The development of a questionnaire to describe science teacher communication behavior in Taiwan and Australia

Hsiao-Ching She, Darrell Fisher

研究成果: Article同行評審

26 引文 斯高帕斯(Scopus)

摘要

Teachers contribute enormously to a positive social climate in science classes, particularly through their communication with students. This article describes the development and validation of a questionnaire, the Teacher Communication Behavior Questionnaire (TCBQ) (see pp. 723-726), which assesses student perceptions of the following five important teacher behaviors: Challenging, Encouragement and Praise, Non-Verbal Support, Understanding and Friendly, and Controlling. The TCBQ was administered to 1202 students from 30 classes in Taiwan and to 301 students from 12 classes in Australia. The reliability and factorial validity of the TCBQ were found to be satisfactory for both the Taiwanese and Australian data. To further validate the questionnaire and understand the differences in teacher behavior according to the perceptions of students from the two countries, a qualitative approach was used. Students were interviewed (two from each of five classes) in both Taiwan and Australia. The interview questions focused on these students' responses to selected questionnaire items. The results obtained from the interviews supported and helped explain the quantitative results. In an application of the TCBQ in both countries, students' perceptions on four of the scales of the TCBQ were associated with their attitudes to their science classes.

原文English
頁(從 - 到)706-726
頁數21
期刊Science Education
84
發行號6
DOIs
出版狀態Published - 十一月 2000

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