Project Details
Description
There is general agreement about the importance of learning science and about the place that learning takes to motivate students to pursue careers in science, actively to participate in personal and social choices and to take advantage of and preserve environmental resources (Ministerio de Educacion Nacional [MEN], 1998, 2004; Morris, Croker, Zimmerman, Gill & Romig, 2013). That is why knowing the factors associated with low academic achievement of Colombian students in science is very important to the academic community and schools (ICFES, 2010, 2013). Several investigators have focused on rigorous analysis of daily interactions between students and teachers in the classroom in order to describe if these interactions offer or not opportunities to build knowledge in science. Besides, because these interactions have an impact on their learning and academic achievement (Pianta & allen, 2008; Pianta, Laparo & Hamre, 2008). In this sense, this research focuses on describing patterns of interaction between teachers and students during science teaching in public high schools in Cali, Colombia. Specifically, the study describes the level of instructional support, emotional support and classroom organization that is offered at schools with high and low academic performance, inquiring about possible similarities or differences on these patterns. It also asks whether the quality of interactions is related to students’ achievement on national tests (i.e. Pruebas Saber). The participants will be thirty secondary science teachers, who attend a total of approximately 1050 high school students. The teacherstudents interactions will be recorded during science classes and the Classroom assessment Scoring System (CLaSS - Pianta, Hamre & Mintz, 2012) will be used to score the interactions. The study will use a descriptive and correlational analysis in order to characterize the interactions in terms of emotional support, instructional support and classroom organization, and its relationship with academic achievement. .
Status | Finished |
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Effective start/end date | 02/02/17 → 15/12/17 |
Project Status
- Finished
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