טכניון מכון טכנולוגי לישראל
הטכניון מכון טכנולוגי לישראל - בית הספר ללימודי מוסמכים  
Ph.D Thesis
Ph.D StudentDoppelt Yaron
SubjectCharacteristics of Science-Technology Learning Environment:
Teachers' and Pupils' Perceptions
DepartmentDepartment of Education in Science and Technology
Supervisor Professor Shlomo Waks


Abstract

During recent decades, educational research has dealt with the contribution of the learning environment to the accomplishment of educational goals such as improvement of academic achievements and motivation. In this research an intervention plan was designed and implemented with an aim to introduce changes into the science-technology learning environment in junior high-school (grades 7-9).  The intervention included a three-year workshop, 224 hours each year, and monthly meetings with the teachers in their schools during the school year.  The teachers were required to implement the pedagogic skills and subject matter studied in the workshop in their actual classes, and to document their experiences in a portfolio which was presented at the workshop.

During the three years of the intervention, various research means were used: interviews with pupils and teachers, pupils and teachers’ portfolios, observations in classes and assessment questionnaires. The educational changes took place successfully only after the teachers realized, through self-experience with their own classes, that the intervention is achievable in their particular educational environment.

Quantitative and qualitative tools were used for defining the learning environment characteristics and the learning outcomes.  In this research a closed questionnaire was developed.  The purpose of the questionnaire was to investigate the impact of learning environment characteristics upon different learning outcomes.  The questionnaire findings revealed that teachers and pupils had different viewpoints towards the impact of learning environment characteristics such as team projects, lab experiments or alternative assessment tools, on learning outcomes such as interest in the learned discipline, self-confidence and curiosity.  The model that was developed in this research may assist educators and researchers to explore different groups and various learning environments.