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研究生: 李旻憲
Min-Hsien Lee
論文名稱: 高一地球科學教室學習環境之初探
Exploring the Tenth Grade Earth Science Classroom Learning Environment in the Secondary School
指導教授: 張俊彥
Chang, Chun-Yen
學位類別: 碩士
Master
系所名稱: 地球科學系
Department of Earth Sciences
論文出版年: 2004
畢業學年度: 92
語文別: 英文
論文頁數: 86
中文關鍵詞: 地球科學教室學習環境中等學校學習成效教師中心學生中心
英文關鍵詞: Earth Science, Classroom Learning Environment, Secondary School, Learning Outcome, Teacher-center, Student-center
論文種類: 學術論文
相關次數: 點閱:161下載:23
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  • 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.

    Chapter 1. Introduction 1-1. Background...................................................................................1 1-2. Purpose of the Study.....................................................................3 1-3. Importance of the Study...............................................................4 1-4. Definition of Terms......................................................................5 Chapter 2. Literature Review 2-1. Importance of the Classroom Learning Environment..............6 2-2. Student-centred or Teacher-centred Classroom Learning Environment..................................................................................9 2-3. The potential property of the preference of classroom LE..................................................................................................11 Chapter 3. Method 3-1. Participants.....................................................................................13 3-2. Instrument 3-2-1. The Earth Science Classroom Learning Environment Instrument..15 3-2-2. Assessments of Earth Science Learning Outcomes............................22 3-3. Design and Procedure....................................................................25 3-4. Data Analysis..................................................................................27 Chapter 4. Results 4-1. The Descriptive Statistic of the ESCLEI....................................31 4-2. The Paired Sampled T Test Results of the ESCLEI..................34 4-3. The Associations Found between the ESCLEI and the ESLOQ...........................................................................................37 Chapter 5. Discussion and Conclusion.......................39 Reference.......................................................................45 Appendix-I. Earth Science Classroom Learning Environment Instrument (ESCLEI)...................52 Appendix-II. Earth Science Learning Outcome Questionnaire (ESLOQ)......................................60

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