Differences In Science Concepts Held by Children From Three Social‐Economic Levels*

Klein, Carol

doi:10.1111/j.1949-8594.1971.tb08795.x

Cited by 8 publications

(4 citation statements)

References 9 publications

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“…Among the SES indices considered, were parent occupation, parent education, and community SES. Of the 13 studies considered, nine show positive relationships between parental SES and science learning: students of higher socio-economic status homes scored higher on achievement measures of logical operations , science attitudes and interests (Neujahr & Hanson 1970;Hason, 1975;James & Pafford, 1973: Keeves, 1975, general cognitive learning in science (Hardy, 1970;Keeves, 1975;Klein, 1971;Troost, 1969), critical thinking (Hardy, 1970), and factual learning (Lynch et al, 1979). Studies showing no significant relationship between SES and science achievement are those considering process learning (Quinn & George, 1975), factual learning (Ashbaugh, 1968), and science attitudes and interests (Wynn & Bledsoe, 1967).…”

Section: Home Environmentmentioning

confidence: 99%

A synthesis of social and psychological influences on science learning

Kremer

Walberg

1981

Science Education

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Section: Home Environmentmentioning

confidence: 99%

A synthesis of social and psychological influences on science learning

Kremer

Walberg

1981

Science Education

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“…In PISA, economic, social and cultural status is an index value consisting of accommodation opportunities, and the educational level and occupation of the parents. It is reported in various studies that economic, social and cultural status has an impact on success in sciences (Baker et al, 2002;Berberoğlu et al, 2003;Chiu, 2007;Klein, 1971;Koutsoulis & Campbell, 2001;Topçu & Yılmaz-Tüzün, 2009).…”

Section: Discussion and Resultsmentioning

confidence: 99%

“…In the present study, gender is treated as a variable. In addition, as stated by Beller and Gafni (2000), with the conception that students' performances in different types of items can be affected by other variables, students' economic, social and cultural status could be added as another variable since the findings of numerous studies indicated that this variable affected student success (Baker, Goesling, & LeTendre, 2002;Berberoğlu et al, 2003;Chiu, 2007;Klein, 1971;Koutsoulis & Campbell, 2001;Topçu & Yılmaz-Tüzün, 2009). However, no study examining both students' success regarding item type and their economic, social and cultural status were encountered in the related literature.…”

Section: Introductionmentioning

confidence: 99%

Farkli Madde Türleri̇ne Göre Fen Okuryazarliğinin İncelenmesi̇: Pisa 2015 Türki̇ye Örneği̇

Koğar

Koğar²

2019

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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The aim of the present study was to reveal the psychometric properties of the items in the cognitive test of PISA 2015 assessing scientific literacy according to different item types and to examine scientific literacy in relation to different independent variables. In the sample of PISA 2015 Turkey, 175 students from 5895 students were included in the study with the aim of researching. Descriptive statistics and various hypothesis tests were used to obtain the findings of the research. When scientific literacy and item difficulty averages for all three item types were examined, students with a high level of scientific literacy level were more successful at responding to constructed response (CR) items, while students with a low level of scientific literacy were more successful at answering multiple choice (MC) items. Male students were more successful than female students in responding to MC and complex multiple choice (CMC) items, while female students were more successful than male students in answering CR items. It was found that students with a high level of economic, social and cultural status were more successful than those with a low level of economic, social and cultural status.

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“…SES had been identified as a potential factor relating to academic performance (6,7). Both variables were considered as important background covariates.…”

Section: The Datamentioning

confidence: 99%

Application of Two-Level Negative Exponential Model to Children's Learning Curve in Reading

Chen

Chan

Francis

et al. 2002

Communications in Statistics - Simulation and Computation

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This paper attempts to model the development of children's reading skills using the negative exponential curve with mixed effects model. The model describes the nature of growth in children's reading skills and accounts for intra-individual and 279 MARCEL DEKKER, INC. • 270 MADISON AVENUE • NEW YORK, NY 10016inter-individual variations. In addition, we propose methods including cross-validation, regression, and graphing to determine an appropriate curve for the data, to find good initial values for parameters, and to select potential covariates. We illustrate with an example that motivated this research: a longitudinal study of academic reading skills from grade 1 to grade 12 in Connecticut public schools.

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Differences In Science Concepts Held by Children From Three Social‐Economic Levels*

Cited by 8 publications

References 9 publications

A synthesis of social and psychological influences on science learning

A synthesis of social and psychological influences on science learning

Farkli Madde Türleri̇ne Göre Fen Okuryazarliğinin İncelenmesi̇: Pisa 2015 Türki̇ye Örneği̇

Application of Two-Level Negative Exponential Model to Children's Learning Curve in Reading

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