Evaluating elementary and secondary school science learning environments in Taiwan

International Journal of Science Education

Volumn 31, Issue 7, 2009, Pages 853-872

  Wang, Jing Ru ^a   Lin, Sheau Wen ^a  

^a NATIONAL PINGTUNG UNIVERSITY   (Taiwan)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 70449585640     PISSN: 09500693     EISSN: 14645289     Source Type: Journal    
DOI: 10.1080/09500690701636361     Document Type: Article

References (39)

1. Abell, S.K., Bryan, L.A., & Anderson, M.A. (1998). Investigating preservice elementary science teacher reflective thinking using integrated media case-based instruction in elementary science teacher preparation. Science Education, 82, 491-509.
2. Administration of Education. (2002). Outlines of nine year curriculum. Taipei, Taiwan: Administra- tion of Education Press.
3. American Association for the Advancement of Science. (2003). Project 2061 math and science instruction categories and criteria. Retrieved from http://www.project2061.org/tool/textbook/mgsci/crit-used.htm.
4. Atkin, J.M., & Coffey, J.E. (2003). Everyday assessment in the science classroom. Arlington, VA: NSTA Press.
5. Bransford, J.D., Brown, A.L., & Cocking, R.R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: The National Academy Press.
6. Chen, C., Taylor, P.C., & Aldridge, J.M. (1998). Study on teachers' beliefs about science and their effect on classroom environment in junior high school. Chinese Journal of Science Education, 6(4), 383-402.
7. Duit, R., & Treagust, D.F. (2003). Conceptual change: A powerful framework for improving science teaching and learning. Internal Journal of Science Education, 25(6), 671-688.
8. Duschl, R.A. (2003). Assessment of inquiry. In J.M. Atkin & J.E. Coffey (Eds.), Everyday assessment in the science classroom (pp. 41-59). Arlington, VA: NSTA Press.
9. Duschl, R.A., & Waxman, H.C. (1991). Influencing the learning environments of student teaching. In J.B. Fraser & J.W. Herbert (Eds.), Educational environments: Evaluation, antecedents and conse- quences (pp. 255-270). New York: Pergamon Press.
10. Enger, S.K., & Yager, R.E. (2001). Assessing student understanding in science: A standards-based K-12 handbook. Thousand Oaks, CA: Corwin Press.
11. Erickson, F. (1998). Qualitative research methods for science education. In B.J. Faraser & K.G. Tobin (Eds.), International handbook of science education (pp. 1155-1173). London: Kluwer.
12. Fraser, B., McRobbie, C.J., & Giddings, G.J. (1993). Development and cross-national validation of a laboratory classroom instrument for senior high school students. Science Education, 77, 1-24.
13. Fraser, B.J. (1994). Research on classroom and school climate. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 493-541). New York: MacMillan.
14. Fraser, B.J. (1998). Science learning environment: Assessment effects and determinants. In B.J. Fraser & K.G. Tobin (Eds.), The international handbook of science education (pp. 527-564). Dordrecht, The Netherlands: Kluwer.
15. Fraser, B.J., Anderson, G.J., & Walberg, H.J. (1982). Assessment of learning environment: Manual for Learning Environment Inventory (LEI) and my class inventory (3rd version). Perth, Australia: Western Australian Institute of Technology.
16. Fraser, B.J., & Walberg, H.J. (1991). Educational environments: Evaluation, antecedents and conse- quences. New York: Pergamon Press.
17. Fullan, M., & Stiegelbauer, S. (1991). The new meaning of educational change. New York: Teachers College Press.
18. Gibbs, G. (1992). Improving the quality of student learning. Bristol, PA: Technical and Educational Service.
19. Gnaldi, M., Schagen, I., Twist, L., & Morrison, J. (2005). Attitude items and low ability students: The need for a cautious approach to interpretation. Educational Studies, 31(2), 103-113.
20. Jarvis, T., & Pell, A. (2005). Factors influencing elementary school children's attitude toward science before, during, and after a visit to the UK National Space Centre. Journal of Research in Science Teaching, 42, 53-83.
21. Jenkins, E.W., & Nelson, N.W. (2005). Important but not for me: students' attitude towards secondary school science in England. Research in Science and Technological Education, 23(1), 41-57.
22. Keeves, J.P., & Alagumalai, S. (1998). Advances in measurement in science education. In B.J. Fraser & K.G. Tobin (Eds.), International handbook of science education. Dordrecht, The Netherlands: Kluwer.
23. Lederman, N.G. (1998). The state of science education: Subject matter without context. Electric Journal of Science Education, 3(2). Retrieved February 2, 2007, from http://unr.edu/homepage/jcannon/ejse/lederman.html.
24. Lemke, J.L. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex Publishing.
25. Midgley, C., Eccles, J.S., & Feldlaufer, H. (1991). Classroom environment and the transitional to junior high school. In B.J. Fraser & H.J. Walberg (Eds.), Educational environments: antecedents and consequences (pp. 113-139). London: Pergamon.
26. Ministry of Education. (2001). The 1-9 grades school science and life technology curriculum standards. Taipei, Taiwan: Ministry of Education.
27. Osborne, J. (2003, August). Ideas, evidence and argument in science education. Keynote lecture presented at the 2003 ESERA Conference, Noordwijkhout, The Netherlands.
28. Salta, K., & Tzougraki, C. (2004). Attitudes toward chemistry among 11th grade students in high schools in Greece. Science Education, 88, 535-547.
29. Shymansky, J.A., Yore, L.D., & Anderson, J.O. (2004). Impact of a school district's science reform effort on the achievement and attitudes of third- and fourth-grade students. Journal of Research in Science Teaching, 41, 771-790.
30. Simpson, R.D., Koballa Jr., T.R., Oliver, J.S., & Crawley III, F.E. (1994). Research on the affective dimension of science learning. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 211-234). New York: MacMillan.
31. Simpson, R.D., & Oliver, J.S. (1985). Attitude toward science and achievement motivation profiles of male and female science students in grade six through ten. Science Education, 69(4), 511-526.
32. Taylor, P.C., & Fraser, B.J. (1991, April). Development of an instrument for assessing constructivist learning environments. Paper presented at the annual meeting of American Educational Research Association, Chicago, IL.
33. Taylor, P.C., Fraser, B.J., & Fisher, D.L. (1997). Monitoring constructivist classroom learning environment. International Journal of Educational Research, 27, 293-302.
34. Teh, G., & Fraser, B.J. (1994). An evaluation of computer-assisted learning environment in terms of achievement, attitudes and classroom environment. Evaluation and Research in Education, 8, 147-161.
35. Thomas, G.P. (2003). Conceptualisation, development and validation of an instrument for evaluating the metacognitive orientation of science classroom learning environments: The Metacognitive Orienta- tion Learning Environment Scale-Science (MOLES-S). Learning Environment Research, 6(2), 175-197.
36. Tobin, K., & Fraser, B.J. (1998). Qualitative and quantitative landscapes of classroom learning environments. In B.J. Fraser & K.G. Tobin (Eds.), International handbook of science education (pp. 623-640). Dordrecht, The Netherlands: Kluwer.
37. Treagust, D.F. (2003, December 16-18). Scientific literacy, meta-cognitive capabilities and explanatory frameworks. Paper presented at the International Conference on Science and Mathematics Learning. Taipei, ROC.
38. Wiggins, G., & McTighe, J. (1998). Understanding by design. London: The Falmer Press.
39. Zacharia, Z., & Barton, A.C. (2004). Urban middle-school students' attitudes toward a defined science. Science Education, 88, 197-222.