Middle school predictors of science persistence

ArticleinJournal of Research in Science Teaching 31(7):721 - 734 · September 1994with23 Reads
Impact Factor: 2.64 · 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.