Exploring Taiwanese High School Students' Perceptions of and Preferences for Teacher Authority in the Earth Science Classroom with Relation to Their Attitudes and Achievement

Autor/inn/en	Lee, Min-Hsien; Chang, Chun-Yen; Tsai, Chin-Chung
Titel	Exploring Taiwanese High School Students' Perceptions of and Preferences for Teacher Authority in the Earth Science Classroom with Relation to Their Attitudes and Achievement
Quelle	In: International Journal of Science Education, 31 (2009) 13, S.1811-1830 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Student Attitudes; Earth Science; Correlation; Foreign Countries; Cultural Influences; Teacher Student Relationship; Educational Researchers; High School Students; Power Structure; Science Instruction; Secondary School Science; Science Achievement; Teacher Role; Questionnaires; Factor Analysis; Test Validity; Test Reliability; Learner Controlled Instruction; Asian Culture; Educational Environment; Taiwan + Suchen Sie Ihr Suchwort? Schülerverhalten; Earth sciences; Geowissenschaften; Korrelation; Ausland; Cultural influence; Kultureinfluss; Teacher student relationships; Lehrer-Schüler-Beziehung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerrolle; Fragebogen; Faktorenanalyse; Testvalidität; Testreliabilität; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Educational researchers have suggested that the tension between the learner-centred and teacher-centred pedagogies represents a real classroom issue that influences teaching and learning. This issue may be particularly significant in East-Asian countries such as Taiwan due to some cultural influences. For example, teacher authority is highly valued in the culture. Accordingly, the present study aims to develop a questionnaire--the Teacher Authority Survey (TAS), with actual and preferred versions--to explore students' perceptions/preferences regarding teacher authority in the earth science course. The relationships among students' perceptions/preferences for teacher authority, learning attitudes, and learning achievements were investigated. Six hundred and seventeen Taiwanese high school students were administered the TAS, the earth science attitudinal questionnaire, and achievement assessment. Both exploratory and confirmatory factor analyses indicated that the TAS developed in this study has satisfactory validity and reliability measures. Correlation analysis indicated that the classrooms more oriented to learner-centredness were correlated with more favourable attitudes toward learning. Moreover, three clusters of preferred teacher authority--namely, teacher-centred authority, uncertain authority, and sharing authority--were identified. Students who preferred sharing authority tended to have more favourable learning attitudes, whereas students in the uncertain authority group seemed to have lower earth science attitudes and achievements. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10