教育研究學報



Measuring the Effects of Socio-Cultural Factors in Non-Western Science Classrooms

1993.第8卷(Vol. 8).pp. 40–47
 

Measuring the Effects of Socio-Cultural Factors in Non-Western Science Classrooms

Olugbemiro J. JEGEDE & Peter Akinsola OKEBUKOLA

Abstract

A survey of the science education literature indicates that a considerable amount of evidence abounds which suggests that learning outcome variance contributes a lot to the teaching-learning environment of a school. This has necessitated the move amongst researchers towards the detailed study of classroom climate which affect cognitive and affective outcomes of students' learning in science. Several classroom climate variables which relate positively to students' achievement have been identified. These variables include task orientation, order and organisation, teacher support, instructional strategies, teacher control and innovation. In spite of all of these research efforts, the socio-cultural aspect of the classroom environment has surprisingly not received as much attention as it deserves from investigators. A pragmatic way to begin the empirical study of socio-cultural influence in science classrooms is the search for an instrument which can be used to identify the socio-cultural influences and their effects. One major purpose of this study, therefore, was to develop an instrument which is reliable and useful in measuring socio-cultural factors in science classrooms. A second major purpose was to use the instrument to measure the socio-cultural factors which affect the teaching and learning of school science. In this study, an instrument for measurement, the "Socio-Cultural Environment Scale" (SCES), was developed and used to measure those elements of the socio-cultural environment which significantly affect pupils' learning within science classrooms. Science teachers need to be made aware of these socio-cultural elements so that appropriate intervention strategies may be developed to reduce anxiety of students for science. Further research is recommended in order to validate or revise the SCES with the ultimate objective of getting the best measure of the socio-cultural environment in science classes.

摘要

理科教學文憲資料研究顯示,理科學習成就與「教學環境」關係密切。「課堂環境」探討更顯示學生學習成果與部份課堂氣氛因素有顯著正向效果。這些因素包括課程工作取向,諄堂內秩序及組織,教師支援及控制、教學策略等等。

本文的主題是課堂內社群文化因素在理科教學課程中產生的效應。這研究首步是設計量表以期有效地測度理科課堂內各社群文化因素,繼而利用這量表以確定各因素與理科學習成果之關係。

報告首先描述「社群文化量表」,The Socio-Cultural Environment Scale(SCES)的設計、發展及應用過程,第二部分則着重探討理科教師應如何參考量表結果以設計教學策略,以幫助學生減低學習焦慮,最後,本文建議「社群文化量表」應再修正,確認其效度,以期更準確地量度理科課堂內各社群文化因素。