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An exploration of teacher-child relationships and interactions in elementary science lessons.

机译:探索基础科学课中的师生关系和互动。

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摘要

This study examined the nature and quality of teacher-student interactions in a third grade science classroom and investigated how interactions and teacher-child relationships relate to the learning of science concepts. The relationships between the three dimensions of teacher-student relationships (Closeness, Conflict, and Dependency) and teacher-student interactions including the dimensions explaining the nature and the quality of teacher-student interactions were examined. The study also determined whether there was a relationship between students' conceptual understanding of science and all variables of teacher-student interactions and the teacher-student relationships. First, data from the videotape and audiotape recordings were transcribed, coded and analyzed to determine the appropriateness of the proposed interaction-types and their classification into the categories. The twelve teacher-student interaction categories used in this study were able to capture all verbal teacher-student interactions in the classroom. Second, each teacher-student interaction was placed into the respective dimension and group explaining the nature and quality of the interaction. Finally, Pearson Product Moment Correlations were computed to explore the possible relationships between the teacher-student interactions and relationships and students' conceptual understanding of science. Teacher-student interaction scores were obtained through natural observations of eight- to nine-year-old children. Students were rated by their teachers using the STRS in order to obtain teacher child relationship scores. Similarly, conceptual science understanding scores were obtained through pre- and post-tests delivered at the beginning and end of the science unit. The findings of the study suggested a strong relationship between teacher's perception of her relationships with the students and the teacher-student interactions in the classroom. It appears that classroom conversations mostly take place between the teacher and the students whom the teacher perceived to have better relationships. However, it was clear from the observations that positive teacher-student relationships did not necessarily warrant for high quality teacher-student interactions in the classroom. The quality of the teacher-student interactions during the science lessons appeared to be more moderate than high in quality. Students' improvement in conceptual understanding of science was rather related to the positive classroom environment and the friendly classroom atmosphere created by the teacher and did not significantly correlate with the student's individual interaction or relationship with the teacher.
机译:这项研究检查了三年级科学课堂中师生互动的性质和质量,并研究了互动和师生关系如何与科学概念的学习相关。研究了师生关系的三个维度(亲密,冲突和依赖性)与师生互动之间的关系,包括解释了师生互动的性质和质量的维度。该研究还确定了学生对科学的概念理解与师生互动的所有变量和师生关系之间是否存在关系。首先,对录像带和录音带中的数据进行转录,编码和分析,以确定所建议的交互类型的适当性及其分类。本研究中使用的十二种师生互动类别能够捕获教室中所有口头的师生互动。其次,将每个师生互动放入各自的维度和组中,以说明互动的性质和质量。最后,计算了Pearson产品矩相关性,以探讨师生互动和关系与学生对科学的概念理解之间的可能关系。师生互动得分是通过对八岁至九岁儿童的自然观察获得的。通过使用STRS的老师对学生进行评分,以获取师生关系得分。同样,概念科学理解分数是通过在科学部门开始和结束时进行的前测和后测获得的。研究结果表明,教师对自己与学生的关系的感知与教室中师生互动之间的密切关系。课堂上的对话似乎主要发生在老师和学生之间,而老师认为他们之间的关系更好。但是,从观察结果中可以明显看出,积极的师生关系并不一定需要课堂上高质量的师生互动。理科课程中师生互动的质量似乎比中等质量的质量中等。学生对科学的概念性理解的提高与积极的课堂环境和老师创造的友好课堂氛围有关,与学生的个人互动或与老师的关系没有显着相关。

著录项

  • 作者

    Kocyigit, Bulent.;

  • 作者单位

    The Florida State University.;

  • 授予单位 The Florida State University.;
  • 学科 Elementary education.;Science education.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 189 p.
  • 总页数 189
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:52:37

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