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Identifying students' perceptions of the important classroom features affecting learning aspects of a design-based learning environment

Doppelt, Y and Schunn, CD (2008) Identifying students' perceptions of the important classroom features affecting learning aspects of a design-based learning environment. Learning Environments Research, 11 (3). 195 - 209. ISSN 1387-1579

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Abstract

Across several decades, educational researchers have investigated the contribution of the learning environment to the attainment of educational goals, such as improving academic achievement and motivation to learn. The term learning environment not only includes physical activities in the classroom (e.g. experiments kits, computers), but also includes teaching methods, the type of learning in which pupils are engaged, and assessment methods. In this research, we refined an approach to measuring the impact of a variety of classroom features on many different learning outcomes through the lens of students' perception. A new instrument, the Design-Based Learning Environment Questionnaire (DBLEQ), was field-tested in an eighth-grade USA science classroom setting. This study examined pre-post changes for two different curricula, one emphasising design-based learning (n = 464) and another emphasising scripted inquiry (n = 248). The value of the instrument and ways of analysing its data are illustrated through the range of differences that were found between conditions over time. © 2008 Springer Science+Business Media B.V.


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Details

Item Type: Article
Status: Published
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Doppelt, Y
Schunn, CDschunn@pitt.eduSCHUNN0000-0003-3589-297X
Centers: Other Centers, Institutes, or Units > Learning Research & Development Center
Date: 1 October 2008
Date Type: Publication
Journal or Publication Title: Learning Environments Research
Volume: 11
Number: 3
Page Range: 195 - 209
DOI or Unique Handle: 10.1007/s10984-008-9047-2
Schools and Programs: Dietrich School of Arts and Sciences > Psychology
Refereed: Yes
ISSN: 1387-1579
Date Deposited: 18 Aug 2014 17:42
Last Modified: 02 Feb 2019 15:56
URI: http://d-scholarship.pitt.edu/id/eprint/22724

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