Middle school classroom predictors of science persistence
ABSTRACT Very little research has been conducted to determine whether instructional practices experienced by young adolescents have lasting effects that can be connected to persistence in the study of science years later. The current study examined the question of whether variables associated with middle school classroom practices and instructional emphasis would contribute to a prediction of science course placement in the 11th grade. A LISREL analysis was performed to create a model that ties middle school classroom experiences to later course placement. Variables associated with a holistic approach to science and with clarity of presentation were retained in the final model.
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ABSTRACT: The aim of this study is to adapt the Argumentation Test developed by Sampson and Clark (2006) and the Perceptions of Argumentation Test developed by Chin (2008) into Turkish. 245 high school students and 252 primary science pre-service teachers participated in this study. The reliability of the adapted version of the Argumentation Test was found to be 0.70. In order to test the validity of each test, two experts in English completed the Scale of Consistency in English-Turkish and the calculated values regarding the scale showed that both English and Turkish versions of the tests were consistent. In addition, an expert in English who investigated the back translations of the tests into English denoted that the original versions and the back translations were consistent. Based on these results, it can be said that the Turkish versions of both tests are valid and reliable.
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ABSTRACT: Against a background of disappointing percentages of students choosing exact and technical studies and the academic choice research tradition, a study into the choice of physics in secondary education has been carried out. It focuses on the predictive value of certain characteristics of the curriculum, the differences between schools and the stability of the choice variable. Two cohorts of students in a representative sample of schools filled in written questionnaires, four times in two years. The data were analysed in several ways that complemented each other, including multilevel analysis. The main predictor of the choice of physics in secondary education is perceived future relevance and no significant differences between schools exist. The choice variable is not stable. Many students feel uncertain about their choice of study and profession. Academic choice processes should be more connected with career choice processes. Certain characteristics of the physics curriculum can be expected to further the possibilities for students to experience physics and physics-like contents and problems as being personally meaningful and interesting.International Journal of Science Education 12/2000; 22(12). DOI:10.1080/095006900750036253 · 1.23 Impact Factor
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ABSTRACT: Background Students’ instructional experiences—that is, their experiences working with subject matter during classroom instruction—are a major determinant of how they learn. Given the importance of classroom instruction, valid, generalizable evidence is needed by policymakers, researchers, and practitioners. Over the past two decades, a wealth of generalizable evidence on instruction has been generated by large-scale surveys administered to nationally-representative probability samples. But this vast body of research has not been systematically summarized. Purpose of the Study This article attempts to fill a gap in the research by describing evidence on instruction from all surveys conducted between 1987 and 2005 that measured instruction using nationally-representative samples. Our goal is to generate a portrait of the evidence from these surveys that identifies strengths and gaps in the literature and that summarizes what this research base says about the relationship between classroom instruction and student outcomes. Research Design Evidence on instruction was compiled and summarized in four steps: (1) all surveys conducted between 1987 and 2005 that measured instruction and were administered to nationally-representative probability samples were identified, (2) manuscripts using data from these surveys were selected for review, (3) the dimensions of instruction addressed by each manuscript and other manuscript characteristics were coded, and (4) the methodology and findings of each manuscript were summarized. Findings More than half the studies used data more than a decade old; few studies examined instruction during important transition years such as sixth and ninth grade; and subject area emphasis was lopsided, with mathematics and science instruction receiving much greater attention than English/Language Arts and Social Studies. The summary also revealed a repeated finding of low-SES students receiving diminished learning opportunities than more affluent peers. We also found repeated evidence of a positive association with student achievement for six instructional activities, and repeated evidence of a negative or null association with achievement for two instructional activities. Conclusions More research is needed on disparities in the instructional experiences of low- and high-income students. More research is also needed on instruction at key transition points and on instruction in English/language arts and social studies. This review also suggests a need for studies that more rigorously test research questions about instruction using measures that more authentically reflect the complexities of instruction and that examine student achievement growth over longer periods of time.Teachers College Record 01/2011; 113(3):561-610. · 0.79 Impact Factor