A study of urban middle school students with high and low attitudes toward science

Atwater, Mary M.; Wiggins, John; Gardner, Catherine M.

doi:10.1002/tea.3660320610

Cited by 83 publications

(52 citation statements)

References 11 publications

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“…However, as previous research has pointed out (Atwater, Wiggins & Gardner, 1995), there is a decline in parental involvement during the middle school years, perhaps due to parents allowing their children to exhibit more autonomy in learning (Spera, 2005).…”

Section: Parental Influence (Situational Interest)mentioning

confidence: 89%

Measuring Science Interest: Rasch Validation of the Science Interest Survey

Lamb

Annetta

Meldrum

et al. 2011

Int J of Sci and Math Educ

108

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Students in the USA have fallen near the bottom in international competitions and tests in mathematics and science. It is thought that extrinsic factors such as family, community, and schools might be more influential than intrinsic attitudes toward science interest. However, there are relatively few valid and reliable measures of intrinsic factors such as interest relating to science. With the lack of intrinsic measures, it is difficult to determine the impact of extrinsic factors on the intrinsic construct. A fuller picture of the factors affecting intrinsic factors such as science interest will allow interventions to become more refined and targeted. Several studies suggest that student interest toward science affects the likelihood of the student pursuing advanced courses in science. The goal of this paper is to establish the validity and reliability of the Science Interest Survey and to determine if the survey meets the formal requirements of measurements as defined by the Rasch model. Results using both IRT and CRT analysis suggest that Science Interest Survey is an adequate measure of the unidimensional construct known as science interest. Results further suggest the Science Interest Survey is a valid and reliable measure for assessing science interest levels.

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Section: Parental Influence (Situational Interest)mentioning

confidence: 89%

Measuring Science Interest: Rasch Validation of the Science Interest Survey

Lamb

Annetta

Meldrum

et al. 2011

Int J of Sci and Math Educ

108

View full text Add to dashboard Cite

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“…This usually means that many Black Americans have a poorer quality and a smaller quantity of science than White students. Many Black American students avoid taking any advanced high school science classes even if they complete high school (Atwater, Wiggins, & Gardner, 1995;Hall & Post-Kammer, 1987;Lois, 1990;Powell, 1990;Reyes & Stanic, 1985). A few Black American students are able to become scientists, mathematicians, and engineers, while others become science technicians and engineering technologists.…”

Section: Introductionmentioning

confidence: 96%

Equity for Black Americans in precollege science

Atwater

2000

Sci. Ed.

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The purpose of this article is to explore many of the experiences that Black Americans have in science education in the United States and propose changes so that Black Americans have an equitable opportunity to engage in and learn quality science. The outcome of quality science is the possession of science knowledge and skills of Black American students to either maintain or change their world as they choose. Science for All Americans delineates the themes and habits of minds that scientifically literate high school graduates should possess; however, these are the preparatory fundamentals for Black American students if equity is to exist for them in science education. Equity in science learning, science teaching, science schooling practices, and quality science opportunities are discussed. The science learning of Black American students continue to be championed; however, the debate persists on the efficiency of culturally relevant science learning. The instruction of many impoverished rural and urban Black American students is very inadequate because of low teacher expectation, inadequate science knowledge and skills of teachers, teachers' poorly clarified professional and cultural beliefs and values, and science curricula that do not focus on the knowledge and skills outlined in Science for All Americans. Some progress toward schooling practices has occurred; however, few have been implemented long enough to determine their impact on Black Americans' science learning. Proposed solutions aimed at providing equitable opportunities for all students to learn quality science include preparing multicultural science teachers, eliminating tracking in schools, equipping classes with science curriculum materials and technology, and supplying financial resources. © 2000 John Wiley & Sons, Inc. Sci Ed 84:154–179, 2000.

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“…Middle school is, after all, a time when girls' choices of peer groups, self-selected mentors, school grades, and after-school programs play a pivotal role in the high school trajectories they pursue and in supporting their efforts to become and remain engaged in science (AAUW, 1992;Lee, 2002;Malcolm, 1997). Middle school is also a time when girls' attitude toward science and achievement in science drop precipitously (Atwater, Wiggins, & Gardner, 1995).…”

Section: Introductionmentioning

confidence: 99%

From peripheral to central, the story of Melanie's metamorphosis in an urban middle school science class

Tan

Barton

2007

Science Education

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Identity formation is a critical dimension of how and why students engage in science to varying degrees. In this paper, we use the lens of identity formation, and in particular identities in practice, to make sense of how and why Melanie, over the course of sixth grade, transformed from a marginalized member of the science class with a failing grade to a highly valued member of the sixth-grade science community with a perfect score of a 100% for the sixth-grade exit project. Our findings reveal that the different figured worlds of the science classroom, such as whole class, small group work, and individual work, offered Melanie different affordances for identity formation that were built upon across such spaces, in both productive and unproductive ways. Our findings also take up the kinds of critical roles that members of her classroom community, in particular teacher and peers, play in supporting and constraining such a transformation. We discuss the implications identity formation has for understanding issues of gender equity and science learning.

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A study of urban middle school students with high and low attitudes toward science

Cited by 83 publications

References 11 publications

Measuring Science Interest: Rasch Validation of the Science Interest Survey

Measuring Science Interest: Rasch Validation of the Science Interest Survey

Equity for Black Americans in precollege science

From peripheral to central, the story of Melanie's metamorphosis in an urban middle school science class

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