Abstract
The differences in teacher interpersonal behavior between science classes and other subject classes in secondary education are investigated using the Questionnaire on Teacher Interaction (QTI). Multilevel analysis of variance was used on an existing Dutch data set containing 44,353 students and 605 teachers. 8,503 students (19.2 percent) reported on science teachers. Science teachers were perceived as less dominant and less cooperative. Science teachers perceived themselves as less cooperative. Dominance and cooperativeness are known to be favorable for learning result and students’ appreciation. Hence, science teachers’ different interpersonal behavior contributes to lower appreciation and higher perceived difficulty levels for students regarding the science subjects.
Original language | English |
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Title of host publication | NARST 2008 Annual International Conference "Impact of science education research on public policy" Baltimore, MD, March 30- April 2, 2008 |
Editors | P.J. Gilmer, C.M. Czerniak, J. Osborne, W.C. Kyle |
Place of Publication | Baltimore |
Publisher | NARST |
Pages | 125-126 |
Publication status | Published - 2008 |
Event | 2008 NARST Annual International Conference, March 30-April 2, 2008, Baltimore, MD, USA - Baltimore Marriott Waterfront Hotel, Baltimore, MD, United States Duration: 30 Mar 2008 → 2 Apr 2008 https://www.narst.org/annualconference/2008conference.cfm |
Conference
Conference | 2008 NARST Annual International Conference, March 30-April 2, 2008, Baltimore, MD, USA |
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Country/Territory | United States |
City | Baltimore, MD |
Period | 30/03/08 → 2/04/08 |
Other | "Impact of Science Education Research on Public Policy" |
Internet address |