Learning Environment, Student Attitudes and Effects of Students' Sex and Other Science Study in Environmental Science Classes.

Autor/inn/en	Henderson, David G.; Fisher, Darrell L.; Fraser, Barry J.
Titel	Learning Environment, Student Attitudes and Effects of Students' Sex and Other Science Study in Environmental Science Classes.
Quelle	(1998), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Environment; Course Selection (Students); Educational Strategies; Environmental Education; Foreign Countries; High Schools; Interest Inventories; Learning Theories; Science Education; Sex Differences; Student Attitudes; Australia + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Course selection; Student; Students; Kurswahl; Lehrstrategie; Umweltbildung; Umwelterziehung; Umweltpädagogik; Ausland; High school; Oberschule; Interest profile; Interessenprofil; Learning theory; Lerntheorie; Naturwissenschaftliche Bildung; Sex difference; Geschlechtsunterschied; Schülerverhalten; Australien
Abstract	This study reports the first use of classroom learning environment questionnaires involving students in senior high school environmental science classes. The three objectives of the study were to measure students' perceptions of aspects of their learning environment in environmental science classrooms by means of the Environmental Science Learning Environment Inventory (ESLEI), to investigate associations between students' perceptions of their classroom learning environment and students' attitudinal outcomes, and to investigate differences in student perceptions based on the students' gender and whether they were studying another science course. Results indicate that of the five aspects of environmental science students' learning environments measured in this study, student cohesion, involvement, and task orientation were found to be the most strongly associated with positive attitudinal outcomes. Contains 35 references. (DDR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC