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Longitudinal couplings between interest and conceptual understanding in secondary school chemistry: an activity-based perspective

Published on Mar 24, 2019in International Journal of Science Education 1.32
· DOI :10.1080/09500693.2019.1571650
Lars Höft1
Estimated H-index: 1
(Leibniz Association),
Sascha Bernholt6
Estimated H-index: 6
(Leibniz Association)
Abstract
ABSTRACTThis paper presents the findings of a three-year longitudinal study (Grades 9–11; N = 756 students in German secondary schools; mean starting age = 14.7 years) that explores the development of and the interplay between upper-secondary students’ individual interest and conceptual understanding in chemistry. Students’ individual interest was assessed in seven dimensions of school science activities (realistic, investigative, artistic, social, conventional, and networking) according to Dierks et al.'s RIASEC+N model. The data was collected annually using paper-and-pencil questionnaires. In order to analyse the longitudinal relation between students’ academic interest and conceptual understanding, Eccles et al.'s Expectancy-Value Theoretical Model of Achievement Choices (EEVT) was utilised and seven bivariate cross-lagged models were performed to investigate the assumed reciprocal relations between both constructs. Regarding the developmental progression of individual interest and conceptual knowledge...
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Published on Apr 1, 2019in Research in Science Education 1.57
Sebastian T. Opitz3
Estimated H-index: 3
(Michigan State University),
Knut Neumann11
Estimated H-index: 11
(Leibniz Association)
+ 1 AuthorsUte Harms9
Estimated H-index: 9
(Leibniz Association)
Energy is considered both as a disciplinary core idea and as a concept cutting across science disciplines. Most previous approaches studied progressing energy understanding in specific disciplinary contexts, while disregarding the relation of understanding across them. Hence, this study provides a systematic analysis of cross-disciplinary energy learning. On the basis of a cross-sectional study with n = 742 students from grades 6, 8, and 10, we analyze students’ progression in understanding ener...
2 Citations Source Cite
Published on Feb 1, 2019in Journal of Research in Science Teaching 3.21
Lars Höft1
Estimated H-index: 1
,
Sascha Bernholt6
Estimated H-index: 6
+ 1 AuthorsMikael Winberg4
Estimated H-index: 4
The development of students' interest in school science activities, their understanding of central chemical concepts, and the interplay between both constructs across Grades 5–11 were analyzed in a ...
1 Citations Source Cite
Published on Aug 4, 2018in Research in Science Education 1.57
Patrice Potvin8
Estimated H-index: 8
(Université du Québec à Montréal),
Abdelkrim Hasni6
Estimated H-index: 6
(Université de Sherbrooke)
+ 1 AuthorsMartin Riopel7
Estimated H-index: 7
(Université du Québec à Montréal)
This longitudinal study (N = 540, grades 7 and 8) was conducted over 2 years (four measurement points) with a perceptual construct questionnaire and access to students’ report cards. The changes in interest, self-concept, and the intention to pursue studies and a career in science and technology were explored as well as the reciprocal causal links between them, while also integrating four exogenous variables: achievement, perceived easiness, gender, and pedagogical novelty. Structural equation m...
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Published on Jul 3, 2018in International Journal of Science Education 1.32
Sebastian Habig1
Estimated H-index: 1
(University of Duisburg-Essen),
Janet Susan Blankenburg3
Estimated H-index: 3
(Leibniz Association)
+ 3 AuthorsElke Sumfleth9
Estimated H-index: 9
(University of Duisburg-Essen)
ABSTRACTMany studies in science education acknowledge the positive effects of context-based learning on students’ interest and attitudes. However, little is known about the design criteria of contextual situations generating these effects and how facets of students’ situational interest are affected while learning in a contextualised setting. This paper ties in with this initial situation and reports results of two projects analysing the influence of context characteristics on students’ situatio...
6 Citations Source Cite
Published on Jul 1, 2018in Contemporary Educational Psychology 3.36
Daniel Sewasew1
Estimated H-index: 1
(University of Bamberg),
Ulrich Schroeders11
Estimated H-index: 11
(University of Bamberg)
+ 2 AuthorsCordula Artelt26
Estimated H-index: 26
(University of Bamberg)
Abstract Sex differences in mathematics achievement have been a controversial topic in educational psychology for a long time. This study sheds light on the developmental aspects of sex differences in math achievement and domain-specific motivational variables such as self-concept and interest. Using a Reciprocal Effects Model (REM), we analyzed 2,342 German fifth to seventh grade students who participated in a large-scale longitudinal study. Math self-concept was validated as a consistent predi...
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Published on Jan 22, 2018in Journal of Educational Psychology 4.43
Fabian Wolff1
Estimated H-index: 1
(University of Kiel),
Friederike Helm6
Estimated H-index: 6
(University of Kiel)
+ 2 AuthorsJens Möller28
Estimated H-index: 28
(University of Kiel)
Students evaluate their domain-specific abilities by comparing their own achievement in a certain domain with the achievement of others (social comparison), with their own prior achievement (temporal comparison), and with their own achievement in other domains (dimensional comparison). This article is the first to analyze the simultaneous effects of social, temporal, and dimensional comparisons on students’ academic self-concepts of various domains in experimental and field studies. In Study 1 (...
4 Citations Source Cite
Published on Jan 1, 2018in Contemporary Educational Psychology 3.36
Hanna Gaspard7
Estimated H-index: 7
(University of Tübingen),
Allan Wigfield60
Estimated H-index: 60
(University of Maryland, College Park)
+ 3 AuthorsHerb W. Marsh2
Estimated H-index: 2
(University of Oxford)
Abstract In the present study, we investigated how students’ expectancies and values can be predicted by their achievements in multiple domains. Our major aim was to extend previous findings on dimensional comparison processes for expectancies to task values while systematically comparing multiple value facets defined in expectancy-value theory. We assessed the expectancies, values, and achievements of N = 857 students in Grades 5–12 from two German academic track schools in five academic domain...
7 Citations Source Cite
Published on Jan 1, 2018in Journal of Research in Science Teaching 3.21
Cari F. Herrmann-Abell5
Estimated H-index: 5
(American Association for the Advancement of Science),
George E. DeBoer3
Estimated H-index: 3
(American Association for the Advancement of Science)
This study tests a hypothesized learning progression for the concept of energy. It looks at 14 specific ideas under the categories of (i) Energy Forms and Transformations; (ii) Energy Transfer; (iii) Energy Dissipation and Degradation; and (iv) Energy Conservation. It then examines students’ growth of understanding within each of these ideas at three levels of increasing conceptual complexity. The basic level of the model focuses on simple energy relationships and easily observable effects of en...
11 Citations Source Cite
Published on Jan 1, 2018in Chemistry Education Research and Practice 1.62
M. Emden1
Estimated H-index: 1
(University of Education, Winneba),
K. Weber1
Estimated H-index: 1
(University of Duisburg-Essen),
Elke Sumfleth9
Estimated H-index: 9
(University of Duisburg-Essen)
One of the most central tenets of chemistry education is developing an understanding of the processes that involve the Transformation of Matter. Current German curricula postulate content-related abilities (Kompetenzen) that are expected to be achieved by secondary students when graduating from the lower secondary level at grade 10. These abilities can further be differentiated as relating to either structural aspects of matter or to aspects of chemical reaction. Little is known of how Kompetenz...
1 Citations Source Cite
Published on Nov 22, 2017in International Journal of Science Education 1.32
Jian-Xin Yao2
Estimated H-index: 2
(Beijing Normal University),
Yuying Guo3
Estimated H-index: 3
(Beijing Normal University),
Knut Neumann11
Estimated H-index: 11
(Leibniz Association)
ABSTRACTThis paper presents a revised learning progression for the energy concept and initial findings on diverse progressions among subgroups of sample students. The revised learning progression describes how students progress towards an understanding of the energy concept along two progress variables identified from previous studies – key ideas about energy and levels of conceptual development. To assess students understanding with respect to the revised learning progression, we created a spec...
5 Citations Source Cite
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