NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ884046
Record Type: Journal
Publication Date: 2010-Jun
Pages: 24
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-1049-4820
Interaction of Students' Academic Background and Support Levels in a Resource-Based Learning Environment on Earth's Movement
So, Wing Mui Winnie; Kong, Siu Cheung
Interactive Learning Environments, v18 n2 p153-176 Jun 2010
This research aims to study how a resource-based learning environment (RBLE) helps primary students develop better understanding of the Earth's movement. One objective of the study is to establish an RBLE by creating authentic contexts, selecting appropriate resources, designing relevant tools and adopting necessary scaffolds. The other objective is to examine the effects of the RBLE on primary students' understanding of the Earth's movement in different classroom settings with varied teaching support levels. Research methodology includes pre-lesson and post-lesson tests to study students' understanding, observation and analysis of lessons to examine the teaching scaffolding employed, interviews and teacher's written reflection after all the lessons to investigate their views of the use of RBLE. The findings indicated that there is an interaction effect between students' academic background and settings of learning, and that the RBLE provides little support to students of low academic background, but is very effective to students of higher academic background helping them to construct an improved understanding of the Earth's movement. The article suggested an integrated use of teacher-regulated inquiry approach and interactive inquiry approach for the better use of the RBLE. (Contains 9 figures, 3 tables, and 4 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong