January 2012 Volume 15 Number 1 - Educational Technology ...

A significant difference was found between the gender groups in terms of teaching strategy used in science and
technology classes. Male students found teaching strategies more effective and sufficient while female students
found them insufficient. Teaching strategy used in the classroom has a direct influence on how a teacher manages the
classroom. Teachers must design teaching and learning strategies around students’ interest to improve the quality of
the learning environment. For instance, the use of inquiry-based approaches in a science classroom leads students to
understand the way science is authentically carried out. Many studies have proved that inquiry-based science
activities have positive effects on student achievement, cognitive development, laboratory skills, and the
understanding of science content when compared with traditional approaches (Burkam, Lee, & Smerdon, 1997;
Freedman, 1997).
Effective use of teaching strategies encourages students in a positive and supportive manner and helps them
participate actively in the teaching-learning environment. Both a growing student population and student diversity
require changes in how students are taught. As Labudde, Herzog, Neuenschwander, Violi, & Gerber (2000) stressed,
strategies should include opportunities to integrate different pre-existing knowledge and the variation of teaching
methods to enhance cooperation and communication in the classroom. Because each student learns in different way
and has his/her own learning style, an approach that is appropriate for one student may be inappropriate for another.
While some students learn better in a group through interaction with both the teacher and other students, others may
find interaction difficult and use the group sessions for gathering information. They learn only when they are on their
own. Some learn by reading and listening, while others learn through the application of the knowledge gained.
Teachers should concentrate on such differences and enrich the learning environment by providing a variety of
learning activities so that students can learn in a manner appropriate to themselves (Reece & Walker, 1997).
Therefore, it is vital that teachers guide their students to actively participate in the learning environment.
Conclusion and recommendations
The findings of this study are subject to two limitations. First, the data apply only to the 1,558 sixth graders who
attended 20 different elementary schools in Turkey. Second, the findings cannot be generalized to evaluate the
overall effectiveness of the science and technology classes in elementary schools throughout Turkey. This is not
because this particular region in Turkey is extremely different from other regions. The particular research region was
chosen because the researcher works there. Because the sample was selected by stratified proportional random
sampling procedure, it represents the city that was investigated. Despite limited generalizability, this study represents
an attempt to understand student perceptions of their science and technology classes in terms of the gender variable.
The results from this study identified areas of strengths and weaknesses within elementary schools’ science and
technology classes from students’ perspectives.
Science teachers should concentrate on authentic activities. The learning subject taught in the activity must suit
students’ ages, interests, expectations, and environment. Students must be able to use what they learned in science
classes. Teachers should not be dependent on the textbooks strictly to provide a more flexible learning environment.
They should sometimes feel free to adapt textbook activities and avoid mechanical activities. To achieve this,
diversity of activities is needed. The activities should be performed in pair or group work so that the students can
build a cooperative learning environment. Research results have shown that cooperative activities facilitated more
active roles and enhanced students’ learning (Baker, 1990; Meyer, 1998; Bilgin & Geban, 2004, Açıkgöz & Güvenç,
2007). Students learn better in a group through interaction with both the teacher and other students. Grouping for
cooperative learning activities based on gender may lead students to learn better and promote positive attitudes.
Mixed-gender groups in particular show better achievement and improvement. So, the different learning and
motivational styles of males and females should be taken into consideration (Kemp, 2005). Research studies have
confirmed that females focus on completing a task correctly whereas males are often more motivated to be better
than everyone else at completing a task (Rogers et al., as cited in Kemp, 2005). Females may have a fear of making
mistake under the pressure of a difficult task and may withdraw from the activity. But performing a difficult task
may motivate males (Dai, 2000).
In determining the design of the learning environment, the importance of a variety of learning activities for students
should be taken into consideration. The teachers should implement learning strategies that will encourage female
students to engage in science and technology classes and to narrow the gap between male and female students for
participating in teaching-learning activities. Previous studies showed that psychosocial climate and physical
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