NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1107680
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
ISSN: ISSN-2301-251X
Characteristics of Teachers' Support on Learning: A Case Study
Sardà, Anna; Márquez, Conxita; Sanmartí, Neus
European Journal of Science and Mathematics Education, v2 n1 p15-27 2014
One of the problems in science education research is obtaining evidence that particular teacher support of learning helps achieve better academic results for students. Classroom ecology involves many variables that are difficult to control and, moreover, many results can only be seen in the medium term. The purpose of this case study on an expert science teacher is to identify the main variables that characterise the teachers' suport on learning and to obtain evidence that really helps to improve the students' scientific literacy. The scientific literacy level of students has been assessed by some 2000 and 2003 PISA items. The findings show that explicit teaching by metacognitive strategies and the implementation of communication skills, accompanied by a warm, firm caring atmosphere in class, is a powerful educational tool to improves students' learning, particularly students with low to medium academic achievements.
European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A