TY - JOUR
T1 - Student perceptions on the conditions of learning the proportion concept in canadian upper secondary science (physics, chemistry, biology) classes; results from the second international science study (S.I.S.S.) in Canada
AU - Menis, Joseph H.
PY - 1988/3
Y1 - 1988/3
N2 - Correlates of Canadian upper secondary science students' achievement in the proportion concept were studied from data collected as part of Canada's participation in the Second IEA Science Study. Average class achievement on 14 items concerning the proportion concept was calculated and related to students' reports of teachers' instructional approaches. The study analysis revealed that classes where the proportion content was well covered by the teachers demonstrated higher achievements. Students whose teachers perceived as making science relevant and interesting did well on the test items, and the use of lab work and being task oriented were also related to students' higher achievement.
AB - Correlates of Canadian upper secondary science students' achievement in the proportion concept were studied from data collected as part of Canada's participation in the Second IEA Science Study. Average class achievement on 14 items concerning the proportion concept was calculated and related to students' reports of teachers' instructional approaches. The study analysis revealed that classes where the proportion content was well covered by the teachers demonstrated higher achievements. Students whose teachers perceived as making science relevant and interesting did well on the test items, and the use of lab work and being task oriented were also related to students' higher achievement.
UR - http://www.scopus.com/inward/record.url?scp=84983965476&partnerID=8YFLogxK
U2 - 10.1002/tea.3660250307
DO - 10.1002/tea.3660250307
M3 - ???researchoutput.researchoutputtypes.contributiontojournal.article???
AN - SCOPUS:84983965476
SN - 0022-4308
VL - 25
SP - 225
EP - 232
JO - Journal of Research in Science Teaching
JF - Journal of Research in Science Teaching
IS - 3
ER -