Middle school classroom predictors of science persistence

International Center for the Advancement of Scientific Literacy, Chicago Academy of Science, Chicago, Illinois 60614
Journal of Research in Science Teaching (Impact Factor: 2.64). 09/1994; 31(7):721 - 734. DOI: 10.1002/tea.3660310705

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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