Student Perceptions of Chemistry Laboratory Learning Environments, Student-Teacher Interactions and Attitudes in Secondary School Gifted Education Classes in Singapore

Autor/inn/en	Lang, Quek Choon; Wong, Angela F. L.; Fraser, Barry J.
Titel	Student Perceptions of Chemistry Laboratory Learning Environments, Student-Teacher Interactions and Attitudes in Secondary School Gifted Education Classes in Singapore
Quelle	In: Research in Science Education, 35 (2005) 2-3, S.299-321 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-005-0093-9
Schlagwörter	Foreign Countries; Classroom Environment; Gender Differences; Chemistry; Academically Gifted; Student Attitudes; Secondary School Students; Teacher Student Relationship; Secondary School Science; Science Laboratories; Test Validity; Test Reliability; Science Teachers; Singapore; Questionnaire on Teacher Interaction + Suchen Sie Ihr Suchwort? Ausland; Klassenklima; Unterrichtsklima; Geschlechterkonflikt; Chemie; Schülerverhalten; Sekundarschüler; Teacher student relationships; Lehrer-Schüler-Beziehung; Testvalidität; Testreliabilität; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Singapur
Abstract	This study investigated the chemistry laboratory classroom environment, teacher-student interactions and student attitudes towards chemistry among 497 gifted and non-gifted secondary-school students in Singapore. The data were collected using the 35-item Chemistry Laboratory Environment Inventory (CLEI), the 48-item Questionnaire on Teacher Interaction (QTI) and the 30-item Questionnaire on Chemistry-Related Attitudes (QOCRA). Results supported the validity and reliability of the CLEI and QTI for this sample. Stream (gifted versus non-gifted) and gender differences were found in actual and preferred chemistry laboratory classroom environments and teacher-student interactions. Some statistically significant associations of modest magnitude were found between students' attitudes towards chemistry and both the laboratory classroom environment and the interpersonal behaviour of chemistry teachers. Suggestions for improving chemistry laboratory classroom environments and the teacher-student interactions for gifted students are provided. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10