- 作者: MIN-RAY LIN, CHING-CHIEH LIN, AND DAR-YUH CHIOU
- 作者服務機構: *Graduate Institute of the Environmental Education National Taichung Teachers College Taichung, Taiwan, R.O.C. **Environmental Engineering Department Kun Shan University of Technology Yungkan, Tainan, Taiwan, R.O.C. ***Graduate Institute of the Elementary Education National Taichung Teachers College Taichung, Taiwan, R.O.C.
- 中文摘要: The purpose of this study was to examine common science and mathematics teaching practices in the U.S. State of Minnesota, and to examine the relationships between teaching practices and student achievement. The data for this study were from the Third International Mathematics and Science Study (TIMSS). Relationships between instructional strategies and student achievement were examined at grades 3-4, grades 7-8, and grade 12. The main source of data for these analyses were the TIMSS teacher and student questionnaires, and student achievement tests. The Minnesota TIMSS study included a stratified random sample of over 200 schools and over 2,000 students throughout the state. Results indicated that there were very few common teaching techniques in either science or mathematics instruction. The use of standards and traditional teaching methods was approximately equally mixed at all grade levels. Significant relationships between standards teaching and student achievement were found primarily at the 12th grade level.
- 英文摘要: --
- 中文關鍵字: science achievement, standards
- 英文關鍵字: --