Science Classroom Learning Environment

Classroom learning environment as a research area has been of a great interest
to researchers for decades. Although many studies have been carried out in the
world from various aspects of the classroom learning environment, the subject of
classroom learning environment is a novel research field in terms of foreign
language teaching. This study examined Turkish high school students’ perceptions
of actual classroom learning environment in English language teaching with its
focus on gender and grade differences. The study was conducted on 166 high
school students from different grades. The data were gathered by conducting
“What Is Happening in this Class? (WIHIC) questionnaire, classroom observations
and interviews, and analysed quantitatively and qualitatively. The results
indicated that all participants had positive perceptions on their learning environment
in English as a Foreign Language (EFL) classes. The findings also
revealed that there were no differences among the grades in students’ perceptions
of actual learning environment on six out of the seven dimensions in WIHIC.
Moreover, in general there was not statistically significant difference between
genders. This research provides an in-depth understanding of the high school
students’ classroom learning environment. In addition, it also enables teachers, students, school authorities and researchers to see clearly what is happening in
EFL classroom.

To investigate the encouragement of students’ learning achievements and their attitudes towards science through the STEM education instructional method in science classes at the 9th grade level was to develop learning management with the STEM education instructional method on Electrical Circuit Connection and Ohm’s Law Issue in science class of secondary students at the 9th grade level to be effective process and result (E1/E2) according to criteria effectiveness of 75/75, students’ learning achievements of their posttest assessment of their attitudes towards science and the 75-percent criterion with the STEM Education instructional method were compared, which were the main of research objectives with a sample of 35 secondary students in Watsratong Municipal School under Roi-Et Municipality Province in the second semester of the academic year 2016 with the purposive sampling technique were selected. Using the Innovative Instructional Lesson Plan (IILP) through the STEM education instructional method obtained at the Strand 8: Nature of Science and Technology, Standard SC 8.1: Electric and Electronics was administered. Students’ learning achievements were assessed with the 30-item Learning Achievement Test (LAT) that it had the discriminative value ranged from 0.60 to 1.00, with a 0.88 confidence interval. Students’ perceptions of their attitudes toward science were assessed with the Test Of Scène-Related Attitude (TOSRA) that obtained of 8 items and the Cronbach alpha reliability of the TOSRA was 0.82. The results of these findings have found that: The E1/E2 efficiency was 77.55/76.19, which is higher than the standard set of 75/75 performance criteria. Comparisons between students’ learning achievements of their post LAT and the 75-percent criterion was 76.19% ( = 22.85,  = 2.01) and the mean scores of LAT and the 75-percent was differentiated at .05 levels, significantly. Students’ perceptions of their attitudes towards science with the TOSRA indicated that a highest level ( = 4.51,  = 0.56) and associations between students’ learning achievements and their attitudes toward science revealed that are positive relatively, significantly.

The purposes of this research study for designing the innovative learning management lesson plans in the form of the STEM Education Method (STEMe) on Magnetic Force Issue in science class which were to develop an innovative learning management lesson plan that based on the model of learning management with the STEMe, students’ learning achievements of their assessing pretest and posttest techniques based on the STEMe were compared, students’ creative thinking abilities (CTA) of their pre-CAT and post-CAT based on the model of learning management with the STEMe were assessed, and students’ learning achievements of their assessing posttest and their creative thinking abilities based on the model of learning management with the STEMe were associated. Administering this research target group which a sample consisted of 32-primary students at the 2nd grade level in the second semester in the academic year 2016 from Rajabhat Maha Sarakham University Demonstration School under the Office of Higher Educational Commission was selected. Using a main Innovative Learning Management Lesson Plan (ILMLP) in the form of the STEMe in 14 hours was designed. Students’ learning outcomes of their pretest and posttest assessments were obtained using the 30-item Science Achievement Test (SAT). Students’ performances of their creative thinking abilities were determined using the 8-item Creative Thinking Ability Assessment (CTAA). Statistically significant with means, standard deviation, percentage, independent t-test, simple and multiple correlations of Pearson’s movement correlation were analyzed. The results of these research finding have found that followed as: The innovative learning management plans in the form of the STEMe were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the ILMLP to management of students’ activities in science class indicated that of 99.55/80.10. The average mean scores of students’ post learning achievements was a higher than the learning outcomes of their pre-test with the LAT on Magnetic Force Issue were differentiated evidence at the 0.01 level, significantly. Comparisons between students’ creativity thinking abilities of their pre-SAT and post-SAT assessments were assessed with the CTAA based on the model of learning management with the STEMe were differentiated that evidence of statistically significant at the 0.01 level. Associations between students’ learning outcomes of their posttest (SAT) assessment and their creative thinking abilities (CTAA) toward science in science class were related of the variance in previous critical thinking abilities and science rerated that evidence of statistically significant at the 0.01 level.

The purposes of this research study were to develop solving-problems in science learning approach with the Problem-Based Learning (PBL) instructional lesson plans to enhance students’ learning achievements and their solving-problem abilities in science with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 80/80, students’ learning achievements of their post assessing test and the criteria learning outcomes at 80% with the PBL, and students’ solving-problem abilities and the criteria learning outcomes at 80% with the PBL toward science were compared, and to associate between  students’ learning achievements and their solving-problem abilities with the PBL was analyzed. Administrations with a sample size which consisted of 48 lower secondary educational students at the 9th grade level from Wapi Phatum School under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling random technique was selected. Using the 6-main instructional PBL method’s lesson plans to management of the activity-based learning conceptual approach in 12 hours, the 30-item Learning Achievement Assessing Test (LAAT), and the 20-item Solving-Problem Ability Measuring Test (SPAMT) were used. Statistically significant with the average mean scores, standard deviation, percentage, independent variable t-test were analyzed, simple and multiple correlations, standardized regression weight validity, and coefficient predictive value (R2) were associated. The results of these research findings have revealed as: students were evaluated to determine performance criteria with the efficiency of the E1/E2 results with the PBL method indicated that of 85.48/84.44, which was higher than standardized criteria of 80/80. Students’ learning achievements of their post assessing test and the scientific solving-problem learning ability outcomes at 80% with the PBL were differentiated that evidence at the 0.05 level, significantly. Students’ performances of their SPAMT and the criteria learning outcomes at 80% with the PBL toward science were also found of statistically significant that evidence of 0.01, differently. Associations between students’ learning outcomes of their LAAT and their SPAMT toward science, the R2 value indicates that 67% of the variance in solving-problem abilities to their science class was attributable to their learning achievements of their Problem-Based Learning (PBL) instructional method toward science.

Knowledge diversity describes group members' differences in terms of prior knowledge in a domain. The purpose of the study was to investigate whether knowledge diversity would impact students' engagement in small-group learning in a science classroom. A total of 45 seventh-grade students were recruited to participate in the study in which two experimental conditions were compared: low-prior-knowledge groups (all low-prior-knowledge students) versus mixed knowledge groups (low-prior-knowledge students with one knowledgeable student). Participates were randomly assigned into six low-prior-knowledge groups (24 individuals in total) and five mixed knowledge groups (21 individuals in total). Engagement, as well as group performance, was measured. The results of a series of independent-samples t test demonstrated that the mixed knowledge groups had significantly higher behavioral, emotional, and social engagement and better group performance than did the low-prior-knowledge groups. This implies that even having one knowledgeable student could enhance students' engagement in a science classroom.

Traditional learning allows students to study and memorize ineffectively in order to pass the tests. On the other hand, learning, in its real and new context, encourages students to apply information and improve their critical and imaginative thinking, mental creativity, and other different life skills. This study investigates the advantages and the effect of using competitions in EFL context. The participants of this study are 60 sophomores and juniors who were divided into four competing groups. The competition includes three tasks. In order to collect the data, the researchers have observed the students’ performances and attitudes during and after the time of the given task. Furthermore, an open-ended questionnaire was used to investigate students’ thoughts and opinion of the participation in the competition. The results showed that students' participation in the competition enhanced their motivation and awareness of their language use, critical thinking and creative abilities. In conclusion, although this was a small-scale study, the students' participation in the competition shows that the new teaching ideas can be implemented successfully despite of the limited resources and the time pressure as the competition was set at the end of the academic year.

With divergent educational processes brought forth through the unforeseen circumstances such as a global pandemic, students have become obligated to pursue virtual means towards obtaining their
education. Therefore, this study seeks to review the different formats of virtual learning processes and methodologies that are currently made available to students based on student and user perception and
technology adoption efforts. Through comparative analysis efforts identifying synchronous, hybrid and asynchronous virtual educational standards across multiple publications and understanding technology
acceptance models (TAM) and theories such as perceived usefulness, it is understood that virtual learning efforts which pursue an asynchronous methodology are more comparable in contrast other formats

Traditionally, engagement as a feature of student action has been the purview of psychologists seeking to identify the individual variables that come together to constitute student engagement. Recognition of the complexity of the concept has led to multidimensional models that include behavioral, emotional, and cognitive engagement. Data for these studies typically are culled from surveys of individual students. However, such approaches have two limitations – there is no place for examining collective engagement and the role of classroom interactions for engendering engagement is not sufficiently emphasized. In this chapter, we explore sociological approaches that can offer the possibility for developing a richer understanding of student engagement.  We examine new research in which engagement is posited as emerging from collectively generated emotions, which then have implications for both cognition and behavior.

Classroom learning environment as a research area has been of a great interest to researchers for decades. Although many studies have been carried out in the world from various aspects of the classroom learning environment, the subject of classroom learning environment is a novel research field in terms of foreign language teaching. This study examined Turkish high school students’ perceptions of actual classroom learning environment in English language teaching with its focus on gender and grade differences. The study was conducted on 166 high school students from different grades. The data were gathered by conducting “What Is Happening in this Class? (WIHIC) questionnaire, classroom observations and interviews, and analysed quantitatively and qualitatively. The results indicated that all participants had positive perceptions on their learning environment in English as a Foreign Language (EFL) classes. The findings also revealed that there were no differences among the grades in st...

ABSTRACT Studies of primary education within the UK have shown that small groups can feature within classrooms; however, equivalent research within secondary education remains scarce. Research has established effective group work approaches, yet secondary teachers may encounter difficulties employing approaches tied to parameters embedded within primary education. This problem is compounded as minor adjustments to the conditions surrounding group work are known to have consequences for its efficacy within classrooms. This paper reports naturalistic systematic observation of group work practice within 23 science and English secondary classrooms in Scotland. Pupils completed tasks according to whether they were situated within group work or conventional classes. Forms of dialogue known to be conducive to learning were prevalent whilst pupils worked in groups. The change in pupils? behaviours does not appear to stem from the content of teachers? talk. Teachers? behaviour suggested they approach small groups as sma