An Exploration of the Potential Impact of the Integrated Experiential Learning Curriculum in Beijing, China

Autor/inn/en	Zhang, Danhui; Campbell, Todd
Titel	An Exploration of the Potential Impact of the Integrated Experiential Learning Curriculum in Beijing, China
Quelle	In: International Journal of Science Education, 34 (2012) 7, S.1093-1123 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2011.625057
Schlagwörter	Teacher Effectiveness; Educational Environment; Outcome Measures; Experiential Learning; Student Attitudes; Science and Society; Foreign Countries; Science Instruction; Citizenship; Teacher Attitudes; Educational Change; Elementary School Students; Elementary School Teachers; Multiple Regression Analysis; Scores; Science Education; Active Learning; Inquiry; Scientific Literacy; Outcomes of Education; Control Groups; Experimental Groups; Pretests Posttests; Regression (Statistics); China; China (Beijing) + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Experiental learning; Erfahrungsorientiertes Lernen; Schülerverhalten; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Staatsbürgerschaft; Lehrerverhalten; Bildungsreform; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Aktives Lernen; Lernleistung; Schulerfolg; Regression; Regressionsanalyse
Abstract	This study examines the effectiveness of the Integrated Experiential Learning Curriculum (IELC) in China. This curriculum was developed to engage Chinese elementary students in science to cultivate a scientifically literate society by focusing science instruction on practical applications of scientific knowledge. Cornerstones of the approach adopted are scientific inquiry and Science-Technology-Society instruction. An experimental IELC (n = 7 teachers; n = 201 students) group and control non-IELC (n = 6 teachers; n = 184 students) group of elementary teachers and students were studied to determine whether significant differences could be found over a one-year intervention period. Pre- and post-measures were used to track teachers' attitude about teaching science and student attitude about science as well as student citizenship beliefs. Additionally, post-measures of student attitude toward the learning environment and teacher quality classroom observations were made of both teacher groups. Sequential (or hierarchical) ordinary least-squares regression analyzes were conducted to investigate which factors influenced teacher attitudes about the initial three outcome measures investigated (i.e. teacher attitude about teaching science, student attitude about science, and student citizenship beliefs), an independent "t"-test was conducted to investigate differences in student attitude toward the learning environment, and descriptive statistics were used to investigate teacher quality across the two groups. Based on the findings, the IELC has shown promise for improving teachers' attitudes about teaching science and their teaching quality. When considering student measures, the IELC (1) improved students' attitude toward science, (2) their citizen beliefs, and (3) their attitudes about the learning environment. (Contains 13 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10