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

Joseph H. Menis

    Research output: Contribution to journalArticlepeer-review

    1 Scopus citations

    Abstract

    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.

    Original languageEnglish
    Pages (from-to)225-232
    Number of pages8
    JournalJournal of Research in Science Teaching
    Volume25
    Issue number3
    DOIs
    StatePublished - Mar 1988

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