دورية أكاديمية
How Science Learning Activation Enables Success for Youth in Science Learning
| العنوان: | How Science Learning Activation Enables Success for Youth in Science Learning |
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| اللغة: | English |
| المؤلفون: | Dorph, Rena, Cannady, Matthew A., Schunn, Christian |
| المصدر: | Electronic Journal of Science Education. 2016 20(8):49-85. |
| الإتاحة: | Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ejse@southwestern.edu; Web site: http://ejse.southwestern.edu |
| Peer Reviewed: | Y |
| Page Count: | 37 |
| تاريخ النشر: | 2016 |
| نوع الوثيقة: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Grade 5 |
| Descriptors: | Success, Learner Engagement, Grade 5, Grade 6, Science Teaching Centers, Comprehension, Predictor Variables, Outcomes of Education, Science Education |
| مصطلحات جغرافية: | California |
| تدمد: | 1087-3430 |
| مستخلص: | Expanding on recent advances in science education, cognitive and social psychology, and sociocultural studies, the paper explores a construct called "science learning activation" and a theoretical framework that describes the characteristics, function, and impact of this construct. Authors define "science learning activation" as a set of dispositions, skills, and knowledge that commonly enable success in proximal science learning experiences and are in turn influenced by these successes. This study investigated the relationship between four dimensions of "science learning activation" (fascination, values, competency beliefs, and scientific sensemaking) and three indicators of success (choice, emotional and cognitive/behavioral engagement, and learning) in temporally proximal science learning experiences. Science learning activation, preferences to choose optional science experiences, engagement ratings, and learning outcomes were collected over multiple time points from diverse group of 681 fifth and sixth grade students from two different regions of the United States. Regression analyses, and hierarchical linear models controlling for demographic characteristics, revealed that: choice preferences were predicted by fascination, values, and sensemaking; engagement levels were predicted by competency believes, fascination, and values; and learning outcomes were predicted by scientific sensemaking. Further, successes themselves predicted further growth in activation: growth in fascination, values, and competency belief themselves were predicted by choice preferences and engagement levels; and growth in sensemaking was predicted by content learning. Thus, "science learning activation" provides a theory (and corresponding set of measurement tools) for proximal outcomes of early science learning interventions that can produce positive long-term outcomes through a reoccurring reinforcement process wherein the effects of an early intervention can lead toward additional positive effects from subsequent interventions. Conversely, poor experiences can lead to negative attitudes that hinder the next learning experience and eventually away from seeking future science learning opportunities. These findings have implications for theory, practice, and research. |
| Abstractor: | As Provided |
| Number of References: | 92 |
| Entry Date: | 2018 |
| رقم الأكسشن: | EJ1188039 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1087-3430 |
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