An exploration of Illinois students' attitudes toward science using multivariate multilevel modeling with a cross‐sectional sample of responses from grades 5 through 10

Summers, Ryan; Abd‐El‐Khalick, Fouad

doi:10.1002/tea.21552

Cited by 12 publications

(6 citation statements)

References 104 publications

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“…As for the evaluation of attitudes and intention towards science, in which positive results were obtained, it is first compared with the results reported in the only study which, to date, has used the same instrument, given its novelty. The values reported by Summers and Abd-El-Khalick (2019) for a sample of Illinois students of similar age and school year to those in our sample are lower in both variables — attitudes: 3.61 ± 0.97; and intention: 2.90 ± 0.83 — than those obtained after the STEAM DU implementation.…”

Section: Discussioncontrasting

confidence: 69%

“…En cuanto a la evaluación de las actitudes e intención hacia la ciencia, en la que se obtuvieron resultados positivos, se compara primeramente con los resultados reportados en el único estudio que, hasta la fecha, dada su novedad, ha empleado el mismo instrumento. Los valores reportados por Summers y Abd-El-Khalick (2019) para una muestra de estudiantes de Illinois de edad y curso similares a los de nuestra muestra, son menores en ambos constructos — constructo actitudes: 3.61 ± 0.97; constructo intención: 2.90 ± 0.83 — que los obtenidos después de la aplicación de la UD STEAM.…”

Section: Discussionunclassified

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Effects of an integrated STEAM approach on the development of competence in primary education students (Efectos de una propuesta STEAM integrada en el desarrollo competencial del alumnado de Educación Primaria)

Revilla

Greca

Villagrá

2021

Journal for the Study of Education and Development

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The multidimensional character of competence development involves a profound methodological change in how the teaching process is conceived. An integrated STEAM education is one potentially useful methodological approach to assist in this matter. Using design research, an integrated STEAM approach was designed, implemented and assessed with 121 students in their sixth year of primary education. Its effect was analysed through a mixed methods study. The results show that the students obtain a high level of competence after the approach is applied in all of the key competences, with an emphasis on the level attained by girls in scientific skills. These results seem to reinforce the hypothesis that an integrated STEAM education is effective as a possible avenue for improving competence development in the primary education years as it didactically responds to the complexity of today's world. RESUMENEl carácter pluridimensional del desarrollo competencial implica un cambio metodológico profundo en el modo de concebir el proceso de enseñanza. En este sentido, uno de los enfoques metodológicos potencialmente útiles es la educación STEAM integrada. Mediante una investigación de diseño, se diseñó, implementó y evaluó una propuesta STEAM integrada con 121 estudiantes de sexto curso de Educación Primaria, analizándose su efecto a través de un estudio de métodos mixtos. Los resultados obtenidos muestran que el alumnado alcanza un alto nivel competencial después de la aplicación de la propuesta en todas las competencias clave, destacando el alcanzado por las chicas en la competencia científica. Estos resultados parecen reforzar la hipótesis de la efectividad de la educación STEAM integrada como una posible vía para mejorar el desarrollo competencial en la etapa de Educación Primaria, respondiendo didácticamente a la complejidad del mundo actual.

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Section: Discussioncontrasting

confidence: 69%

Section: Discussionunclassified

Effects of an integrated STEAM approach on the development of competence in primary education students (Efectos de una propuesta STEAM integrada en el desarrollo competencial del alumnado de Educación Primaria)

Revilla

Greca

Villagrá

2021

Journal for the Study of Education and Development

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“…This interaction was statistically significant in this study, but relatively small in magnitude. More prominent and consistent with prior use of the BRAINS (Summers & Abd‐El‐Khalick, 2019), positive interactions were detected between each of the five TRAPB constructs and students’ perceived ability. Other studies have drawn connections between students’ perceptions of their science ability and decisions about enrolling in science courses beyond the compulsory amount (Jeffries et al., 2020).…”

Section: Discussionsupporting

confidence: 74%

A mixed methods exploration of secondary students’ attitudes and intentions in relation to elective science course enrollment

Summers

2021

School Sci & Mathematics

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Many students have the opportunity to enroll in elective courses during secondary school and the choices they make about pursuing specific electives may foreshadow future outcomes. The present study utilized a sequential, mixed methods design to investigate the association between students’ attitudes toward science, their declared intentions to engage with science in the future, and their eventual decision to enroll in an elective science course. Students in grades 9 through 11 completed a 30‐item survey rooted in the theories of reasoned action and planned behavior, which provided self‐report data about their attitudes, intentions, and related variables (N = 698). Course enrollment data were obtained during the following academic year for a sub‐sample of Grade 12 students who previously completed the survey. Pathway analysis supported the theoretical model and explained a majority of the variance between students’ reported intentions and their actual course enrollment. Other factors that students considered when making their decisions were investigated through group interviews. Based on interviews conducted, students that enrolled in an elective science course generally saw science as a part of their post‐secondary plans.

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“…Jones, Corin, Andre, Childers, and Stevens () reported the substantial impact that childhood experiences involving relevant science content applications have on lifelong science learning, whereas Thomas and Strunk () implicated the importance of parent's and children's self‐efficacy (a developed sense of confidence related to specific types of attitudes measured in recent inquires involving technology in education; Yau & Leung, ) on fifth grade students' science achievement. Indeed, Summers and Abd‐El‐Khalick () corroborate the extraneous factors of students' perceived ability in science and familial production of discourse related to science as predictive factors of late elementary and middle school students' attitudes toward science across multiple scales.…”

Section: Background Literaturementioning

confidence: 92%

Priming urban learners' attitudes toward the relevancy of science: A mixed‐methods study testing the importance of context

Boda

Brown

2019

J Res Sci Teach

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The development of three‐dimensional learning among all K‐12 student demographics remains a prominent goal for the field of science education. However, substantial research in science teacher education for urban populations showcases hurdles to overcome in order to achieve this goal, particularly for elementary teachers. Research shows that urban elementary teachers are often ill‐prepared to develop a type of science pedagogy responsive to students' learning needs. The fidelity of such pedagogies that these teachers adhere to when trying to implement such a requested content–relationality between these populations and how their local contexts can be used as sites to learn science in relevant ways are often not fully realized, as well. Given that science achievement gaps exhibit racial disparities starting in primary grades and attitudes toward science have been shown to affect academic achievement and motivation, we argue that one way to ameliorate, in at least an incremental way, this disparity is to design novel learning experiences to prime students to see the relevancy of science in their local contexts before such three‐dimensional designed learning is set to occur. In this research, we leveraged the immersive nature of Virtual Reality 360 videos and present a design‐based research iteration testing how this novel technologically enhanced learning experience may have influenced close to 400 urban elementary students' attitudes toward science around those attitudes labeled as “behavioral beliefs” by the field. Using a concurrent, convergent mixed‐methods design with a two‐way multivariate analysis of covariance quantitative data set triangulated with students' qualitative self‐reports that were transformed into quantitative preponderances in graphic form, the data support that our design iteration emphasizing the importance of context as a design focus can prime students who struggle to see science as relevant to change their attitudes. Implications are discussed around relationality, novel technological affordances, and the use of local contexts as learning resources.

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An exploration of Illinois students' attitudes toward science using multivariate multilevel modeling with a cross‐sectional sample of responses from grades 5 through 10

Abstract: The present study examined students' attitudes toward science and associated constructs, based on the theories of reasoned action and planned behavior, and explored relationships between individual and school-related variables common

Cited by 12 publications

References 104 publications

Effects of an integrated STEAM approach on the development of competence in primary education students (Efectos de una propuesta STEAM integrada en el desarrollo competencial del alumnado de Educación Primaria)

Effects of an integrated STEAM approach on the development of competence in primary education students (Efectos de una propuesta STEAM integrada en el desarrollo competencial del alumnado de Educación Primaria)

A mixed methods exploration of secondary students’ attitudes and intentions in relation to elective science course enrollment

Priming urban learners' attitudes toward the relevancy of science: A mixed‐methods study testing the importance of context

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