Investigating Reality Pedagogy Through Changes in the Learning Environment and Students’ Attitudes Toward Science

• In Event: Influences on the Learning Environment

Abstract

This study used an exploratory approach to investigate the effectiveness of reality pedagogy in terms of changes in student perceptions of the learning environment and student attitudes in urban science classrooms in Dresden, Germany. Data was collected from 82 students spread throughout grades 8, 9, and 10 at Dresden International School. The study used cogenerative dialogues, classroom observations, and pre-post questionnaires assessing the classroom learning environment and students’ attitudes as sources of data. Findings revealed that reality pedagogy was successful in promoting shared control in the classroom environment. We discuss the implications of these findings for the body of evidence on the effectiveness of employing reality pedagogy as a pedagogical approach to teach science.

Authors

• George Sirrakos, Kutztown University of Pennsylvania

• Barry J. Fraser, Curtin University