This study examined perceptions of the learning environment among different subgroups of students within science classes. The purpose was to identify variables that can promote effective science learning environments for all students. Specifically, comparisons were made between the perceptions of male and female students and of black and white students within the same classes. In addition, perceptions of the learning environment were compared for students in classes taught by male and female teachers as well as black and white teachers. A diverse sample of over 1800 ninth-grade science students who attended 13 different high schools across the country participated in this study. Results indicated there were differences between subgroups of students in the same classes concerning perceptions of involvement and difficulty of the class. The implications of these results for science teaching are discussed, as well as recommendations for future science learning environment reserch.
|Original language||English (US)|
|Number of pages||14|
|Journal||Journal of Research in Science Teaching|
|State||Published - Oct 1997|