Measuring science capital, science attitudes, and science experiences in elementary and middle school students

Jones, M. Gail; Chesnutt, Katherine; Ennes, Megan; Macher, Daniel; Paechter, Manuela

doi:10.1016/j.stueduc.2022.101180

Cited by 14 publications

(16 citation statements)

References 38 publications

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“…Participating children and at least one parent or caregiver completed a survey at their host museum during the first program at the beginning of the year. The NextGen Scientist Survey used in this study was developed to examine the science capital and family science habitus of children and their parents (Jones et al, 2020(Jones et al, , 2021(Jones et al, , 2022.…”

Section: Data Collectionmentioning

confidence: 99%

Children and Parents’ Perceptions of Access to Science Tools at Home and Their Role in Science Self-efficacy

et al. 2022

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Families play a vital role in the development of the science interests and career aspirations of youth. Of particular interest is how a family's science capital and science habitus impact how children see themselves in relation to science. One aspect of science capital that has emerged as foundational in children's levels of science self-efficacy and academic self-concept is their access to science related tools outside of school. To learn more about the role of science tools in building the future science interests of youth, this exploratory study examined reported access to science-related tools and tool experiences for 89 participants (44 parents and 45 children). The results showed that more than half of the children reported a lack of home access to science tools such as a meter stick, compass, or scale. There were significant differences in reported access to science tools for African American and Latino/a youth. The reported access to tools for youth was significantly correlated with their science achievement value score (a measure of self-efficacy and self-concept). When comparing child and parent reported tool access, the parents noted having significantly more tools at home than the child participants. The findings from this study suggest that parents should provide opportunities for their children to explore these common household tools on their own as well as in family contexts. Having prior experiences with science tools outside of school is an important form of science capital that could foster success for children in the science classroom.

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Section: Data Collectionmentioning

confidence: 99%

Children and Parents’ Perceptions of Access to Science Tools at Home and Their Role in Science Self-efficacy

et al. 2022

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“…Mothers in particular influence their daughters' attitudes toward mathematics, self-assessments, and mathematics anxiety (Casad et al, 2015). In addition to gender, socioeconomic and family-related factors influence children's developments in STEM from an early age onwards (Jones et al, 2022;Nugent, 2015). Learning to participate in STEM is a form of cultural capital developed in childhood through engagement with parents, as well as out-of-school science experiences over time (Claussen & Osborne, 2013;Ennes et al, 2023).…”

Section: Barriers To and Inequalities For Stem Students In Elementary...mentioning

confidence: 99%

Empowering educators: A training for pre-service and in-service teachers on gender-sensitive STEM instruction

Hasenhütl,

Luttenberger,

Macher

et al. 2024

EURASIA J Math Sci Tech Ed

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Starting early in life, children, especially girls, experience obstacles when it comes to developing interest in STEM. Although teachers face an important task in promoting girls (and boys) in STEM, they often encounter hurdles in doing so. A three-month-long training for pre- and in-service teachers in elementary education was developed to counter this phenomenon. An important training feature was teaching ideas for STEM classrooms. Teachers’ evaluation of the training and teaching ideas, changes in their self-concept, and elementary students’ assessment of the teaching ideas were investigated. Students rated the teaching ideas favorably, with no gender differences. Even though each idea incorporated relevant didactic features for gender-sensitive STEM instruction, the teachers rated certain ideas and contents more critically than others. Nevertheless, their assessments speak in favor of the training intervention, while also indicating gaps in teachers’ professional knowledge regarding gender-sensitive didactics. Implications for the design of STEM teacher education are outlined.

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“…Non-cognitive psychological attributes are also known as personality and affective attributes. Attitude measurement is very important to find out the factors that contribute to learned abilities (Jones et al, 2022). The characteristics of psychological scales are stimulus responses, where the measured attributes reveal behavioral indicators (Saifuddin Azwar, 2020), These measurement instruments must fulfill quality criteria as well as disclose individual judgments (Jones et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…Attitude measurement is very important to find out the factors that contribute to learned abilities (Jones et al, 2022). The characteristics of psychological scales are stimulus responses, where the measured attributes reveal behavioral indicators (Saifuddin Azwar, 2020), These measurement instruments must fulfill quality criteria as well as disclose individual judgments (Jones et al, 2022). There are several levels of measurement, namely ordinal, ratio, interval, and nominal scales (Lord, F.M.…”

Section: Introductionmentioning

confidence: 99%

Survey Attitude Toward The Level Of Understanding Of Descriptive Statistics by Students in Higher Education: Pair Comparison Methode

Nusrotus Sa’idah,

Jailani,

Sudiyatno

2024

JERE

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Many people find statistics very difficult. This impacts students not only on their academic performance but also on unpleasant influences or negative perceptions. This research aims to produce a scaling instrument for attitudes toward student statistics levels using the pair comparison method with valid and reliable characteristics. This research is a quantitative descriptive research by developing a research instrument with a pair comparison scale. The subjects of this research were 160 students who had received courses. This instrument consists of 11 dimensions that measure students' attitudes toward their level of understanding of statistics. The analysis uses quantitative description. The results of scaling the student attitude instrument towards the level of understanding of statistics using the pair comparison method show that the characteristics of each dimension are valid and the Cronbach value meets high-reliability criteria. The results of scaling the attitude instrument towards statistical material with the highest average response order were in the material understanding mode," with a value of 0.695. This high-reliability value can indicate a wider range of abilities, meaning more heterogeneous. With this pair comparison method scaling, it can capture substantial heterogeneity in a person's personal value hierarchy, and it is easier for respondents to answer because they compare two objects.

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Measuring science capital, science attitudes, and science experiences in elementary and middle school students

Cited by 14 publications

References 38 publications

Children and Parents’ Perceptions of Access to Science Tools at Home and Their Role in Science Self-efficacy

Children and Parents’ Perceptions of Access to Science Tools at Home and Their Role in Science Self-efficacy

Empowering educators: A training for pre-service and in-service teachers on gender-sensitive STEM instruction

Survey Attitude Toward The Level Of Understanding Of Descriptive Statistics by Students in Higher Education: Pair Comparison Methode

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