Yamil Sanchez
Teaching, Learning, and Technology

"AFFECTIVE TEACHING" TO LEARN SCIENCE: WHAT IS THE RELATIONSHIP BETWEEN PRACTICE ADN ACHIEVEMENT

Considering that the No Child Left Behind law now requires science assessment, a new area for educational research has surfaced.  This presentation will share the results of a pilot study that begins to build tools and insights related to this new area of educational research.  The study included 11th grade students in Delaware public high schools.  The finding from the study will help future research by providing a valid and reliable tool that can be used with continuous efforts for assessing effective instruction in high school science classrooms.  Findings from this study will also serve as a source of information for the development of other similar tool(s) in the field of science and/or other content areas.
The motivation to learn science (MLS) Inventory was designed to measure the relationship between student motivation to learn science and teacher use of affective teaching techniques.  The validated tool will serve as part of a broader study on the relationship between mode of instruction (affective vs. non-affective), student motivation to learn science, and academic achievement.

To learn more, please contact Tamara Palmer at tlp205@lehigh.edu or 610.758.3226.