Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/3233
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Corrigan, Gerard | en |
dc.contributor.author | Taylor, Neil | en |
dc.date.accessioned | 2009-11-23T09:28:00Z | - |
dc.date.issued | 2004 | - |
dc.identifier.citation | International Journal of Science and Mathematics Education, 2(1), p. 45-62 | en |
dc.identifier.issn | 1573-1774 | en |
dc.identifier.issn | 1571-0068 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/3233 | - |
dc.description.abstract | The effects of a Self Regulated Learning (SRL) environment on pre-service primary teachers of Science and Technology were investigated in this exploratory study. A representative sample of teachers was interviewed about their experience and how it impacted on them pedagogically, affectively, conceptually and metacognitively. The preliminary results suggest that students' understanding of how to implement activity-based learning was enhanced by the SRL environment. Additionally they claimed to be more confident about their ability to teach. However, conceptual understanding did not appear to improve. These findings will inform a larger study involving SRL that will also address the issue of subject content knowledge and attempt to develop overall teaching competence in primary Science and Technology. | en |
dc.language | en | en |
dc.publisher | National Science Council, Taiwan | en |
dc.relation.ispartof | International Journal of Science and Mathematics Education | en |
dc.title | An exploratory study of the effect a self-regulated learning environment has on pre-service primary teachers' perceptions of teaching science and technology | en |
dc.type | Journal Article | en |
dc.identifier.doi | 10.1023/B:IJMA.0000026491.51506.81 | en |
dc.subject.keywords | Education Assessment and Evaluation | en |
local.contributor.firstname | Gerard | en |
local.contributor.firstname | Neil | en |
local.subject.for2008 | 130303 Education Assessment and Evaluation | en |
local.subject.seo2008 | 930102 Learner and Learning Processes | en |
local.profile.school | School of Education | en |
local.profile.school | School of Education | en |
local.profile.email | gcorriga@une.edu.au | en |
local.profile.email | ntaylor6@une.edu.au | en |
local.output.category | C1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | pes:1823 | en |
local.publisher.place | Dordrecht, Netherlands | en |
local.format.startpage | 45 | en |
local.format.endpage | 62 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 2 | en |
local.identifier.issue | 1 | en |
local.contributor.lastname | Corrigan | en |
local.contributor.lastname | Taylor | en |
dc.identifier.staff | une-id:gcorriga | en |
dc.identifier.staff | une-id:ntaylor6 | en |
local.profile.orcid | 0000-0001-8438-319X | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:3320 | en |
dc.identifier.academiclevel | Academic | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | An exploratory study of the effect a self-regulated learning environment has on pre-service primary teachers' perceptions of teaching science and technology | en |
local.output.categorydescription | C1 Refereed Article in a Scholarly Journal | en |
local.search.author | Corrigan, Gerard | en |
local.search.author | Taylor, Neil | en |
local.uneassociation | Unknown | en |
local.year.published | 2004 | en |
Appears in Collections: | Journal Article |
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