High School Science Teachers' Views toward Nature of Science and Classroom Management

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题名:	High School Science Teachers' Views toward Nature of Science and Classroom Management
作者:	Szu-lang Lin
贡献者:	Department of Business Administration
关键词:	The Views toward Nature of Science;Science Classroom Environment;Classroom Management
日期:	2005
上传时间:	2009-11-17 11:17:11 (UTC+0)
出版者:	Asia University
摘要:	The purpose of this study was to explore how high school science teachers? perceive nature of science and their views, modern-oriented or traditional-oriented, affect management strategies of classroom. The results of this research might be a reference for educational authorities concerned in policy and law making as well as a suggestion for teacher education centers in deciding their instruction materials and strategies. Independent variables were backgrounds of teachers and students. The learning environment of science classrooms was the dependent variable. Questionnaires were made to collect research data. The subject group was science teachers in senior high schools in central Taiwan. Respondents, including 27 teachers and 1117 students, were randomly selected out of 9 schools in this area. Assessing instruments included mean score, standard deviation, t-test, one-way MANOVA and Bonferroni method. The main findings of this study were summarized as follows: 1. High school science teachers with different views toward nature of science significantly show different classroom management strategies . 2. Science classrooms managed by teachers with modern-oriented views were more capable of empowering students with scientific capacity. That was, a teacher?s view toward nature of science may affect his/her management of science learning environment. 3. Modern-oriented teachers tended to emphasize developing students? scientific knowledge, constructing their intellectual concepts and explored their learning process. Students instructed by modern-oriented teachers tend to possess more creating, thinking and problem-solving abilities.
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