Evaluation of teacher implementation and concerns regarding the Cross Thematic Curriculum framework for compulsory education in Greece: Implications concerning junior high school students' perception of their science learning environments.

摘要

This study assessed Greek science teachers' concerns towards the Cross Thematic Curriculum for Compulsory Education and examined students' perceptions of their learning environments in relation to its use. Interviews and the Stages of Concern Questionnaire were administered to 15 teachers. The Constructivist Learning Environment Survey was administered to 274 students. Self concerns were most prevalent according to the CBAM. Teaching and innovation experience did not affect concern types or intensities. Students in the use-group scored significantly higher in all scales of the CLES compared to students in the non-use group. All students preferred more constructivist learning environments than their actual ones, except from the Uncertainty of Science scale. Longitudinal mixed-methods research is recommended to establish whether and how innovation implementation is affecting the learning environment.;KEY WORDS: Greece, Cross-Thematic Curriculum, CBAM, science teachers, teachers' concerns, Stages of Concerns Questionnaire, learning environments, CLES