The Effect of Instructional Congruence on Students Interest towards Learning Science
Abstract
The research examined the effect of a teaching strategy emphasizing on instructional congruence on students’ interests towards learning science. This study was conducted in three “low performing” secondary schools in Penang, Malaysia. There were 214 students involved in this study. A questionnaire was utilized to collect data on students’ interest towards science. Data were analyzed using t-test. In general, findings showed that the implementation of this teaching strategy revealed a significant increase in students’ interest towards learning science.
References
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Luykx, A., & Lee, O., (2007). Measuring instructional congruence in elementary science classrooms: Pedagogical and methodological component of a theoretical framework. Journal of Research in Science Teaching, 44(3), 424-447.
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Barton, A.C. (2001). Science education in urban settings: Seeking new ways of praxis through critical ethnography. Journal of Research in Science Teaching, 38, 899-917.
Basu, S.J., & Barton, A.C. (2007). Developing a Sustained Interest in Science among Urban Minority Youth. Journal of Research in Science Teaching, 44(3), 466-489.
Cuevas, P., Lee, O., Hart, J., & Deaktor, R. (2004). Improving Science Inquiry with Elementary Students of Diverse Backgrounds. Journal of Research in Science Teaching, 42(3), 337-357.
Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23, 5-12.
Fradd, S.H., Lee, O., Sutman, F.X., & Saxton, M.K. (2002). Material development promoting science inquiry with English Language Learners: A case study. Bilingual Research Journal, 25(4), 479-501.
Fusco, D. (2001). Creating relevant science through urban planning and gardening. Journal of Research in Science Teaching, 38(8), 860-877.
Johnson, C.C. (2005). Making instruction relevant to language minority students at the middle level. Middle School Journal, 37(2), 10-14.
Lee, S.K. (2002). The significance of language and cultural education on secondary achievement: A survey of Chinese-American and Korean-American students. Bilingual Research Journal, 26(2), 327-338.
Lee, O. (2004). Teacher change in belief and practices in science and literacy instruction with English Language Learners. Journal of Research in Science Teaching, 41(1), 65-93.
Lee, O., & Fradd, S.H. (1998). Science for all, including students from non-English language backgrounds. Educational Researcher, 27(3), 12-21.
Lee, O., & Fradd, S.H. (2001). Instructional congruence to promote science learning and literacy development for linguistically diverse students. In D.R Lavoie & W.M. Roth (eds.), Models of Science Teacher Preparation, ms. 109-126: Netherlands: Kluwer Academic Publishers.
Lee, O., & Luykx, A. (2005). Dilemmas in scaling up innovations in elementary science instruction with nonmainstream students. American Educational Research Journal, 42(3), 411-438.
Lee, O., Buxton, C., Lewis, S., & LeRoy, K. (2006). Science Inquiry and Student Diversity: Enhanced Abilities and Continuing Difficulties After an Instructional Intervention. Journal of Research in Science Teaching, 43(7), 607-636.
Lee, O., Lester, B.T., Ma, L., Lambert, J., Jean-Baptiste, M. (2007). Conception of the Greenhouse Effect and Global Warming From Diverse Languages and Cultures. Journal of Geoscience Education, 55(2), 117-125.
Lee, O., Luykx, A., Buxton, C., & Shaver, A. (2007). The Challenge of Altering Elementary School Teachers’ Beliefs and Practices Regarding Linguistic and Cultural Diversity in Science Instruction. Journal of Research in Science Teaching, 44(9), 1269-1291.
Luykx, A., & Lee, O., (2007). Measuring instructional congruence in elementary science classrooms: Pedagogical and methodological component of a theoretical framework. Journal of Research in Science Teaching, 44(3), 424-447.
Luykx, A., Cuevas, P., Lambert, J., & Lee, O., (2004). “Unpacking teachers’ “resistance” to integrating students’ language and culture into elementary science instruction”. In Rodriguez, Alberto J. (Editor). Preparing mathematics and science teachers for diverse classrooms: Promising strategies for transformative pedagogy. Mahwah, NJ, USA: Lawrence Erlbaum Associates, Inc.
Zurida Ismail & Hashimah Mohd Yunus (2004). The teaching of science in English: What and how? Diges Pendidik USM, 4(1), 13-22.
Published
2017-03-01
How to Cite
ZAIN, Ahmad Nurulazam Md.
The Effect of Instructional Congruence on Students Interest towards Learning Science.
European Journal of Physics Education, [S.l.], v. 1, n. 1, p. 20-27, mar. 2017.
ISSN 1309-7202.
Available at: <https://eu-journal.org/index.php/EJPE/article/view/126>. Date accessed: 27 apr. 2024.
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