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Classroom Learning Environment and Action Research in a Science Methods Course for Preservice Elementary Teachers.

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Title: Classroom Learning Environment and Action Research in a Science Methods Course for Preservice Elementary Teachers.
Authors: Long, Christopher Sean1 (AUTHOR) chris.long@unt.edu
Source: Journal of Science Teacher Education. Nov2024, Vol. 35 Issue 8, p821-839. 19p.
Subject Terms: *Psychology of students, *Teaching methods, *Science education, *Student teachers, *Action research
Abstract: This study examined the impact of action research conducted by five science teaching methods course instructors on their students' perceptions of the classroom learning environments at a large public university in Texas. The study analyzed the results from 133 students who completed two administrations of the What is Happening in this Class (WIHIC) questionnaire, one at the beginning of the semester and one at the end of the semester. Five sections served as a treatment group while two sections served as a control. Quantitative analyses, including one-way ANOVA, were conducted for each class section. Results showed that the perceived learning environment increased between the beginning of the semester and the end of the semester for all sections. However, the most significant gains in students' perceptions were made in the treatment sections and were attributed to the action research interventions that were designed and implemented by the instructors based on the analyses of the first WIHIC administration. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Science Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Availability: 0
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PubType: Academic Journal
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  Data: Classroom Learning Environment and Action Research in a Science Methods Course for Preservice Elementary Teachers.
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  Data: <searchLink fieldCode="AR" term="%22Long%2C+Christopher+Sean%22">Long, Christopher Sean</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> chris.long@unt.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Science+Teacher+Education%22">Journal of Science Teacher Education</searchLink>. Nov2024, Vol. 35 Issue 8, p821-839. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Action+research%22">Action research</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This study examined the impact of action research conducted by five science teaching methods course instructors on their students' perceptions of the classroom learning environments at a large public university in Texas. The study analyzed the results from 133 students who completed two administrations of the What is Happening in this Class (WIHIC) questionnaire, one at the beginning of the semester and one at the end of the semester. Five sections served as a treatment group while two sections served as a control. Quantitative analyses, including one-way ANOVA, were conducted for each class section. Results showed that the perceived learning environment increased between the beginning of the semester and the end of the semester for all sections. However, the most significant gains in students' perceptions were made in the treatment sections and were attributed to the action research interventions that were designed and implemented by the instructors based on the analyses of the first WIHIC administration. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Science Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180802144
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/1046560X.2024.2353424
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      – Code: eng
        Text: English
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        PageCount: 19
        StartPage: 821
    Subjects:
      – SubjectFull: Psychology of students
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Science education
        Type: general
      – SubjectFull: Student teachers
        Type: general
      – SubjectFull: Action research
        Type: general
    Titles:
      – TitleFull: Classroom Learning Environment and Action Research in a Science Methods Course for Preservice Elementary Teachers.
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            – D: 01
              M: 11
              Text: Nov2024
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              Y: 2024
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