Research and Teaching: Does the Classroom Matter? How the Physical Space Affects Learning in Introductory Undergraduate Science Courses

Autor/inn/en	Young, Kaisa E.; Young, Chadwick H.; Beyer, Adam
Titel	Research and Teaching: Does the Classroom Matter? How the Physical Space Affects Learning in Introductory Undergraduate Science Courses
Quelle	In: Journal of College Science Teaching, 46 (2017) 6, S.80-87 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Undergraduate Study; Introductory Courses; College Science; School Space; Student Surveys; Class Size; Academic Achievement; Learner Engagement; Attendance; Teaching Methods; Lecture Method; Statistical Analysis; Large Group Instruction; Small Group Instruction; Comparative Analysis; Astronomy; Physics; Geology; Science Instruction; Conventional Instruction + Suchen Sie Ihr Suchwort? Grundstudium; Einführungskurs; Schulraum; Schülerbefragung; Klassengröße; Schulleistung; Anwesenheit; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Astronomie; Physik; Historische Geologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	We compare student learning and perception data from astronomy, physics, and geology courses taught in a traditional classroom with individual desks to the same classes taught in a large auditorium. In a large student sample (1,593 students), there is no clear difference between rooms in measures of failure rates or average final grades. However, the percentage of students with poor attendance was significantly higher in the auditorium than in the classroom (33% vs. 28%), and differences in the retention rates suggest the traditional classroom setting may provide more accountability and encourage commitment to the course. A perception survey of 189 students in the large sample indicated that the size of the auditorium hampered the students' ability to hear their peers. Survey respondents also preferred the classroom for small group interactions. We suggest that weaker students' engagement may be negatively impacted by the more anonymous auditorium environment. (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01