Learning Environments Associated with Technology-Based Science Classrooms for Gifted Singaporean Females

Autor/inn/en	Pramathevan, G. Sundari; Fraser, Barry J.
Titel	Learning Environments Associated with Technology-Based Science Classrooms for Gifted Singaporean Females
Quelle	In: Learning Environments Research, 23 (2020) 2, S.195-215 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-019-09292-z
Schlagwörter	Foreign Countries; Academically Gifted; Educational Environment; Science Instruction; Educational Technology; Technology Uses in Education; Grade 9; Grade 10; High School Students; High School Teachers; Student Attitudes; Teacher Attitudes; Laptop Computers; Teaching Methods; Cooperation; Computer Use; Formative Evaluation; Questionnaires; Test Validity; Test Reliability; Predictive Validity; Singapore + Suchen Sie Ihr Suchwort? Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Lehrerverhalten; Laptop computer; Laptop; Computer; Digitalrechner; Teaching method; Lehrmethode; Unterrichtsmethode; Co-operation; Kooperation; Fragebogen; Testvalidität; Testreliabilität; Singapur
Abstract	Because there has been very little past research into gifted students' science learning environments, especially in Singapore, we selected from four established questionnaires six learning environment scales that are consistent with Van Tassel-Baska and Stambaugh's guidelines for gifted education. These scales were modified slightly to enhance suitability for the target population and refined further based on feedback from teachers and students in a pilot study. Data from administration of the questionnaires to 722 gifted science students in grades 9 and 10 were analysed to provide support for the questionnaire's factorial validity, internal consistency reliability, ability to differentiate between classrooms, and predictive validity (in terms of associations with self-efficacy). To evaluate a new one-student one-laptop program being implemented for the first time, we compared the learning environments of this program with regular classrooms and found higher levels of perceived investigation, task orientation, collaboration, computer usage and formative assessment in technology-based classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01