The effects of collaborative care of living animals in biology lessons on students’ relatedness toward their teacher across gender

Eckes A, Großmann N, Wilde M (2018)
Research in Science Education 50(1): 279-301.

Zeitschriftenaufsatz | E-Veröff. vor dem Druck | Englisch
 
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Abstract / Bemerkung
The transition from elementary school to the upper grades can lead to ambiguous feelings toward the new, male teachers. This study investigated whether collaborative animal care in biology lessons affects students’ feelings of relatedness toward their biology teachers positively during the first year after the school transition. Four hundred twenty fifth graders (Mage = 10.5 years, SDage = 0.6 years) of higher types of tracking participated. We designed one experimental group that involved caring for the living animals to be used in the upcoming lessons, and two control groups. The first control group included lessons with living animals, but did not include prior care of those animals, and the second incorporated neither living animals nor prior care. All groups received biology lessons with the same content. To examine the effects of caretaking, we used an adapted version of the scale “relatedness” (Ryan 1982). In both control groups, boys showed lower relatedness toward female teachers and girls toward male teachers, respectively. Collaborative mice care promoted equal relatedness across all gender combinations among teachers and students.
Stichworte
Student-teacher relationship; Self-determination theory; Relatedness; Living animals; Gender
Erscheinungsjahr
2018
Zeitschriftentitel
Research in Science Education
Band
50
Ausgabe
1
Seite(n)
279-301
eISSN
1573-1898
Page URI
https://pub.uni-bielefeld.de/record/2915811

Zitieren

Eckes A, Großmann N, Wilde M. The effects of collaborative care of living animals in biology lessons on students’ relatedness toward their teacher across gender. Research in Science Education. 2018;50(1):279-301.
Eckes, A., Großmann, N., & Wilde, M. (2018). The effects of collaborative care of living animals in biology lessons on students’ relatedness toward their teacher across gender. Research in Science Education, 50(1), 279-301. doi:10.1007/s11165-017-9689-0
Eckes, Alexander, Großmann, Nadine, and Wilde, Matthias. 2018. “The effects of collaborative care of living animals in biology lessons on students’ relatedness toward their teacher across gender”. Research in Science Education 50 (1): 279-301.
Eckes, A., Großmann, N., and Wilde, M. (2018). The effects of collaborative care of living animals in biology lessons on students’ relatedness toward their teacher across gender. Research in Science Education 50, 279-301.
Eckes, A., Großmann, N., & Wilde, M., 2018. The effects of collaborative care of living animals in biology lessons on students’ relatedness toward their teacher across gender. Research in Science Education, 50(1), p 279-301.
A. Eckes, N. Großmann, and M. Wilde, “The effects of collaborative care of living animals in biology lessons on students’ relatedness toward their teacher across gender”, Research in Science Education, vol. 50, 2018, pp. 279-301.
Eckes, A., Großmann, N., Wilde, M.: The effects of collaborative care of living animals in biology lessons on students’ relatedness toward their teacher across gender. Research in Science Education. 50, 279-301 (2018).
Eckes, Alexander, Großmann, Nadine, and Wilde, Matthias. “The effects of collaborative care of living animals in biology lessons on students’ relatedness toward their teacher across gender”. Research in Science Education 50.1 (2018): 279-301.
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