Exploring Taiwanese high school students' perceptions of and preferences for teacher authority in the earth science classroom with relation to their attitudes and achievement

International Journal of Science Education

Volumn 31, Issue 13, 2009, Pages 1811-1830

  Lee, Min Hsien ^a   Chang, Chun Yen ^a   Tsai, Chin Chung ^b  

^a NATIONAL TAIWAN NORMAL UNIVERSITY   (Taiwan)

^b NATIONAL TAIWAN UNIVERSITY OF SCIENCE AND TECHNOLOGY   (Taiwan)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 70449585658     PISSN: 09500693     EISSN: 14645289     Source Type: Journal    
DOI: 10.1080/09500690802308654     Document Type: Article

References (41)

1. Aitkin, M., & Zuzovsky, R. (1994). Multilevel interaction models and their use in the analysis of large-scale school effectiveness studies. School Effectiveness and School Improvement, 5, 45-73.
2. Aldridge, J. M., Fraser, B. J., Taylor, P. C., & Chen, C. C. (2000). Constructivist learning environments in a cross-national study in Taiwan and Australia. International Journal of Science Education, 22, 37-55.
3. Alonso-Tapia, J., & Pardo, A. (2006). Assessment of learning environment motivational quality from the point of view of secondary and high school learners. Learning and Instruction, 16, 295-309.
4. Bagozzi R. (1980). Causal modeling in marketing. New York: Wiley & Sons.
5. Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley.
6. Buzzelli, C., & Johnston, B. (2001). Authority, power, and morality in classroom discourse. Teaching and Teacher Education, 17, 873-884.
7. Chall, J. S. (2000). The academic achievement challenge: What really works in the classroom? New York: Guilford.
8. Chang, C. Y. (2003). Teaching earth sciences: Should we implement teacher-directed or student-controlled CAI in the secondary classroom. International Journal of Science Education, 25, 427-438.
9. Chang, C. -Y., Hsiao, C. -H., & Barufaldi, J. P. (2006). Preferred-actual learning environment 'spaces' and earth science outcomes in Taiwan. Science Education, 90, 420-433.
10. Chang, C. -Y., & Mao, S. -L. (1999). Comparison of Taiwan science students' outcomes with inquiry-group versus traditional instruction. The Journal of Educational Research, 92, 340-346.
11. Chang, C. -Y., & Tsai, C. -C. (2005). The interplay between different forms of CAI and students' preferences of learning environment in the secondary science class. Science Education, 89, 707-724.
12. Chou, C., & Tsai, C. -C. (2002). Developing Web-based curricula: Issues and challenges. Journal of Curriculum Studies, 34, 623-636.
13. Chuang, S. -C., & Tsai, C. -C. (2005). Preferences toward the constructivist Internet-based learning environments among high school students in Taiwan. Computers in Human Behavior, 21, 255-272.
14. Cothran, D. J., & Ennis, C. D. (1997). Students' and teachers' perceptions of conflict and power. Teaching and Teacher Education, 13, 541-553.
15. Ebenezer, J. V., & Zoller, U. (1993). Grade 10 students' perceptions of and attitudes toward science teaching and school science. Journal of Research in Science Teaching, 30, 175-186.
16. Fraser, B. J. (1998). Classroom environment instruments: Development, validity, and applications. Learning Environment Research, 1, 7-33.
17. Fraser, B. J., McRobbie, C. J., & Fisher, D. L. (1996, April). Development, validation and use of personal and class forms of a new classroom environment instrument. Paper presented at the annual meeting of the American Educational Research Association, New York.
18. Fraser, B. J., & Rentoul, A. J. (1980). Person-environment fit in open classrooms. Journal of Educational Research, 73(3), 159-167.
19. Hannafin, R. D., Burruss, J. D., & Little, C. (2001). Learning with dynamic geometry programs: perspectives of teachers and learners. Journal of Educational Research, 94, 132-144.
20. Kelloway, E. K. (1998). Using LISREL for structural equation modeling: A researcher's guide. Newbury Park, CA: Sage.
21. Kinchin, I. M. (2004). Investigating students' beliefs about their preferred role as learners. Educational Research, 46, 301-312.
22. Lee, M. -H., & Chang, C. -Y. (2004). Development and exploration of the earth science class-room learning environment instrument (in Chinese). Chinese Journal of Science Education, 12, 421-443.
23. Lee, M. -H., Johanson, R. E., & Tsai, C. -C. (2008). Exploring Taiwanese high school students' conceptions of and approaches to learning science through a structural equation modeling analysis. Science Education, 92, 191-220.
24. Lee, M. -H., & Tsai, C. -C. (2005). Exploring high school students' and teachers' preferences toward the constructivist Internet-based learning environments in Taiwan. Educational Studies, 31, 149-167.
25. Martin, M. O., Mullis, I. V. S., Gonzalez, E. J., & Chrostowski, S. J. (2004). TIMSS 2003 international science report. Boston, MA: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.
26. McConnell, D. (2000). Implementing computer supported cooperative learning. London: Kogan Page.
27. Ministry of Education. (2004). The 10-12 grades science and life technology curriculum standards. Taipei, Taiwan: Ministry of Education.
28. Opdenakker, M. C., & van Damme, J. (2006). Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice. Teaching and Teacher Education, 22, 1-21.
29. Oyler, C. (1996). Sharing authority: Student initiations during teacher-led read-alouds of information books. Teaching and Teacher Education, 12, 149-160.
30. Oyler, C., & Becker, J. (1997). Teaching beyond the progressive-traditional dichotomy: Sharing authority and sharing vulnerability. Curriculum Inquiry, 27, 453-467.
31. Perkins, D. N. (1992). Smart schools: From training memories to educating minds. New York: Maxwell Macmillan International.
32. Slaats, A., Lodewijks, H., & van der Sanden, J. (1999). Learning styles in secondary vocational education: Disciplinary differences. Learning and Instruction, 9, 475-492.
33. Staver, J. R. (1998). Constructivism: Sound theory of explicating the practice of science and science teaching. Journal of Research in Science Teaching, 35, 501-520.
34. Stevens, J. (1996). Applied multivariate statistics for the social science (3rd ed.). Mahwah, NJ: Lawrence Erlbaum.
35. Taylor, P. C., & Fraser, B. J. (1991, April). CLES: An instrument for assessing constructivist learning environments. Paper presented at the annual meeting of the National Association for Research in Science Teaching, The Abbey, Fontane, WI (pp. 1-19).
36. Tsai, C. -C. (2000). Relationships between student scientific epistemological beliefs and perceptions of constructivist learning environments. Educational Research, 42, 193-205.
37. Tsai, C. -C. (2002). Nested epistemologies: Science teachers' beliefs of teaching, learning and science. International Journal of Science Education, 24, 771-783.
38. Tsai, C. -C. (2004). Conceptions of learning science among high school students in Taiwan: A phenomenographic analysis. International Journal of Science Education, 26, 1733-1750.
39. Tynjala, P. (1998). Traditional studying for examination versus constructivist learning tasks: Do learning outcomes differ? Studies in Higher Education, 23, 173-189.
40. van Driel, J. H., Bulte, A. M. W., & Verloop, N. (2005). The conceptions of chemistry teachers about teaching and learning in the context of a curriculum innovation. International Journal of Science Education, 27, 303-322.
41. Wierstra, R. F. A., Kanselaar, G., van der Linden, J. L., Lodewijks, H. G. L. C., & Vermunt, J. A. D. (2003). The impact of the university context on European students' learning approaches and learning environment preferences. Higher Education, 45, 503-523.