You are here:

Science Learning Outcomes in Alignment with Learning Environment Preferences

, ,

Journal of Science Education and Technology Volume 20, Number 2, ISSN 1059-0145


This study investigated students' learning environment preferences and compared the relative effectiveness of instructional approaches on students' learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth Science Learning Outcomes Inventory. The results showed that most students preferred learning in a classroom environment where student-centered and teacher-centered instructional approaches coexisted over a teacher-centered learning environment. A multivariate analysis of covariance also revealed that the STBIM students' cognitive achievement and attitude toward earth science were enhanced when the learning environment was congruent with their learning environment preference.


Chang, C.Y., Hsiao, C.H. & Chang, Y.H. (2011). Science Learning Outcomes in Alignment with Learning Environment Preferences. Journal of Science Education and Technology, 20(2), 136-145. Retrieved May 11, 2021 from .

This record was imported from ERIC on December 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.