Development, Validation, and Use of a Greek-Language Questionnaire for Assessing Learning Environments in Grade 10 Chemistry Classes

Giallousi, M; Gialamas, V; Spyrellis, N; Pavlatou, EA

dc.contributor.author	Giallousi, M	en
dc.contributor.author	Gialamas, V	en
dc.contributor.author	Spyrellis, N	en
dc.contributor.author	Pavlatou, EA	en
dc.date.accessioned	2014-03-01T01:33:09Z
dc.date.available	2014-03-01T01:33:09Z
dc.date.issued	2010	en
dc.identifier.issn	1571-0068	en
dc.identifier.uri	https://dspace.lib.ntua.gr/xmlui/handle/123456789/20347
dc.subject	chemistry education	en
dc.subject	comparative study	en
dc.subject	cross-validation	en
dc.subject	high school	en
dc.subject	learning environment	en
dc.subject.other	SCIENCE CLASSROOMS	en
dc.subject.other	AUSTRALIA	en
dc.subject.other	TEACHERS	en
dc.subject.other	TAIWAN	en
dc.title	Development, Validation, and Use of a Greek-Language Questionnaire for Assessing Learning Environments in Grade 10 Chemistry Classes	en
heal.type	journalArticle	en
heal.identifier.primary	10.1007/s10763-009-9184-9	en
heal.identifier.secondary	http://dx.doi.org/10.1007/s10763-009-9184-9	en
heal.language	English	en
heal.publicationDate	2010	en
heal.abstract	This study describes the development and validation of a Greek-language instrument that can be used to assess grade 10 students' perceptions of their chemistry classroom environment as a means of showing differences between chemistry learning environments in Greece (Attica) and Cyprus. The development of the instrument was based on available learning environment questionnaires. The questionnaire was administered to 1,394 students from 49 chemistry classes in Attica, and the resulting data were analyzed to explore the reliability and the validity of the new instrument. The validated questionnaire was administered to 225 students from 15 classes in urban areas of Cyprus. The data analyses supported the questionnaire's internal consistency, discriminant validity, and ability to differentiate between classrooms. Effect sizes and independent samples t test analyses revealed differences between the two samples. Cypriot students viewed their chemistry classroom environment more favorably than did the Attica students. A possible cause for this difference could be the knowledge-centered aspect of the grade 10 chemistry curriculum in Greece compared to the corresponding tool-instrumental knowledge curriculum in Cyprus. © 2009 National Science Council, Taiwan.	en
heal.publisher	SPRINGER	en
heal.journalName	International Journal of Science and Mathematics Education	en
dc.identifier.doi	10.1007/s10763-009-9184-9	en
dc.identifier.isi	ISI:000292148600008	en
dc.identifier.volume	8	en
dc.identifier.issue	4	en
dc.identifier.spage	761	en
dc.identifier.epage	782	en