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- Publisher
- Wiley
- Copyright
- Copyright © 1978 Wiley Periodicals, Inc., A Wiley Company
- ISSN
- 0036-8326
- eISSN
- 1098-237X
- DOI
- 10.1002/sce.3730620117
- Publisher site
- See Article on Publisher Site
Abstract
It is becoming common for the aims and philosophy of innovative science curricula to be couched, not only in terms of pupil outcomes, but also in terms of the learning environment. That is, claims are made that an innovative curriculum will promote a more favorable learning environment in classrooms where the curriculum is used, as well as promoting certain pupil cognitive and affective outcomes. Ramsey has described the situation in the following way: The question usually asked is whether the student has achieved an acceptable level of performance on tests set to determine it. Yet the success or otherwise of science instruction could be assessed with equal validity by focussing on the instructional process itself rather than the outcomes. To focus only on outcomes is rather like testing steel by determining its composition at the end of a run without monitoring the production process[l]. A common approach to the measurement of learning environments is the use of direct observational or “low inference†measures[2]. This approach has been criticized, however, because it involves heavy costs in large scale research, and because low inference measures have been consistently found to account for only small amounts of variance in student learning[3,4].
Journal
Science Education – Wiley
Published: Jan 1, 1978