Educational Productivity and Science Education within a Developing Country.

Autor/inn/en	Waldrip, Bruce G.; Giddings, Geoffrey J.
Titel	Educational Productivity and Science Education within a Developing Country.
Quelle	(1993), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Classroom Research; Developing Nations; Foreign Countries; Grade 10; High School Students; High Schools; Science Education; Science Experiments; Science Laboratories; Science Teachers; Secondary School Science; Sex Differences; Teaching Methods; Papua New Guinea + Suchen Sie Ihr Suchwort? Schulleistung; Developing country; Developing countries; Entwicklungsland; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sex difference; Geschlechtsunterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Papua-New Guinea; Papua-Neuguinea
Abstract	The study reported in this paper, combined qualitative (observation, interview and case study techniques) and quantitative (questionnaire and survey instruments) methods (n=3,182 Grade 10 students). The study (1) examined the relationship of current teaching practices to a number of variables that affected students' learning in science laboratory classrooms, (2) examined which factors affected academic success in an external science achievement examination, and (3) examined whether an education productivity model in the science education area was applicable to a developing country context, namely, Papua New Guinea. The study adapted a classroom environment instrument, the Science Laboratory and through its use demonstrated reliability. Analysis of data indicated boys had a more favorable attitude toward science than girls. Science academic achievement was related to quality and quantity of instruction, science laboratory learning environment scales, and gender. Teachers tended to prefer demonstrations to students doing experiments in small groups. Student laboratory work was highly structured. (PR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC