– All aspects of science engagement were statistically significantly and positively related to science achievement, and nearly all showed medium or large effect sizes.
– Each aspect was positively associated with one of the four practices (strategies) of science teaching.
– Focus on applications or models was positively related to the most aspects of science engagement (science self-concept, enjoyment of science, instrumental motivation for science, general value of science, and personal value of science).
– Hands-on activities were positively related to additional aspects of science engagement (science self-efficacy and general interest in learning science) and also showed a positive relationship with science achievement.
– School mean SES has a positive and significant effect on students’ future motivation in science and on science achievement.
Current Selections
ClearScience Engagement and Science Achievement in the Context of Science Instruction: A Multilevel Analysis of U.S. Students and Schools
Social Class and the STEM Career Pipeline: An Ethnographic Investigation of Opportunity Structures in High-Poverty Versus Affluent High School
1) What are the mechanisms through which high school opportunity structures link to student choice of STEM major and college destination? 2) To what extent and in what ways do high school opportunity structures differ in schools with a large upper/middle class White population versus a comprehensive urban school (with a STEM focus) with a high population of poor and working class students of color? 3) To what extent do the mechanisms through which the high school opportunity structures link to college major choice and college destination differ in the two schools under investigation?
Gender and ethnic differences in precollege mathematics course work related to science, technology, engineering, and mathematics (STEM) pathways
How do students of different ethnicity and gender groups differ in advanced mathematics course-taking and in STEM major choice? What student and school factors can explain these differences? How does high school advanced mathematics course-taking account for disparities in STEM major choice?