Impact of science-technology learning environment characteristics on learning outcomes: Pupils' perceptions and gender differences

Learning Environments Research

Volumn 7, Issue 3, 2004, Pages 271-293

  Doppelt, Yaron ^a  

^a UNIVERSITY OF PITTSBURGH   (United States)

Author keywords

Assessment; Computer usage; Laboratory experiments; Learning environments research; Science technology; Team projects

Indexed keywords

EID: 15544362548     PISSN: 13871579     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10984-004-3297-4     Document Type: Article

References (35)

1. Aldridge, J. M., Fraser, B. J., & Huang, T.-C. I. (1999). Investigating classroom environments in Taiwan and Australia with multiple research methods. Journal of Educational Research, 93, 48-62.
2. Barak, M., & Doppelt, Y. (1999). Integrating the CoRT program for creative thinking into a project-based technology curriculum. Research in Science and Technological Education, 17(2), 139-151.
3. Barak, M., & Doppelt, Y. (2000). Using portfolios to enhance creative thinking. Journal of Technology Studies, 26(2), 16-24.
4. Barak, M., Eisenberg, E., & Harel, O. (1995). 'What's in the calculator?' An introductory project for technology studies. Research in Science & Technological Education, 12(2), 147-154.
5. Barak, M., & Waks, S. (1997). An Israeli study of longitudinal in-service training of mathematics science and technology teachers. Journal of Education for Teaching, 23(2), 179-190.
6. Barak, M., Waks, S., & Doppelt, Y. (2000). Majoring in technology studies at high school and fostering learning. Learning Environment Research, 3, 135-158.
7. Barlex, D. (1994). Organising project work. In R Banks (Ed.), Teaching technology (pp. 124-143). London: Routledge.
8. Barlex, D. (2002). The relationship between science and design & technology in the secondary school curriculum in England. In I. Mottier & J. M. De Vries (Eds.), Technology Education in the Curriculum: Relationships with Other Subjects. Proceedings, PATT-12 Conference, Columbus, OH, March 2002 (pp. 3-12). Available from http://www.iteawww.org/D4c.html
9. Barlex, D., & Pitt, J. (2001, August). Is it possible to change the relationship between science and technology in secondary schools? Paper presented at IDATER 2001 Conference, Loughborough, UK.
10. De Vries, M. J. (1996). Technology education: Beyond the "technology is applied science" paradigm. Journal of Technology Education, 8(1), 7-15.
11. De Vries, M. J. (1997). Science, technology and society: A methodological perspective. International Journal of Technology and Design Education, 7, 21-32.
12. Doppelt, Y. (2003). Implementation and assessment of project-based learning in a flexible environment. International Journal of Technology and Design Education, 13, 255-272.
13. Doppelt, Y. (2004). Science-technology learning environment: Teachers' and pupils' perceptions. Manuscript in preparation.
14. Doppelt, Y. (in press). Assessment of project-based learning in a MECHATRONICS context. Journal of Technology Education.
15. Doppelt, Y., & Barak, M. (2002). Pupils identify key aspects and outcomes of a technological learning environment. Journal of Technology Studies, 28(1), 12-18.
16. Fraser, B. J. (1998a). The birth of a new journal: Editor's introduction. Learning Environment Research, 1, 1-5.
17. Fraser, B. J. (1998b). Science learning environments: Assessment, effects and determinants. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 527-564). Dordrecht, The Netherlands: Kluwer.
18. Fraser, B. J., Giddings, J. G., & McRobbie, J. C. (1995). Evolution and validation form of an instrument for assessing science laboratory classroom environments. Journal of Research in Science Teaching, 32(4), 399-422.
19. Gardner, P. (1997). The roots of technology and science: A philosophical and historical view. International Journal of Technology and Design Education, 7, 13-20.
20. Harari, H. (1992). A Report of the Committee for Science and Technology Education (in Hebrew). Jerusalem: Israel Ministry of Education.
21. Henderson, D., Fisher, D., & Fraser, B. J. (2000). Interpersonal behavior, laboratory learning environments and student outcomes in senior biology classes. Journal of Research in Science Teaching, 37(1), 26-43.
22. Hofstein, A., Cohen, I., & Lazarowitz, R. (1996). The learning environment of high school students in chemistry and biology laboratories. Research in Science & Technological Education, 14(1), 103-116.
23. Linn, C. M., & Eylon, B.-S. (2000). Knowledge integration and displaced volume. Journal of Science Education and Technology, 9(4), 287-310.
24. Novak, J. D., Gowin, D. B., & Johansen, G. T. (1983). The use of concept mapping and knowledge via mapping with junior high-school science students. Science Education, 67(5), 625-645.
25. Pedretti, E., Mayer-Smith, J., & Woodrow, J. (1998). Technology, text and talk: Students' perspectives on teaching and learning in a technology enhanced secondary science classroom. Science Education, 82(5), 569-589.
26. Resnick, M., & Ocko, S. (1991). LEGO/Logo: Learning through and about design. In I. Harel & S. Papert (Eds.), Constructionism (pp. 141-150). Norwood, NJ: Ablex Publishing Corporation.
27. Roth, W. M. (2001). Learning science through technological design. Journal of Research in Science Teaching, 38(7), 768-790.
28. Roth, W. M., & Surry, C. (1999). Student self-evaluations of open-ended projects in a grade 9 science classroom. Research in Science Education, 29(4), 431-443.
29. Seiler, G., Tobin, K., & Sokolic, J. (2001). Design, technology and science: Sites for learning, resistance, and social reproduction in urban schools. Journal of Research in Science Teaching, 38(7), 746-767.
30. Waks, S. (1994). Science-technology dimensions in physics education: Prospects and impacts. Physics Education, 29, 64-70.
31. Waks, S. (1995). Curriculum design: From an art towards a science. Hamburg, Germany: Tempus Publications.
32. Waks, S., & Doppelt, Y. (2002, August). A system perspective on evaluating an educational programme - Synergy of assessment components. Paper presented at the Northumbria International Research Conference in Assessment, Northumbria University, Longhirst, UK.
33. Welch, M., Barlex, D., & Lim, H. S. (2000). Sketching: Friend or foe to the novice designer? International Journal of Technology and Design Education, 10, 125-148.
34. Wong, F. L. A., & Fraser, B. J. (1996). Environment-attitude associations in the chemistry laboratory classroom. Research in Science & Technological Education, 14(1), 91-102.
35. Yager, R. E. (1996). Science/technology/society: As reform in science education. Albany, NY: State University of New York Press.