The Influence of Literacy-Based Science Instruction on Adolescents' Interest, Participation, and Achievement in Science

Guzzetti, Barbara J.; Bang, EunJin

doi:10.1080/19388070903447774

Cited by 21 publications

(10 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The results of the science achievement test found that students in the experimental group had significant higher scores than students in the control group. This findings add support to the perspective that using science trade book reading into science learning can enhance students' understanding of scientific concepts (DeVore-Wedding, 2016; Guzzetti & Bang, 2011;Guzzetti & Mardis, 2017;Lai, 2008Lai, , 2012Lai & Wang, 2016;Romance & Vitale, 2012a, Vitale & Romance, 2012Werderich, 2014). With the attitudes toward science scale, although the posttest score of students in the experimental group were higher scores than students in the control group, there was no significant difference between the two groups on the outcome of the attitudes toward science scale.…”

Section: Resultssupporting

confidence: 69%

“…Moreover, previous research on the integration of science reading into science teaching has revealed that: (1) reading about the history of science can enhance students' understanding of scientific concepts and their thinking ability (Chiu & Koa, 2006;Guthrie, Wigfield, & Von Seeker, 2000;Guzzetti & Bang, 2011;Guzzetti & Mardis, 2017;Lai, 2008Lai, , 2012Lai & Wu, 2010;Marzano, Pickering, & Pollock, 2001;McNeill, 2009;Pringle & Lamme, 2005;Romance & Vitale, 2012a;Shiau & Hung, 2000;Vitale & Romance, 2012;Werderich, 2014); (2) science reading activities can encourage students to form their own viewpoints and opinions on the nature of science (Chan, 2003;Chen & Hung, 2003;Chen & Wang, 2004;Chiu & Koa, 2006;Ford, Brickhouse, Lottero-Perdue, & Kittleson, 2006;Lin, Cheng, & Chang, 2009;McNeill, 2009;Wang, Cheng, & Wang, 2003;Werderich, 2014); and (3) integrating science trade books into science teaching can enrich the lessons in science concepts, enhance students' problem-solving skills, provide students with an opportunity to verify scientific rules and experience surprises when they make unexpected discoveries, and stimulate students' creativity and thinking skills (Chin, Yang, & Tuan, 2010;Daisey, 1994;Ediger, 1995;Ford, 2006;Ford, Brickhouse, Lottero-Perdue, & Kittleson, 2006;Guzzetti & Bang, 2011;Lai, 2008Lai, , 2009Lamond Price, 2014;Lo & Chang, 2004;Marzano, Pickering, & Poll...…”

Section: Science Trade Book Readingmentioning

confidence: 99%

See 1 more Smart Citation

Enhancing Science Learning through Science Trade Book Reading for 5th Graders

Lai

Chan²

2020

Journal of Education in Science, Environment and Health

View full text Add to dashboard Cite

show abstract

Section: Resultssupporting

confidence: 69%

Section: Science Trade Book Readingmentioning

confidence: 99%

Enhancing Science Learning through Science Trade Book Reading for 5th Graders

Lai

Chan²

2020

Journal of Education in Science, Environment and Health

View full text Add to dashboard Cite

show abstract

“…Two other articles reported attempts to interest students by contextualising learning within the professional contexts of crime-solving police stories [78] or authentic genetic laboratory work [114]. This last case had even more success with children that already showed a rather high interest in S&T.…”

Section: Contextualisationmentioning

confidence: 99%

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

Potvin

Hasni

2014

Studies in Science Education

534

360

View full text Add to dashboard Cite

The relationship that exists between students and science and technology (S&T) is a complex and important one. If it is positive, then social, economic and environmental consequences are to be expected. Yet, many problems of interest/ motivation/attitude (I/M/A) towards S&T have been recorded. A lot of research has been conducted on this topic and a certain number of syntheses have been proposed, but very few of them have followed sufficiently systematic procedures. In this article, we offer a synthetic and systematic description of 228 research articles that were published between 2000 and 2012 and indexed in the ERIC database under I/M/A for S&T at K-12 levels. We focus on the origin of these articles, on the constructs they use and define, on the instruments, and finally on the results they provide, whether correlative or causal. Conclusions and recommendations for future research and interventions are formulated.Keywords: science education; technology education; literature review; interest; motivation; attitude; K-12 Introduction A worldwide concernThe connection that exists between students and science and technology (hereafter designated as 'S&T') through the use of such concepts as 'interest', 'motivation' or 'attitude' (hereafter designated as 'interest/motivation/attitude', 'I/M/A') is an important current and ongoing preoccupation and has been a major concern for researchers and educational systems around the world for a very long time (Osborne, Simon, & Collins, 2003). Although students' I/M/A toward S&T is sometimes judged to be generally positive (Awan, Sarwar, Naz, & Noreen, 2011) -though not without some considerable international differences (p. 43), boy/girl differences and subject-related differences (Schreiner & Sjoberg, 2004) -the idea that interest in S&T is declining has now been widely accepted. According to the Organisation for Economic Co-operation and Development (OECD) (2006, 2008), S&T professions are less attractive and the share of S&T students in higher education has been decreasing considerably. In 2003, Osborne et al. wrote: 'In […] the past decade, the problem has become even more acute ' (2003, p. 1050 This is an Open Access article. Non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly attributed, cited, and is not altered, transformed, or built upon in any way, is permitted. The moral rights of the named author(s) have been asserted. , 2014 Vol. 50, No. 1, 85-129, http://dx.doi.org/10.1080/03057267.2014 interest-evaluating items (8) in its international testing initiative (Krapp & Prenzel, 2011). Studies in Science EducationStudents and school science & technology: a relationship under tension and a need for research-based synthetic knowledge According to Krapp and Prenzel (2011), besides developmental or identity-based approaches, it is possible to tackle the problem of interest in S&T by supposing that its development depends 'on the quality and type of instruction ' (p. 35) that is given to students in schools. But ...

show abstract

“…One study explored the impact of a literacy-based approach to teaching science on the engagement of high school students in Chemistry (Guzzetti & Bang, 2011). The study focused on determining any effect on female students who tend to be marginalized in science classroom settings.…”

Section: Student Engagementmentioning

confidence: 99%

“…The study focused on determining any effect on female students who tend to be marginalized in science classroom settings. Data collection included measuring students' attitudes toward science through a questionnaire in a quasi-quantitative approach involving control and experimental groups (Guzzetti & Bang, 2011). The experimental teachers' approach to instruction reflected one important feature of scientific inquiry, that is, "engaging with scientific questions" (Guzzetti & Bang, 2011, p. 50).…”

Section: Student Engagementmentioning

confidence: 99%

dual commitment of academic rigor and community service at an urban, Catholic high school

Guido¹

View full text Add to dashboard Cite

This research study sought to explore and understand more deeply how educators and stakeholders at a particular urban, independent Catholic high school view the phenomenon of a dual commitment to academic rigor and community service as part of the Catholic identity and mission of the school. Participants in the study agreed the standards of academic rigor, especially in the Advanced Placement (AP) program, should be maintained, but they also valued the school's community service program for its contribution to the development of the whole student. Participation in community service in this school occurs in place of attending classes two days out of the school week, during a critical period of approximately eight weeks in the final semester prior to the administration of the May AP exams and graduation. This dual commitment has created a dilemma of competing priorities for time and resources, producing some tension and struggle, and leading to a cultural mismatch among subgroups of AP teachers, campus ministry personnel, and administrators. One challenge faced by the researcher was to understand how the study's participants perceive the dual commitment, and how they make meaning of it in light of their roles as educators and stakeholders. The hope of the researcher is that the perceptions captured across educators and stakeholders in the school can help recommend ideas and solutions that allow the AP program and the community service program to coexist in more harmonious ways.

show abstract

The Influence of Literacy-Based Science Instruction on Adolescents' Interest, Participation, and Achievement in Science

Cited by 21 publications

References 15 publications

Enhancing Science Learning through Science Trade Book Reading for 5th Graders

Enhancing Science Learning through Science Trade Book Reading for 5th Graders

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

dual commitment of academic rigor and community service at an urban, Catholic high school

Contact Info

Product

Resources

About