Assessment for Effective Intervention: Enrichment Science Academic Program

Sasson, Irit; Cohen, Donita

doi:10.1007/s10956-012-9425-5

Cited by 13 publications

(12 citation statements)

References 47 publications

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“…In fact, previous research has suggested that out‐of‐school encounters have the potential to offer several emotional benefits such as increased joy and excitement (Rennie & McClafferty, ), increased well‐being, less anger, less anxiety, and less boredom (Randler, Ilg, & Kern, ). However, the majority of studies that have analyzed the effects of SCOL visits (Hausamann, ; Thomas, ) and related learning settings (Rennie, ; Sasson, ; Sasson & Cohen, ) on students’ learning performance and motivation have had some limitations. Previous studies have relied on small sample sizes ( N < 400) with the exception of Sasson and Cohen () as well as Seybold, Braunbeck, and Randler () and several did not use a randomized design implemented in a multilevel context, with the exception of, for example, Itzek‐Greulich et al ().…”

Section: Activity Emotions and Motivational Outcomes In A Science Clamentioning

confidence: 99%

“…However, the majority of studies that have analyzed the effects of SCOL visits (Hausamann, ; Thomas, ) and related learning settings (Rennie, ; Sasson, ; Sasson & Cohen, ) on students’ learning performance and motivation have had some limitations. Previous studies have relied on small sample sizes ( N < 400) with the exception of Sasson and Cohen () as well as Seybold, Braunbeck, and Randler () and several did not use a randomized design implemented in a multilevel context, with the exception of, for example, Itzek‐Greulich et al (). Some of these studies were qualitative (Dohn, ; Jarvis & Pell, ; Luehmann, ) and did not include a control group (Sasson & Cohen, ).…”

Section: Activity Emotions and Motivational Outcomes In A Science Clamentioning

confidence: 99%

“…Previous studies have relied on small sample sizes ( N < 400) with the exception of Sasson and Cohen () as well as Seybold, Braunbeck, and Randler () and several did not use a randomized design implemented in a multilevel context, with the exception of, for example, Itzek‐Greulich et al (). Some of these studies were qualitative (Dohn, ; Jarvis & Pell, ; Luehmann, ) and did not include a control group (Sasson & Cohen, ).…”

Section: Activity Emotions and Motivational Outcomes In A Science Clamentioning

confidence: 99%

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Emotional and motivational outcomes of lab work in the secondary intermediate track: The contribution of a science center outreach lab

Itzek-Greulich

Vollmer

2016

J Res Sci Teach

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Students’ interest in science declines in secondary school. Therefore, motivating students to become competent and engaged in science topics that are relevant for their everyday lives is an important goal, so they can be better citizens and decision makers with socioscientific issues (e.g., climate change and waste disposal). The present study contributes to research on activity emotions (state) and motivational outcomes (situational interest and situational competence) in science education. The study compared three experimental groups in a guided inquiry lab work on the chemistry of starch and a control group. The three groups were (i) 13 science classes taught at school; (ii) 14 classes taught in a Science Center Outreach Lab (SCOL) visit; and (iii) 17 classes taught in a combined setting of (i) and (ii); the groups were taught on the same topic. The large sample of classes was randomly assigned to the experimental conditions and a control group and data were analyzed for the theoretical part and the practical part of the intervention. The nested data were analyzed using item response theory and multilevel analyses. The three lab‐work conditions were quite successful in comparison with the control group. There were some differences between the SCOL and school groups; the students experienced higher enjoyment in the theoretical part of the intervention in the school group and higher situational competence in the practical lab work at the combined setting. Especially low achievers profited from the intervention, supposedly because the topic was close to students’ everyday lives. Conscientiousness was a major predictor of emotional and motivational outcomes. In conclusion, experimental lab work at a SCOL can be seen as a supplement to a worthwhile STEM education. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 54: 3–28, 2017

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Section: Activity Emotions and Motivational Outcomes In A Science Clamentioning

confidence: 99%

Section: Activity Emotions and Motivational Outcomes In A Science Clamentioning

confidence: 99%

Section: Activity Emotions and Motivational Outcomes In A Science Clamentioning

confidence: 99%

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Emotional and motivational outcomes of lab work in the secondary intermediate track: The contribution of a science center outreach lab

Itzek-Greulich

Vollmer

2016

J Res Sci Teach

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“…Starting at an early age, girls display little interest in physics compared to boys (Hoffmann, 2002). Results were used for the improvement of the instructional design of the physics activities (Sasson and Cohen, 2013). Results were used for the improvement of the instructional design of the physics activities (Sasson and Cohen, 2013).…”

Section: Paper Chemistry Education Research and Practicementioning

confidence: 99%

A three-attribute transfer skills framework – part II: applying and assessing the model in science education

Sasson

Dori

2015

Chem. Educ. Res. Pract.

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In an era in which information is rapidly growing and changing, it is very important to teach with the goal of students' engagement in life-long learning in mind. This can partially be achieved by developing transferable thinking skills. In our previous paper -Part I, we conducted a review of the transfer literature and suggested a three-attribute transfer skills framework presented graphically as a cube. The goals of this paper -Part II are (a) to investigate the application of the three-attribute transfer skills framework by conducting two studies; and (b) to demonstrate the value of the framework as a tool for design of assignments and assessment of students' transfer skills. In this paper, we have applied the three-attribute transfer skills framework to design assignments and to assess middle and high school students. In order to achieve the first goal we conducted two studies: (1) investigating high school chemistry students in a computerized laboratory setting, and (2) exploring middle school students who were exposed to a science enrichment program. Study 1 took a case-based chemistry approach and included assessment of high school honor chemistry students' transfer skills. In Study 2, we evaluated the transfer skills of ninth grade students who had participated in a science enrichment academic program with emphasis on physics and we compared boys to girls. Findings of Study 1 indicated an increase in students' far transfer skill as expressed by the progress students made in transferring knowledge from chemistry to other science domains and by using more chemistry understanding levels in their responses. In Study 2, we found that the near transfer skill of middle school boys was significantly higher than the same skill among girls who participated in the same enrichment program. Both parts, the review and the three-attribute transfer skills framework (previous paper -Part I) and the research (this paper -Part II), contribute to narrowing the gap between the theory of transfer, empirical research, and the practice of transfer in science classrooms.

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“…The center, as a pre-academic framework, aims at strengthening the potental of school students in order to encourage them to pursue higher educaton, with an emphasis on science and technology studies. The center provides students with hands-on laboratory experience and computerized learning environments not available in their schools (Sasson & Cohen, 2013). The cooperaton with an academic and research insttute creates an opportunity for meetngs with experts as role models in science.…”

Section: Introduction and Theoretical Backgroundmentioning

confidence: 99%

The Role of Informal Science Centers in Science Education: Attitudes, Skills, and Self-efficacy

Sasson

2014

J. Technol. Sci. Educ.

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Informal learning relates to actvites that occur outside the school environment. These learning environments, such as visits to science centers provide valuable motvatonal opportunites for students to learn science. The purpose of this study was to investgate the role of the pre-academic center in science educaton and partcularly to explore its efects on 750 middle-school students' attudes toward science, their scientfc thinking skills and self-efcacy. Pre and post-case based questonnaires were designed to assess the students' higher order thinking skills-inquiry, graphing, and argumentaton. In additon, a fve-point Likert scale questonnaire was used to assess students' attudes and self-efcacy. The research results indicated a positve efect of the pre-academic science center actvites on scientfc thinking skills. A signifcant improvement in the students' inquiry and graphing skills was found, yet non signifcant diferences were found in argumentaton skill. The students signifcantly improved their ability to ask research questons based on reading a scientfc text, and to describe and analyze research results that were presented graphically. While no signifcant diferences were found between girls and boys in the pre-questonnaire, in the post-questonnaire the girls' scores in inquiry skill were signifcantly higher than boys' scores. Increases in students' positve attudes toward science and self-efcacy were found but the results were not statstcally signifcant. However, the program length was found to be an important variable that afects achievement of educatonal goals. A three-dimensionbased framework is suggested to characterize learning environments: organizatonal, psychological, and pedagogical.

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Assessment for Effective Intervention: Enrichment Science Academic Program

Cited by 13 publications

References 47 publications

Emotional and motivational outcomes of lab work in the secondary intermediate track: The contribution of a science center outreach lab

Emotional and motivational outcomes of lab work in the secondary intermediate track: The contribution of a science center outreach lab

A three-attribute transfer skills framework – part II: applying and assessing the model in science education

The Role of Informal Science Centers in Science Education: Attitudes, Skills, and Self-efficacy

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