Combining Qualitative and Quantitative Approaches in a Cross-National Study of Learning Environment in Taiwan and Australia.

Autor/inn/en	Tuan, Hsiao-lin; Chang, Huey-Por; Wang, Kuo-Hua; Treagust, David F.
Titel	Combining Qualitative and Quantitative Approaches in a Cross-National Study of Learning Environment in Taiwan and Australia.
Quelle	(1998), (18 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Concept Formation; Educational Strategies; Foreign Countries; High Schools; Knowledge Base for Teaching; Qualitative Research; Relevance (Education); Science Instruction; Science Teachers; Statistical Analysis; Student Attitudes; Student Evaluation; Theory Practice Relationship; Australia; Taiwan + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Lehrstrategie; Ausland; High school; Oberschule; Teaching theory; Theory of teaching; Unterrichtstheorie; Qualitative Forschung; Relevance; Relevanz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Statistische Analyse; Schülerverhalten; Schulnote; Studentische Bewertung; Theorie-Praxis-Beziehung; Australien
Abstract	This study compares the results of Australian and Taiwanese Grade 10 students (N=2959) on the Students' Perceptions of Teacher Knowledge (SPOTK) questionnaire. The purposes of this paper are to quantitatively compare the mean scores of each item in the two countries and to use qualitative research methods involving classroom observations and interviews of students (N=64) to gain insight into students' reasons for their responses to the questionnaire. Interviews are based on questionnaire items that showed statistically significant differences in scores between Taiwan and Australia. Findings indicate that Taiwanese teachers prefer using verbal illustrations to teach science concepts, provide less help to students in extending their science learning to daily life, concentrate on scientific theories and principles, constantly monitor students' learning, and reinforce students' memorization and calculating ability more than the Australian science teachers. Contains 19 references. (DDR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC