flow experience survey provided a satisfactory measure of students' game flow experience. The results also have implications for educational game design, as game design features that significantly contributed to students' flow experience were identified.

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