NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ815898
Record Type: Journal
Publication Date: 2008-Oct
Pages: 15
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1387-1579
Identifying Students' Perceptions of the Important Classroom Features Affecting Learning Aspects of a Design-Based Learning Environment
Doppelt, Yaron; Schunn, Christian D.
Learning Environments Research, v11 n3 p195-209 Oct 2008
Across several decades, educational researchers have investigated the contribution of the learning environment to the attainment of educational goals, such as improving academic achievement and motivation to learn. The term learning environment not only includes physical activities in the classroom (e.g. experiments kits, computers), but also includes teaching methods, the type of learning in which pupils are engaged, and assessment methods. In this research, we refined an approach to measuring the impact of a variety of classroom features on many different learning outcomes through the lens of students' perception. A new instrument, the Design-Based Learning Environment Questionnaire (DBLEQ), was field-tested in an eighth-grade USA science classroom setting. This study examined pre-post changes for two different curricula, one emphasising design-based learning (n = 464) and another emphasising scripted inquiry (n = 248). The value of the instrument and ways of analysing its data are illustrated through the range of differences that were found between conditions over time.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A