Who Wants to Learn More Science? The Role of Elementary School Science Experiences and Science Self-Perceptions

2017 ◽  
Vol 119 (8) ◽  
pp. 1-24
Author(s):  
Pamela R. Aschbacher ◽  
Marsha Ing
Keyword(s):  
High School ◽  
Elementary School ◽  
Science Learning ◽  
School Science ◽  
Learning Opportunities ◽  
Science Courses ◽  
Self Perceptions ◽  
Future Science ◽  
The Future ◽  
The Relationship

Background/Context Much science education reform has been directed at middle and high school students; however, earlier experiences in elementary school may well have an important impact on young people's future science literacy and preparation for possible STEM careers. Purpose/Objective This study explores the relationships among fifth-graders’ perceived learning opportunities in school science, their perceptions of self in science, and their desire to take more science courses in middle and high school. Research Design To directly address concerns about the reproducibility of results of small educational studies, this study explores whether results from one sample are replicated in a second, different sample. The fifth-grade students from two different samples of public elementary students in California (Sample 1: n = 363; Sample 2: n = 327) completed surveys about students’ perceived school science experiences, sense of themselves as science learners, and aspirations to learn more science in the future. The analyses of both samples included regression analyses to explore the relationship between science self-perceptions and wanting to take future science classes, as well as whether students’ perceived opportunities to participate in science activities might influence the relationship between self-perceptions and wanting to take more science in the future. Findings/Results There were positive and significant relationships between both school science learning opportunities and wanting to take more science courses, and science self-perceptions and wanting to take more science courses. Analyses indicate that both factors need to be considered when predicting who is eager to learn more science. These findings were consistent across both samples and were robust even after including student-level and school-level and controlling for the nested structure of the data. Conclusions/Recommendations Findings highlight the importance of fifth-graders’ self-perceptions in understanding the effects of science learning opportunities on their desire to learn more science. Thus, school science opportunities may be necessary but not sufficient for increasing student interest in learning more science. Since teachers have influence on both learning activities and a student's sense of self as a science learner, the results underscore the importance of preparing elementary teachers to foster student desire to learn more science in the future.

MODEL PENDIDIKAN KARAKTER TERINTEGRASI PEMBELAJARAN SAINS

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Wayan Sadia
Keyword(s):  
High School ◽  
Character Education ◽  
Science Teachers ◽  
Science Learning ◽  
School Science ◽  
Lesson Plans ◽  
Assessment Model ◽  
High School Science ◽  
Learning Models ◽  
High School Science Teachers

Abstract This research was conducted with the main objective to develop a model of character education integrated with science learning in elementary, junior, and senior high schools. The research was focused on the needs analysis study involving 36 elementary school science teachers, 34 junior high school science teachers and 27 senior high school science teachers to collect information on science learning in relation to character education. Data were collected by questionnaires, observation and interviewing techniques. Data were analyzed by descriptive and qualitative meaning. The results showed that: 1) character education can be developed through selection of science learning model, assessment model, and teaching materials, 2) science learning models that contribute significantly to the development of the character of students are inquiry learning, problem-based learning, cooperative learning , science-technology-society, problem solving, and contextual learning models, 3) science teacher’s responses to the character education are generally very positive and seek to develop good character through a learning process, 4) some (55.3%) science teachers include indicators of character values that to be target of learning in the syllabus and lesson plans, and some (44.7%) do not explicitly specify its, but implicitly implied in the syllabus and lesson plans. Keywords: character education, integrated science learning

scholarly journals Awe and Epistemology in a Science Museum

2019 ◽  
Author(s):  
Aaron Price ◽  
Kimberly A Quinn ◽  
Jana Greenslit ◽  
Lauren Applebaum ◽  
Sheila Krogh-Jespersen ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Science Learning ◽  
Science Museum ◽  
Informal Science ◽  
Science Museums ◽  
Self Perceptions ◽  
Positive Feelings ◽  
Negative Feelings ◽  
Aesthetic Thinking ◽  
The Relationship

Museums are located at the intersection of awe and learning: When guests arrive, they are expecting to be amazed, inspired, and educated. This is particularly true in science museums, and researchers have pointed to awe as an epistemic emotion that can promote science learning. We present two studies of awe in a science museum. The first study (n = 293) examined how awe—conceptualized as a multifaceted construct associated with positive feelings of liberation/connection, negative feelings of oppression/isolation, chills, and diminished-self perceptions—differed across museum locations and in relation to prior knowledge. The second study (n = 708) expanded the investigation to also examine the relationship between awe and critical thinking. Across both studies, we found that, relative to baseline spaces, vast, beautiful spaces elicited positive awe-related emotions (amazement, curiosity) and stronger awe correlates (chills, diminished-self perceptions); vast, threatening spaces also elicited stronger amazement, chills, and diminished-self perceptions—but also stronger oppression/isolation. In both studies, pre-visit knowledge was associated with awe experiences during the visit. In Study 2, we also found evidence for relationships between awe and skepticism and aesthetic thought, two aspects of critical thinking: Positive aspects of awe (liberation/connection, curiosity) were associated with more skepticism, and negative aspects of awe (oppression/isolation, disorientation) with less skepticism. In terms of aesthetic thinking, diminished-self perceptions were associated being able describe observed roles and actions, and chills were associated with being able to describe personal opinions. These results support the assertion that awe can be used to encourage engagement and learning in informal science settings.

Modelling learning in youth archery

2020 ◽  
Vol 104 (561) ◽  
pp. 427-434
Author(s):  
Tyler Skorczewski
Keyword(s):  
United States ◽  
High School ◽  
Elementary School ◽  
Physical Education ◽  
Student Motivation ◽  
Wildlife Conservation ◽  
The United States ◽  
The Future

The National Archery in the Schools Program (NASP) began in Kentucky, USA in 2002 and has rapidly expanded to thousands of students around the United States. The program teaches archery in physical education classes and organises tournaments for student archers in elementary school and high school. The program goals include improving student motivation, attention, behaviour, attendance and focus, as well as introducing students to an outdoor skill with the hope that this may increase attention to wildlife conservation efforts in the future.

A Meta-Analysis on the Relationship Between Character Education and Student Achievement and Behavioral Outcomes

2017 ◽  
Vol 51 (1) ◽  
pp. 33-71 ◽  
Author(s):  
William H. Jeynes
Keyword(s):  
High School ◽  
Student Achievement ◽  
Elementary School ◽  
Character Education ◽  
Educational Outcomes ◽  
Grade Level ◽  
Meta Analysis ◽  
Behavioral Outcomes ◽  
The Relationship

An extensive meta-analysis, including 52 studies, was undertaken on the relationship between character education and student achievement and behavioral outcomes. Additional analyses were done to determine whether the effects of character education differed by student grade level, locale, race, and so on. The results indicated that character education is associated with higher levels of educational outcomes, no matter what type of standardized or nonstandardized measure was employed. Character education was also related to higher levels of expressions of love, integrity, compassion, and self-discipline. Overall, character education had somewhat greater effects for children in high school rather than those who were in elementary school. The effects of character education did not differ by the race of the children. The significance of these results is discussed.

High School Science Courses Do Make a Difference

1981 ◽  
Vol 81 (6) ◽  
pp. 502-506 ◽  
Author(s):  
Dorothy L. Gabel ◽  
Robert D. Sherwood
Keyword(s):  
High School ◽  
School Science ◽  
High School Science ◽  
Science Courses

scholarly journals Investigating the Relationship between School Level and a School Growth Mindset

2016 ◽  
Vol 2 (2) ◽  
pp. 203 ◽  
Author(s):  
Janet Hanson ◽  
William Ruff ◽  
Arthur Bangert
Keyword(s):  
High School ◽  
Elementary School ◽  
Research Question ◽  
Growth Mindset ◽  
School Level ◽  
High School Level ◽  
Self Reports ◽  
Faculty And Administrators ◽  
The Relationship ◽  
Future Practice

<p>This study explored the relationship between school level and the psychosocial construct of a growth mindset school culture. Data was collected on the What’s My School Mindset (WMSM) Survey from a stratified random sample of PK-12 faculty and administrators (n = 347) in 30 schools across a large northwestern state. The overarching research question was, “Is there a relationship between school level and a school’s growth mindset?” Results revealed a significant decrease in the WMSM mean between elementary school level and high school level participant self-reports. Therefore, the results of this study could be used to create opportunities for faculty dialogue and reflection to changes perspectives, inform future practice, provide realistic ways to implement change by using research-based evidence to challenge assumptions; and give sound reasons for new practices.</p>

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