New dimensions in the classroom climate

Zedan, Raed

doi:10.1007/s10984-009-9068-5

Cited by 60 publications

(36 citation statements)

References 14 publications

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“…Therefore, the quality of classroom life is significant in emotions and attitudes towards their classmates, teachers, the subjects that they study and the entire education system (Zedan 2010). In the teaching of science, the laboratory has an important role as it offers students an environment different from the conventional classroom.…”

Section: Introductionmentioning

confidence: 99%

Relationship Between Physical and Psychosocial Aspects in Science Laboratory Learning Environment

Ahmad

Osman

Halim

2012

Procedia - Social and Behavioral Sciences

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The learning environment needs to be adjusted in line with the learning outcomes and teaching strategies, while at the same time, fulfills so, it provides not only information for meas y in and the relationship between physical and psychosocial aspects of science laboratory learning environment in schools in the state of f psychosocial science laboratory learning environment was measured using Science Laboratory Environment Inventory (SLEI), while the physical environment was measured using Physical Science Laboratory Environment Inventory (PSLEI). Analysis of findings revealed that overall, teachers demonstrated positive attitudes towards the psychosocial environment and moderate level of suitability towards the physical environment. Subsequent analysis also revealed that there existed significant contributions of physical aspects on psychosocial aspects of the science laboratory learning environment.

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Section: Introductionmentioning

confidence: 99%

Relationship Between Physical and Psychosocial Aspects in Science Laboratory Learning Environment

Ahmad

Osman

Halim

2012

Procedia - Social and Behavioral Sciences

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“…Penelitian tentang perbaikan iklim kelas telah lama dilaksanakan di Amerika sejak tahun 1979 oleh Moos (1979), dan di Australia dilakuakn oleh Fisher & Fraser (1982). Dari kedua Negara tersebut, penelitian iklim kelas berkembang ke Spanyol, Belanda, Canada yang dilakukan oleh Fisher & Nair (n.d.), di Singapura dilakukan oleh Khine (2001), dan Zedan (2010). Dari berbagai studi pengembangan iklim kelas tersebut, telah diidentifikasi kurang lebih terdapat 46 skala iklim kelas yang digunakan oleh para ahli dalam melakukan perbaikan iklim kelas (Hadiyanto, 2004;Hadiyanto, 2016).…”

Section: Pendahuluanunclassified

Iklim kelas di Sekolah Dasar Negeri 10 Ganting, Koto Tangah, Kota Padang

Hadiyanto

Martini²

2018

AMP

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AbstrakPenelitian kolaborasi ini bertujuan untuk mengetahui dan membandingkan iklim kelas yang dialami (actual climate) dengan iklim kelas yang diinginkan (preferred climate) peserta didik di kelas IV, V dan VI Sekolah Dasar Negeri 10 Ganting, Kecamatan Koto Tangah Kota Padang, Sumatera Barat. Responden penelitian berjumlah 78 orang, masing-masing peserta didik di ketiga kelas tersebut merespon dua macam angket. Alat ukur iklim kelas actual form diadministrasikan terlebih dahulu untuk mengetahui iklim kelas yang dialami peserta didik, kemudian diikuti dengan alat ukur iklim kelas preferred form untuk mengukur iklim kelas yang diinginkan peserta didik. Setelah data yang terkumpul diolah dan dianalisis maka dapat diketahui bahwa beberapa skala iklim kelas yang dialami (actual climate) peserta didik kelas IV, V dan VI SD 10 Ganting tidak jauh berbeda dengan iklim kelas diinginkan (preferred climate). Namun demikian, skala cohesiveness dan satisfaction pada preferred climate di kelas V lebih tinggi dibandingkan dengan yang dialami peserta didik (actual climate). Untuk itu, diperlukan langkah-langkah treatment untuk meningkatkan kedua skala tersebut agar iklim kelas sesuai dengan yang diinginkan peserta didik.

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“…On the other hand, Knowles (1990) called this concept the 'learning climate,' highlighting its human, physical, interpersonal, and organisational characteristics. In this way, well-being in the laboratory is a crucial aspect in the development of students' affectivity and attitudes towards their teachers, classmates, courses and the general educational system (Zedan 2010). In this sense, the learning environment is designed for student learning, and it is a critical factor in educational achievement (Baek and Choi 2002).…”

Section: Learning Environmentmentioning

confidence: 99%

Student perceptions of the cell biology laboratory learning environment in four undergraduate science courses in Spain

Juan

Pérez-Cañaveras

Segovia

et al. 2015

Learning Environ Res

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Cell biology is an academic discipline that organises and coordinates the learning of the structure, function and molecular composition of cells in some undergraduate biomedical programs. Besides course content and teaching methodologies, the laboratory environment is considered a key element in the teaching of and learning of cell biology. The aim of this study was to determine students'opinions about the quality of the teaching and learning environment in cell biology laboratory practice. For this study, we used a short form of the Science Laboratory Environment Inventory (SLEI), which we adapted and translated into Spanish. The questionnaire, administered to students enrolled in four undergraduate programs, consisted of 24 questions divided into four scales: integration of content, clarity of laboratory rules, cohesion between students and teachers, and quality of laboratory infrastructures and materials. The results suggested that (1) students positively assessed the learning environment provided for cell biology practice, (2) the short Spanish form of the SLEI was a valid, reliable instrument for evaluating student satisfaction, laboratory activities, the degree of cooperation between students and teachers, and theoretical and practical organisation of content and (3) the questionnaire detected differential perceptions of the learning environment based on gender and the program studied.

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New dimensions in the classroom climate

Cited by 60 publications

References 14 publications

Relationship Between Physical and Psychosocial Aspects in Science Laboratory Learning Environment

Relationship Between Physical and Psychosocial Aspects in Science Laboratory Learning Environment

Iklim kelas di Sekolah Dasar Negeri 10 Ganting, Koto Tangah, Kota Padang

Student perceptions of the cell biology laboratory learning environment in four undergraduate science courses in Spain

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