An Analysis of Student Perception of Classroom Climate using a Trial Interdisciplinary Instructional Module Author: Horn-Ming Chen(Graduate Institute of Science Education, National Changhua University of Education), Wen-Hua Chang(Department of Biology, National Taiwan Normal University), Huey-Por Chang　(Department of Physics,  National Changhua University of Education)

Vol.&No.：Vol. 47, No.2
Date：October 2002
Pages：83-104
DOI：10.6300/JNTNU.2002.47(2).02

Abstract：

Fraser (1990) indicated that, even when standard performance evaluation criteria do not register the "effect" of curricular and educational innovations, the perception of classroom environment may allow such an effect to become manifest. That is, the students' perception of the classroom climate can directly reveal the impact of new innovations in curricular programs and, indirectly, their measurable "quality." Thus this sort of perception, if quantifiable, would be an important item of information for teachers to have, serving them as feedback when they design a new curriculum or classroom activity. This study combines qualitative and quantitative methods to determine the impact of an interdisciplinary instructional module on classroom climate. Data were collected by using "What Is Happenning In this Classroom" questionnaires, interviewing students, and evaluating classroom videotapes, classroom observation journals and students' written feedback. The results show that even though the global evaluation is positive, there are differences among the perceptions of the participants. Moreover, to a certain degree these different perceptions and opinions are gender-based. Finally, practical suggestions are provided.

Keywords：natural sciences, life technology, psycho-social environment, classroom climate, instructional module

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