دورية أكاديمية
Relative Effects of Classroom Utility Value Intervention on the Science Motivation of Girls and Boys
| العنوان: | Relative Effects of Classroom Utility Value Intervention on the Science Motivation of Girls and Boys |
|---|---|
| اللغة: | English |
| المؤلفون: | Shin, Dajung Diane, Lee, Minhye, Jung, Seoyeon Julie, Bong, Mimi (ORCID |
| المصدر: | Research in Science Education. Jun 2023 53(3):593-612. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools Grade 6 |
| Descriptors: | Intervention, Student Motivation, Science Education, Gender Differences, Grade 5, Grade 6, Elementary School Students, Teaching Methods, Self Efficacy, Value Judgment |
| DOI: | 10.1007/s11165-022-10070-w |
| تدمد: | 0157-244X 1573-1898 |
| مستخلص: | Emerging evidence attests to the need to intervene in young students' science motivation and achievement before their science motivation starts to dwindle. Heeding this call, we implemented a science utility value intervention for fifth and sixth graders in 23 classrooms (N = 550). Through five intervention sessions that consisted of diverse individual and group activities including writing, students learned and internalized the personal and communal usefulness of science for 14 popular non-STEM professions as well as their own aspired future careers. After the intervention, the students in the experimental condition perceived greater utility value of science, were more interested and self-efficacious in their science classes, expressed greater appreciation of the role science played in their future careers, and aspired to science-related careers more strongly than the students in the control condition. The intervention was especially effective for improving the personal utility value, appreciation, and science-related career intention of girls. The advantage of the experimental group in science interest and self-efficacy, compared to the control group that received a delayed intervention, was maintained till the end of the semester. The findings provide important empirical and practical insights into designing effective science interventions for young learners. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1376270 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 0157-244X 1573-1898 |
|---|---|
| DOI: | 10.1007/s11165-022-10070-w |