STUDENT PERCEPTIONS OF INSTRUCTION, PEER INTEREST, AND ADULT SUPPORT FOR MIDDLE SCHOOL SCIENCE: DIFFERENCES BY RACE AND GENDER

1998 ◽  
Vol 4 (4) ◽  
pp. 333-340 ◽  
Author(s):  
Jane Butler Kahle ◽  
William J. Boone
Keyword(s):  
Middle School ◽  
Student Perceptions ◽  
School Science ◽  
Middle School Science ◽  
Race And Gender ◽  
And Gender ◽  
Adult Support

Attitude, Achievement, and Gender in a Middle School Science-Based Ludic Simulation for Learning

2012 ◽  
Vol 40 (4) ◽  
pp. 341-370 ◽  
Author(s):  
R. Kimmons ◽  
M. Liu ◽  
J. Kang ◽  
L. Santana
Keyword(s):  
Middle School ◽  
Learning Experiences ◽  
School Science ◽  
Middle School Science ◽  
Self Recognition ◽  
Learning Success ◽  
Gender Based ◽  
And Gender ◽  
Design Factors ◽  
Important Design

This study examined the learning experiences of 478 middle school science students using a problem-based ludic simulation over a 3-week period to learn space science. Findings from both quantitative and qualitative data revealed that use of the simulation supported student learning and that knowledge gains helped reduce gender-based achievement gaps between boys and girls in the subject matter. Student attitude was additionally linked to learning success while using the simulation. These findings suggest that student engagement and self-recognition of progress and learning are important design factors when developing problem-based learning experiences.

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