How student characteristics affect girls' and boys' verbal engagement in physics instruction

Jurik, Verena; Gröschner, Alexander; Seidel, Tina

doi:10.1016/j.learninstruc.2012.09.002

Cited by 91 publications

(67 citation statements)

References 28 publications

(46 reference statements)

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“…Reference [42] define attitude as; "Any opinion or belief that includes an evaluation of some objects, person, or event along a continuum from negative to positive and that predispose us to act in certain ways towards that object, person or event" (p. 588). What is suggested here is that attitude influence a person's way of thinking, feeling and general behaviour.…”

Section: Learners' Attitude Towards Constructivist Learning Methodsmentioning

confidence: 99%

Towards Adoption of Constructivist Instructional Approach in Learning Biology in Secondary School Students in Kenya: Addressing Learner Attitude

Mwanda¹

2017

IJSEDU

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Learning Biology helps learners to acquire requisite knowledge in understanding life processes for positive coexistence. In instances where learners appreciate the position of biology in life, they develop positive attitude and this is reflected in their performance. However, in Kenya, most students have continued to register poor performance in biology in national examinations and this has been attributed to negative attitude towards the sciences by most learners. To address this, changes in the educational curricula and teaching methods from the transmission curriculum to a transactional curriculum has been suggested. The changes imply adjustments in the instructional process to include learner centred activities. On the other hand, studies have shown that the attitude of learners towards changes influence the adoptability and workability of the introduced change. This study investigated attitude of learners towards the constructivist instructional approach. The study adopted a cross-sectional survey technique. Data was obtained from four boys', four girls', and four mixed secondary schools with a total of 477 students and were analysed using both descriptive and inferential statistics. The results indicated that learners have positive attitude towards the constructivist instructional approach. Boys obtained a scores of (M=58.30; SD=9.15, N=150) while girls had a score of (M=53.14; SD=8.24, N=146). Based on this finding, it is recommended that instructors adopt the constructivist approach in learning so as to boost the attitude of students towards learning biology. It would also be appropriate for further investigations to be conducted in other fields of science such as chemistry and Physics so as to find out if the constructivist approach would also boost the attitude of students in such subjects. Finally, policy makers in the field of education in Kenya (The Ministry of Education, Science and Technology through the Kenya Institute of Curriculum Development (KICD)) should come up with policies to ensure appropriate learning approaches which foster positive attitude towards learning.

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Section: Learners' Attitude Towards Constructivist Learning Methodsmentioning

confidence: 99%

Towards Adoption of Constructivist Instructional Approach in Learning Biology in Secondary School Students in Kenya: Addressing Learner Attitude

Mwanda¹

2017

IJSEDU

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“…V kontrastu k tomu jsou za "klučičí" předměty pokládány přírodní vědy, matematika a tělesná výchova. Chlapci i dívky jsou motivovanější, ochotněj-ší pracovat a mnohdy i úspěšnější v těch předmětech, které jsou v souladu s jejich genderovou identitou ( Jurik, Gröschner, & Seidel, 2013).…”

Section: Role Genderu Ve šKolní Výkonnosti žáKůunclassified

Kluků je škoda, holky na to nemají: genderové aspekty v hodnocení nejslabších žáků třídy

Drexlerová¹

2018

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“…However, several studies report tight communication structures in the classroom, where teachers ask narrow-focused questions and students can only provide short answers instead of rich scientific argumentations in a dialogic setting (Hugener et al, 2009;Jurik, Gröschner, & Seidel, 2013;Osborne et al, 2013). This interaction pattern places students at a risk of not being provided learning opportunities that allow the acquisition of knowledge and deep understanding (Alexander, 2005) and that awake young people's interest in a career in science, technology, engineering, and mathematics (STEM), which is in demand (OECD, 2007).…”

Section: Classroom Dialoguementioning

confidence: 99%

“…One tool to do so is asking cognitively activating questions that challenge students to think profoundly and to use reasoning skills (Alexander, 2005;Lee & Kinzie, 2012;Wragg & Brown, 2001). Such questions prevent science from appearing to be a rigid body of knowledge (Duschl & Osborne, 2002) that can be correctly answered with one key word (Jurik et al, 2013;Mercer & Dawes, 2014). Oliveira (2010) states that questions that only allow students to give one correct key word come with students' expectations that in case of failure the teacher would provide them with the correct answer anyway.…”

Section: Productive Classroom Dialogue: a Learning Setting That Fostementioning

confidence: 99%

Teaching Science Effectively: A Case Study on Student Verbal Engagement in Classroom Dialogue

Schindler¹,

Gröschner²,

Seidel³

2018

Orbis Scholae

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The present case study illustrates a teacher who participated in a oneyear, video-based, teacher professional development (TPD) program on classroom dialogue. This study expands the field of research on TPD by presenting the longitudinal results of Laura's teaching performance, her students' engagement in classroom dialogue, and their higher order learning perceptions. Additionally, a reflection of her participation in the TPD provides more insights into the role of TPD programs for individual teacher learning. Results revealed that Laura constantly changed her questioning and feedback behavior in terms of providing her students with more questions that foster elaboration of knowledge and feedback, which scaffolds students' learning processes. As a consequence, more students in Laura's classroom elaborated on their knowledge, which was reflected by a positive change in student higher order learning perceptions. Her reflection showed that the video tool and a mindful facilitation of the TPD program were of great value for Laura's positive learning experience.

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How student characteristics affect girls' and boys' verbal engagement in physics instruction

Cited by 91 publications

References 28 publications

Towards Adoption of Constructivist Instructional Approach in Learning Biology in Secondary School Students in Kenya: Addressing Learner Attitude

Towards Adoption of Constructivist Instructional Approach in Learning Biology in Secondary School Students in Kenya: Addressing Learner Attitude

Kluků je škoda, holky na to nemají: genderové aspekty v hodnocení nejslabších žáků třídy

Teaching Science Effectively: A Case Study on Student Verbal Engagement in Classroom Dialogue

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