Children's perceptions of the factors that led to their enrolment in advanced, middle-school science programmes

Caspi, Avner; Gorsky, Paul; Nitzani-Hendel, Rakefet; Zacharia, Zacharias C.; Rosenfeld, Sherman; Berman, Shmuel; Shildhouse, Bruria

doi:10.1080/09500693.2020.1802083

Cited by 13 publications

(5 citation statements)

References 71 publications

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“…Consistent with a social‐cognitive perspective (Caspi et al, 2019; Frenzel et al, 2010; Wigfield et al, 2015), prior research pertaining to interest (Caspi et al, 2020; Robnett & Leaper, 2013) and homework interest (Du et al, 2016; Shumow et al, 2008), we hypothesized that homework interest would be positively associated with peer interest. Informed by extant literature on the SAL (Biggs, 2003; Cano, 2007; Entwistle, 2009; Trigwell et al, 2005; Vos et al, 2011; Winje & Løndal, 2020), we further expected that homework interest would be related positively to deep approach to homework, negatively to surface approach to homework.…”

Section: Introductionmentioning

confidence: 67%

“…Based on the data from high school students, Robnett and Leaper (2013) reported that peer interest in science, technology, engineering, and math (STEM) had a powerful influence on students' interest in STEM. Likewise, based on data from middle school students, Caspi et al (2020) found that perceived peer interest predicted student interest in science and enrollment in advanced science courses.…”

Section: Peer Interestmentioning

confidence: 99%

See 1 more Smart Citation

Student interest in mathematics homework: Do peer interest and homework approaches matter?

2023

Psychology in the Schools

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The current investigation examined models of homework interest according to the data from middle school students in China. Homework interest was positively related to homework favorability, feedback quality, deep approach, monitoring motivation, peer interest, self‐concept, teacher control, and family homework help. Additionally, homework interest was negatively associated with the surface approach. At the class level, homework interest was related positively to feedback quality, yet negatively to parent education. Thus, the current study extended prior research on homework, by indicating that student interest in homework was further associated with peer interest and homework approaches. Implications for further investigation and practice are discussed based on these findings.

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Section: Introductionmentioning

confidence: 67%

Section: Peer Interestmentioning

confidence: 99%

Student interest in mathematics homework: Do peer interest and homework approaches matter?

2023

Psychology in the Schools

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“…(2021), Cheuk (2021), Caspi et al. (2020), Gardner and Tillotson (2020), Almukhambetova and Kuzhabekova (2020), Hanson and Krywult‐Albańska (2020), Prieto‐Rodriguez et al. (2020), Moote et al.…”

Section: Resultsmentioning

confidence: 99%

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

Susilayati,

Hardyanto,

Supriyadi

et al. 2024

Review of Education

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The COVID‐19 global pandemic was a socio‐scientific issue (SSI) that had an impact on various aspects of life including education. Educational institutions adapted to new learning, teaching and assessment approaches to be effective in responding to the pandemic. This study aims to determine the research trends and contributions of science education during the COVID‐19 pandemic in order to follow up on possible impacts and other crises in the future. The study involved a narrative systematic literature review of 898 articles published in three selected journals from 2018 to 2021. The analysis was divided into two stages. First, to compare research trends between 2018 and 2019 as the baseline with research trends for 2020–2021 during COVID‐19. Second, to systematically analyse the content of articles published between 2020 and 2021 to explore the contribution of science education amidst COVID‐19 descriptively. The results show that the empirical type of research during the COVID‐19 pandemic has increased compared to the baseline. Research topics on learning contexts dominate the baseline and amidst the pandemic, but ‘teaching’ topics are current and future trends in science education research. The three selected journals contributed many publications related to understanding and resolving the crisis during the COVID‐19 pandemic directly and indirectly. In addition, science education amidst COVID‐19 contributes to preparing the younger generation to become resilient citizens capable of dealing with crises. Direct evidence of preparing resilient citizens amidst the COVID‐19 pandemic is contributed by technological and pedagogical knowledge, content and context knowledge, futurising education, and student mobility programmes in science education. Furthermore, indirect evidence is contributed by science education publications published in the three selected journals between 2020 and 2021. Most publications are carried out at the high school level. More articles in the integrated sciences are published than in separate disciplines such as physics, chemistry, biology and earth/space science. Furthermore, the details of research trends and contributions of science education amidst the COVID‐19 pandemic are discussed.

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“…The role of some variables in the role of families in directing children to science has been examined and discussed in studies. These are the gender of the child (Šimunović & Babarović, 2021), the economic status of the families (Goldman et al, 2021), the mother or father status of the parent who takes care of the child (Bucci Liddy et al, 2021), cultural perspectives (Sun & Moreno, 2020), and families perceived related their roles to encourage their children (Caspi et al, 2020). For example; Parents with lower incomes and fewer on-screen role notification reports were higher.…”

Section: Literature Reviewmentioning

confidence: 99%

Determining the Levels of How Families Shape Children's Engagement with Science: A Scale Development Study

BAL¹,

Kaya²

2022

Kuramsal Eğitimbilim

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This study aims to develop a scale that can be used to determine the levels of how families shape children's engagement with science. The study was conducted in the basic research design. The data collection was carried out in two stages. In the first stage, the data obtained from the scale applied to 324 people were subjected to exploratory factor analysis. In the second stage, data from 181 people were used for confirmatory factor analysis. As a result of the EFA, it was found that the factor loads ranged from .521 to .893, the Kaiser-Meyer-Olkin value was .866, the total variance explained was 62.254%, and the Cronbach's alpha value was .907. As a result of the CFA, however, it was found that the X 2 /df value was 2, and the RMSEA value was .079. Thus, a 5-point, 3-factor Likert type scale, consisting of 18 items, was obtained with validity and reliability according to the analysis results. The factors involved in the scale were called "Practical Applications (Activities and Experiments)", "Introduction to Science" and "Building Scientific Foundations". With the developed scale, it is believed that researchers in the field can determine the level of orientation of children of families with different demographics and children of different age groups to science.

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Children's perceptions of the factors that led to their enrolment in advanced, middle-school science programmes

Cited by 13 publications

References 71 publications

Student interest in mathematics homework: Do peer interest and homework approaches matter?

Student interest in mathematics homework: Do peer interest and homework approaches matter?

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

Determining the Levels of How Families Shape Children's Engagement with Science: A Scale Development Study

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