English  |  正體中文  |  简体中文  |  全文笔数/总笔数 : 58323/91877 (63%)
造访人次 : 14305727      在线人数 : 107
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
搜寻范围 查询小技巧:
  • 您可在西文检索词汇前后加上"双引号",以获取较精准的检索结果
  • 若欲以作者姓名搜寻,建议至进阶搜寻限定作者字段,可获得较完整数据
  • 进阶搜寻


    jsp.display-item.identifier=請使用永久網址來引用或連結此文件: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/100903


    题名: College Science Students' Perception Gaps in Preferred-Actual Learning Environment in a Reformed Introductory Earth Science Course in Taiwan
    作者: Chun-Yen Chang;Yueh-Hsia Chang
    贡献者: 課程與教學研究所
    关键词: Student-centred learning;constructivist approaches;student perception of learning environment;educational reform;Taiwan
    日期: 2010-03-01
    上传时间: 2015-03-17 11:30:54 (UTC+8)
    摘要: This study used an instrument to examine undergraduate students' preferred and actual learning environment perceptions in an introductory earth science course. The results show that science students expect to learn in a learning environment combining teacher-centred and student-centred approaches. However, an expectation incongruence was found in that the instruction did not match with the students' preference on student-centred learning environment in this course. The results carry important implications in the interpretation of students' classroom behaviours and their school culture background. It is noted that students and teachers perceive differently whether the classroom environment is constructed as being student-centred.
    關聯: Journal of Geography in Higher Education 34(2), p.187-203
    DOI: 10.1080/03098260903208269
    显示于类别:[課程與教學研究所] 期刊論文

    文件中的档案:

    档案 描述 大小格式浏览次数
    College Science Students' Perception Gaps in Preferred-Actual Learning Environment in a Reformed Introductory Earth Science Course in Taiwan.pdf121KbAdobe PDF1检视/开启
    index.html0KbHTML14检视/开启

    在機構典藏中所有的数据项都受到原著作权保护.

    TAIR相关文章

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - 回馈