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dc.contributor.convenorJan Wrighten_US
dc.contributor.authorChen Sun, Professor Peien_US
dc.contributor.authorWang, Ssu-Puen_US
dc.contributor.authorFinger, Glennen_US
dc.contributor.authorHsiang, Cheng-Ien_US
dc.contributor.editorSarah Howarden_US
dc.date.accessioned2017-04-24T10:04:14Z
dc.date.available2017-04-24T10:04:14Z
dc.date.issued2011en_US
dc.identifier.urihttp://hdl.handle.net/10072/43547
dc.description.abstractThe importance of improving science learning and teaching is evident in a renewed emphasis on science as a curriculum area in recent years. Previous research has demonstrated the relationship between science learning environments and students' learning outcomes. Through increasing equity awareness and inclusive educational approaches which address gender stereotyping, there has also been accompanying encouragement of female students to study science. However, there is very limited knowledge on what attributes of science learning environments are most significant to students, and little research on science learning environments which support female students studying science. In this study, we discuss the use of a means-end approach in systematically eliciting and analyzing female students' requirements for a science learning environment. This research provides a significant contribution as it identifies eleven critical requirements which can inform the design of science learning environments. Among all critical requirements, there are four most important requirements for female students. These include solving problems with classmates, asking the teacher questions, solving problems by investigation, and opportunities for deciding learning activities by themselves. Furthermore, a majority of critical requirements suggest two key dimensions, namely, involvement and cooperation, which illustrate female students prefer taking an active participation in group discussion and cooperation to solve questions regarding science subject. Following the means-end chain methodology to analyze the relation between female students' personal values and the perception of science learning environments, this research found that female students develop a sense of accomplishment, self-fulfilment, and fun and enjoyment of life, which motivates them to continue learning in a science learning environment when these requirements are provided. This research provides practical implications for the design and implementation of science learning environments to better meet the requirements of female students.en_US
dc.description.publicationstatusYesen_US
dc.format.extent323741 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherAAREen_US
dc.publisher.placeMelbourneen_US
dc.publisher.urihttp://www.aare.edu.au/11pap/en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofconferencenameResearching Across Boundariesen_US
dc.relation.ispartofconferencetitleResearching Across Boundaries - AARE Conference 2011en_US
dc.relation.ispartofdatefrom2011-11-27en_US
dc.relation.ispartofdateto2011-12-01en_US
dc.relation.ispartoflocationHotel Grand Chancellor, Hobart, Tasmaniaen_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEducational Technology and Computingen_US
dc.subject.fieldofresearchcode130306en_US
dc.titleEliciting female students’ requirements for a science learning environmenten_US
dc.typeConference outputen_US
dc.type.descriptionE2 - Conference Publications (Non HERDC Eligible)en_US
dc.type.codeE - Conference Publicationsen_US
gro.rights.copyrightCopyright remains with the authors 2011. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference’s website or contact the authors.en_US
gro.date.issued2015-06-05T03:51:43Z
gro.hasfulltextFull Text


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