科学的成功与坚持：课堂气氛的影响
Success and Persistence in Science: The Influence of Classroom Climate
摘要：
为了更好地了解学生和教师对科学/数学课程学习氛围的看法如何影响成功和坚持，我们跟踪了2003年秋季进入CEGEP的1425名学术能力强的学生。学生们在第一、第二和第四学期完成了调查。在第二学期，84名教师完成了类似的调查。教师的教学概念是使用Scardamalia和Bereiter（1989）开发的框架确定的。自我效能感在第一学期开始下降，对科学的影响也是如此。学生认为促进他们发展的课程对坚持和成功有积极的影响，而具有传播特征的课程则有负面影响。女性比男性更有可能将一个阶级描述为传播和放弃科学。受过教育训练的教师更有可能在课堂上创造一种培养的气氛。
英文摘要：
To better understand how student and faculty perceptions of the learning climate in science/mathematics classes influence success and persistence, we followed a cohort of 1425 academically able students who entered CEGEP in the fall of 2003. Students completed surveys in their first, second and fourth semesters. In the second semester 84 faculty members completed a similar survey. Faculty conceptions of teaching were identified using a framework developed by Scardamalia and Bereiter (1989). No significant gender differences in achievement were found. Self-efficacy declined over students first semester as did affect towards science. Classes that students perceived as fostering their development had a positive impact on persistence and success while classes characterized as transmitting had a negative impact. Females were more likely than males to characterize a class as transmitting and to abandon science. Faculty members who had pedagogical training were more likely to create a fostering atmosphere in their classes.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
