English  |  正體中文  |  简体中文  |  Items with full text/Total items : 6498/11670
Visitors : 26029407      Online Users : 183
RC Version 3.2 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Adv. Search

Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/18048

Title: The Development of an Instrument for a Technology-integrated Science Learning Environment
Authors: Wu, Weishen;Chang, Huey-Por;Guo, Chorng-Jee
Contributors: 物理學系
Keywords: Classroom climate;Instrumentation;Learning environment;Science teaching;Technology integration
Date: 2009-02
Issue Date: 2014-02-18T02:37:06Z
Publisher: SpringerLink
Abstract: This study developed, validated, and utilized the Technology Integrated Classroom Inventory (TICI) to examine technology-integrated science learning environments as perceived by secondary school students and teachers. Using technology-oriented classroom climate instruments and considering the science classroom’s characteristics, TICI was developed. More than 1,100 seventh through ninth grade science students
validated the instrument, revealing eight scales: technological enrichment, inquiry learning, equity and friendliness, student cohesiveness, understanding and encouragement, competition and efficacy, audiovisual environment, and order, with alpha reliabilities ranging between 0.69 and 0.91 (0.93 for the entire questionnaire). In measuring actual and preferred learning environments, TICI results indicated that both students and teachers ranked equity and friendliness highest. The largest actual–preferred discrepancy was order (students) and inquiry learning (teachers). TICI offers additional utilities for technologyenriched science leaning environments.
Relation: International Journal of Science and Mathematics Education, 7(1): 207-233
Appears in Collections:[物理學系] 期刊論文

Files in This Item:

File SizeFormat

All items in NCUEIR are protected by copyright, with all rights reserved.


DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback