Abstract
During recent decades, educational research has dealt with the contribution of the learning environment to the accomplishment of educational goals, such as improvement of academic achievement and motivation. In this research, an intervention program was implemented into the learning environment of science–technology classes at the junior high school level (Grades 7–9, 12–15 years old) in Israel. The intervention included a three-year workshop involving 224 hours each year. The teachers (N = 22) were required to reflect on their experiences using a portfolio that described their actual teaching experiences for relevant discussions at the workshop. Quantitative and qualitative tools were used to examine the teachers’ implementation of new teaching/learning and assessment methods or new subject matter, that were addressed by the workshop in their classes, and to identify learning environment characteristics and learning outcomes according to teachers’ perceptions. Differences were found between teachers’ and pupils’ perceptions of the impact of learning environment characteristics on learning outcomes.
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Acknowledgements
The author wishes to thank the teachers and their pupils who participated in the field research. Special thanks to Mrs Yael Furman Shaharabani and Mr Shaul Sanans, whose collaboration served as a model for implementing the science–technology new curriculum.
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Doppelt, Y. Teachers’ and pupils’ perceptions of science–technology learning environments. Learning Environ Res 9, 163–178 (2006). https://doi.org/10.1007/s10984-006-9005-9
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DOI: https://doi.org/10.1007/s10984-006-9005-9