A study of the relationships between junior high students'''' perception of science classroom learning environment and their perceived academic status and self-efficacy

• Main Authors: Min-Ting Weng, 翁敏婷
• Other Authors: Wen-Gin Yang
• Format: Others
• Language: zh-TW
• Published: 2000
• Online Access: http://ndltd.ncl.edu.tw/handle/61517666325045598070

碩士 === 國立臺灣師範大學 === 科學教育研究所 === 88 === This study aimed at (1) investigating junior high students'''' perception of their science classroom learning environment by adopting the Repertory Grid Technique and related theories; (2) exploring the differences of junior high students'''' perception of such learning environment in terms of the expectation states'''' theory and the self-efficacy theory. The following instruments were developed and modified: (1) The Physics-and-Chemistry Learning Environment Grid, which embraces both aspects of educational and social dimensions of learning environment; (2) The Classroom Structure Questionnaire, and (3) The Physics-and-Chemistry Self-Efficacy Inventory. To tally 138 students of four classes chose from two schools were involved in this study. Major findings were summarized as follows: 1. Students'''' perception of the educational dimension of their learning environment were significantly different between chose schools. However, no gender differences were found. 2. In cases of social dimension of learning environment, students perceived their science classroom climate as cohesive, not favoristic, competitive, goal-directed, and not difficult. No gender differences were observed. 3. Students of different classes perceived the educational dimension of their learning environment differently. This would be attributed to the features of schools. 4. In cases of "cohesiveness", "favoritism", "competitiveness", and "level of difficulty", significant differences were observed among chose four classes. 5. Different level of "perceived academic ability" students perceived the educational dimension of their learning environment differently, however, the effects of the features of different schools also observed. 6. In case of the social dimension of learning environment, no significant differences were found among all level of "perceived academic ability". 7. Students who were in higher level of physics-and-chemistry self-efficacy perceived the educational dimension of their learning environment more positively. 8. In case of the social dimension of learning environment, students of higher level of self-efficacy in physics-and-chemistry, perceived their class as more "cohesive", "goal-directed", and "less difficult". Finally, based on the findings, suggestions for further study and implications of science education were discussed.