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• W1977420907 abstract "Abstract This classroom study adopted an ethnographic‐interpretative research strategy in studying the detailed interactions and behaviours of the main participants in a secondary‐school physics laboratory. The observed group consisted of all students within an intact class during the first semester of the initial year of a two‐year course leading up to the Western Australia Tertiary Entrance Examination. Observers made field notes, over a total period of 12 weeks, during each of the four 50‐minute lessons which took place each week. One modification of the normal ethnographic approach adopted here was that the physics teacher participated in the post‐observational discussions and the weekly meetings of the ‘official’ observers. Additional data came from students’ working files and tests, teacher notes on lesson planning and distributed class notes, questionnaires completed by students and interviews with students and the teacher. Some teaching episodes were also tape recorded. This variety of sources of data, which was discussed and analysed on a weekly basis by all four members of the research team, provided the necessary triangulation in support of data validity and the required congruence among researchers to support reliably the assertions put forward in the study. Eight assertions concerning the teaching–learning environment were proposed, as a result of rigorous analysis and interpretation of data. These assertions indicated that within this particular environment well‐motivated students could be made, for example, to be responsible for their own learning, to use classroom materials effectively, to attempt to understand physical concepts rather than rely on rote memory, and to be engaged in actively constructing their own learning. Thus, there are several aspects of this physics teacher's organization of the students’ learning environment which is of special interest to the practising teacher who wishes to design teaching strategies that get away from a teacher‐centred approach to classroom instruction. The results of this study show that if a teacher has confidence and trust in students having the good sense to accept responsibility for their own learning, a very effective classroom environment can be established that allows for active engagement in the learning process and, consequently, leads to more emphasis on understanding of the subject. Such teaching strategies require the teacher to be sensitive to the needs of individual students and to be actively involved in preparing suitable learning materials." @default.
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• W1977420907 date "1988-10-01" @default.
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• W1977420907 title "The teaching‐learning environment in a student‐centred physics classroom" @default.
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• W1977420907 doi "https://doi.org/10.1080/0267152880030304" @default.
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