Effects of Classroom Instructional Strategies and Self-Beliefs on Science Achievement of Elementary-School Students in Japan: Results from the TIMSS 2003 Assessment

Autor/in	House, J. Daniel
Titel	Effects of Classroom Instructional Strategies and Self-Beliefs on Science Achievement of Elementary-School Students in Japan: Results from the TIMSS 2003 Assessment
Quelle	In: Education, 129 (2008) 2, S.259-266 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1172
Schlagwörter	Educational Strategies; Science Achievement; Science Tests; Learning Strategies; Cooperative Learning; Active Learning; Foreign Countries; Teaching Methods; Self Concept; Beliefs; Elementary School Science; Elementary School Students; Science Instruction; Student Attitudes; Attitude Measures; Grade 4; Japan + Suchen Sie Ihr Suchwort? Lehrstrategie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kooperatives Lernen; Aktives Lernen; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Belief; Glaube; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	There is evidence that student beliefs about science and classroom instructional strategies are related to achievement outcomes. This study was designed to examine relationships between student beliefs about science, instructional activities, and science achievement of elementary-school students in Japan. Students included in this analysis were 4,006 students from the TIMSS 2003 Population 1 (9-year-olds) International Sample from Japan. Variance estimation techniques for complex sampling designs were employed in this study. Cooperative learning activities and active learning strategies were positively associated with science achievement. In addition, these findings indicated that student beliefs about science were significantly related to achievement, even after considering the effects of teaching activities. Students who held positive beliefs about their science ability earned higher test scores while students who expressed negative comparisons of themselves to other students showed lower science test scores. These results indicate that science beliefs and instructional activities should be examined simultaneously when assessing factors related to science achievement. (Contains 1 table.) (As Provided).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/education.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10