高一地球科學教室學習環境之初探

Abstract

The chief purpose of this study is to explore the classroom learning environment (LE) at secondary school, includes students’ preference toward classroom LE which focusing on students’ viewpoints (perceptions and fitness) and specifically dealing with student-centred and teacher-centred orientation by an alternative, transverse or macrocosmic standpoint. A pre-test post-test survey design involving 1,234 students from 34 classes enrolled in a compulsory earth science course at 14 schools was adopted. Each student responded to the earth science classroom learning environment instrument (ESCLEI) and completed the earth science learning outcomes questionnaire (ESLOQ) in summer semester from September 2003 to February 2004. We used a class as the unit of analysis in this study. The results showed that students’ preferred and perceived (actual) classroom LEs are much more oriented toward teacher-centred setting then toward the student-centred setting in both pre- and post-test, in spite of the preferred classroom LEs revealed by students’ responses on both subscales are quite similar to each other. The classroom LEs settings are chiefly teacher-centred oriented, although students were also fond of the student-centred settings and it still had a certain extent gap between their preferred and actual (perceived) classroom LEs. Students’ preferred classroom LEs on both subscales tend to regress when they were taught during a semester and their perceived (actual) classroom LEs on teacher-centred orientation have a similar outcome. It is worthy noted that students perceived (actual) much more student-centred oriented classroom LE when they were taught during a semester. Moreover, students’ person-LE fitness (PEF) on both subscales tend to regression when they were taught during a semester, especially in student-center. Results form the simple correlation (r) revealed that there were some positive relationship between classroom climate vector in student-center (CVS) and the diversities of leaning outcomes (i.e. attitude and achievement), and were no significant relationship between CVT and the diversities of learning outcomes. It seem to indicate that the diversities of learning outcomes were tended to increase which if teacher didn’t fitted for students’ perceptions on student-centred orientations in light of current study. Overall, this study revealed the present structure of classroom LE at the secondary school earth science classroom, and it also revealed students’ perceptions and the fitness in classroom LE. Principals and supervisors may use it to help teacher improve their classroom environments. It is noted, however, that there were some relationships between CV and diversity of learning outcomes; it still needed some further investigations to interpret the data given form present study.The chief purpose of this study is to explore the classroom learning environment (LE) at secondary school, includes students’ preference toward classroom LE which focusing on students’ viewpoints (perceptions and fitness) and specifically dealing with student-centred and teacher-centred orientation by an alternative, transverse or macrocosmic standpoint. A pre-test post-test survey design involving 1,234 students from 34 classes enrolled in a compulsory earth science course at 14 schools was adopted. Each student responded to the earth science classroom learning environment instrument (ESCLEI) and completed the earth science learning outcomes questionnaire (ESLOQ) in summer semester from September 2003 to February 2004. We used a class as the unit of analysis in this study. The results showed that students’ preferred and perceived (actual) classroom LEs are much more oriented toward teacher-centred setting then toward the student-centred setting in both pre- and post-test, in spite of the preferred classroom LEs revealed by students’ responses on both subscales are quite similar to each other. The classroom LEs settings are chiefly teacher-centred oriented, although students were also fond of the student-centred settings and it still had a certain extent gap between their preferred and actual (perceived) classroom LEs. Students’ preferred classroom LEs on both subscales tend to regress when they were taught during a semester and their perceived (actual) classroom LEs on teacher-centred orientation have a similar outcome. It is worthy noted that students perceived (actual) much more student-centred oriented classroom LE when they were taught during a semester. Moreover, students’ person-LE fitness (PEF) on both subscales tend to regression when they were taught during a semester, especially in student-center. Results form the simple correlation (r) revealed that there were some positive relationship between classroom climate vector in student-center (CVS) and the diversities of leaning outcomes (i.e. attitude and achievement), and were no significant relationship between CVT and the diversities of learning outcomes. It seem to indicate that the diversities of learning outcomes were tended to increase which if teacher didn’t fitted for students’ perceptions on student-centred orientations in light of current study. Overall, this study revealed the present structure of classroom LE at the secondary school earth science classroom, and it also revealed students’ perceptions and the fitness in classroom LE. Principals and supervisors may use it to help teacher improve their classroom environments. It is noted, however, that there were some relationships between CV and diversity of learning outcomes; it still needed some further investigations to interpret the data given form present study.