試行自然與生活科技教學模組下學生知覺的教室社會心理環境之研究

"An Analysis of Student Perception of Classroom Climate using a Trial Interdisciplinary Instructional Module"

陳鴻明(Horn-Ming Chen) ； 張文華(Wen-Hua Chang) ； 張惠博(Huey-Por Chang)

《師大學報：科學教育類》 47卷2期 (2002/10) Pp. 83-103

https://doi.org/10.6300/JNTNU.2002.47(2).02

摘要

Fraser (1990) indicated that, even when standard performance evaluation criteria do not register the ”effect” of curricular and educational innovations, the perception of classroom environment may allow such an effect to become manifest. That is, the students' perception of the classroom climate can directly reveal the impact of new innovations in curricular programs and, indirectly, their measurable ”quality.” Thus this sort of perception, if quantifiable, would be an important item of information for teachers to have, serving them as feedback when they design a new curriculum or classroom activity. This study combines qualitative and quantitative methods to determine the impact of an interdisciplinary instructional module on classroom climate. Data were collected by using ”What Is Happenning In this Classroom” questionnaires, interviewing students, and evaluating classroom videotapes, classroom observation journals and students' written feedback. The results show that even though the global evaluation is positive, there are differences among the perceptions of the participants. Moreover, to a certain degree these different perceptions and opinions are gender-based. Finally, practical suggestions are provided.

關鍵字

自然與生活科技 ； 社會心理環境 ； 教室氣氛 ； 教學模組

並列摘要

Fraser (1990) indicated that, even when standard performance evaluation criteria do not register the ”effect” of curricular and educational innovations, the perception of classroom environment may allow such an effect to become manifest. That is, the students' perception of the classroom climate can directly reveal the impact of new innovations in curricular programs and, indirectly, their measurable ”quality.” Thus this sort of perception, if quantifiable, would be an important item of information for teachers to have, serving them as feedback when they design a new curriculum or classroom activity. This study combines qualitative and quantitative methods to determine the impact of an interdisciplinary instructional module on classroom climate. Data were collected by using ”What Is Happenning In this Classroom” questionnaires, interviewing students, and evaluating classroom videotapes, classroom observation journals and students' written feedback. The results show that even though the global evaluation is positive, there are differences among the perceptions of the participants. Moreover, to a certain degree these different perceptions and opinions are gender-based. Finally, practical suggestions are provided.

並列關鍵字

natural sciences ； life technology ； psycho-social environment ； classroom climate ； instructional ； module