Science Engagement and Literacy: A retrospective analysis for students in Canada and Australia

Woods-McConney, Amanda; Oliver, Mary; McConney, A.; Schibeci, Renato; Maor, Dorit

doi:10.1080/09500693.2013.871658

Cited by 34 publications

(21 citation statements)

References 40 publications

(43 reference statements)

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“…Given that all other experimental conditions were similar, we here show that the out-ofschool setting has a higher effect. An explanation could be that the authentic teaching of biological content in the out-of-school setting is more successful in generating interest in science, a positive attitude towards science and commitment to science activities (Woods-McConney et al, 2013). This also can be attributed, for example, to the novel environment (novel field trip phenomenon Falk et al, 1978).…”

Section: Discussionmentioning

confidence: 99%

Invertebrate disgust reduction in and out of school and its effects on state intrinsic motivation

Wüst-Ackermann

Vollmer²,

Itzek-Greulich³

et al. 2018

Palgrave Commun

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Invertebrates are used in environmental, biology, and science education. However, they can elicit disgust, which can be detrimental for motivational and learning outcomes. In addition, practical work including hands-on interaction with living invertebrates could be a viable way to reduce invertebrate disgust and strengthen state intrinsic motivation. Moreover, Big-Five personality may explain the students' reaction to the exposure with live invertebrates. Therefore, the present study tested the effects of an intervention with living invertebrates on disgust and state intrinsic motivation in a sample of 1861 students (age 10-12 years). Moreover, we tested whether an in-school or an out-of-school intervention was more successful in reducing disgust as compared to the control group. While disgust was measured at pre-and post-test, trait motivation was measured at pre-test and state intrinsic motivation was measured at post-test. Results show that while both treatment conditions reduced disgust more than the control condition, the out-of-school condition had a more pronounced disgust reduction than the school condition. Disgust was negatively related to state intrinsic motivation, but state intrinsic motivation was equally high in both treatment conditions (school and university). Extraversion was negatively and neuroticism was positively related to disgust. Big-Five personality was generally associated with state intrinsic motivation. In conclusion, invertebrate disgust can be successfully reduced by an intervention with live invertebrates. The workstation-based intervention with live invertebrates is useful in different settings, both in and out of school and effective with invertebrate species, especially with snails and mealworms, because children's disgust for these species was significantly reduced and lower disgust was related to higher state intrinsic motivation.

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Section: Discussionmentioning

confidence: 99%

Invertebrate disgust reduction in and out of school and its effects on state intrinsic motivation

Wüst-Ackermann

Vollmer²,

Itzek-Greulich³

et al. 2018

Palgrave Commun

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“…Some studies have reported that motivation, science-related interest, science-related enjoyment, and science-related self-efficacy will impact students' science achievement (Ozel, Caglak, & Erdogan, 2013;Rice, Barth, Guadagno, Smith, McCallum,, & ASERT, 2013;Woods-McConney, Oliver, McConney, Schibeci, & Maor, 2014). Other studies have also found that students' interests in science affect their science achievement (Häussler & Hoffmann, 2000;Siegel & Ranney, 2003).…”

Section: Student Interest and Efficacymentioning

confidence: 99%

Reflections on and implications of the Programme for International Student Assessment 2015 (PISA 2015) performance of students in Taiwan: The role of epistemic beliefs about science in scientific literacy

2019

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The 2015 Programme for International Student Assessment (PISA) has drawn a substantial amount of attention from science educators and educational policymakers because it marked the first time that PISA assessed students' ability to evaluate and design scientific inquiry using computer‐based simulations. We undertook a secondary analysis of the PISA 2015 Taiwan dataset of 7,973 students from 214 schools to identify critical issues of student learning and potentially reshape our educational system and policies. Thus, this study sought to identify potential latent clusters of students' scientific literacy performance according to a set of focus variables selected from the PISA student questionnaires. In addition, significant determinants of students' scientific literacy and resiliency were analyzed. Cluster analysis results demonstrated the presence of four clusters of high, medium, low, and inferior scientific literacy/epistemology/affective dispositions. Specifically, students in cluster 1 compared with other clusters showed that the higher the scientific literacy scores are, the more positive epistemic beliefs about science, achievement motivation, enjoyment of science, interests in broad science, science self‐efficacy, information and communications technology (ICT) interest, ICT autonomy, more learning time, more teacher supports and teacher‐directed instructions are. Regression results indicated that the most robust predictor of students' scientific literacy performance is epistemic beliefs about science, followed by learning time, interest in broad science topics, achievement motivation, inquiry‐based science teaching and learning practice, and science self‐efficacy. Decision tree model results showed that the descending order of the variables in terms of their importance in differentiating students as high‐ versus low‐performing were epistemic beliefs about science, learning time, self‐efficacy, interest in broad science, and scientific inquiry, respectively. A similar decision tree model to determine students as resilient versus non‐resilient also was found. Various interpretations of these results are discussed, as are their implications for science education research, science teaching, and science education policy.

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“…Specifically related to this study, emphasis on gender-inclusive opportunities in school science over the past three decades and evidence that there is little difference in the abilities of males and females in doing, studying or achieving in science (Woods-McConney et al 2014: OECD, 2010Quinn & Cooc 2015) are not yet reflected in the number of females entering post-secondary courses in science and engineering (Mack & Walsh 2013). For example, in a recent study that examined more than 6000 secondary students' interest in STEM careers, males expressed greater interest in engineering and maintained that interest throughout high school; females initially declared greater interest in medicine and health careers but reported lower levels of interest in STEM careers by the end of high school (Sadler et al 2012).…”

Section: Introductionmentioning

confidence: 99%

“…What does seem clear, however, is that if all students are not appropriately supported and provided opportunities to pursue STEM subjects, degrees and careers (Woods-McConney et al 2014;Schmidt et al 2015), it is likely that the strength and diversity within STEM disciplines, as well as their associated social and economic outcomes, could be eroded. Specifically related to this study, emphasis on gender-inclusive opportunities in school science over the past three decades and evidence that there is little difference in the abilities of males and females in doing, studying or achieving in science (Woods-McConney et al 2014: OECD, 2010Quinn & Cooc 2015) are not yet reflected in the number of females entering post-secondary courses in science and engineering (Mack & Walsh 2013).…”

Section: Introductionmentioning

confidence: 99%

Female senior secondary physics students’ engagement in science: a qualitative study of constructive influences

et al. 2017

Self Cite

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Background: Prompted by fewer females compared to males enrolling in physics and advanced mathematics at both secondary and university levels, our research investigated the views and experiences of female students currently studying upper secondary school physics. We interviewed 18 female students about influences they considered important to their own science education, interest in science, and future science-related aspirations. Our purpose was to identify the experiences that these students most strongly associated with the generation and maintenance of their engagement in science, particularly represented in this research by their enrolment in upper secondary physics.

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Science Engagement and Literacy: A retrospective analysis for students in Canada and Australia

Abstract: Given international concerns about students' pursuit (or more correctly, non-pursuit) of courses and careers in science, technology, engineering and mathematics (STEM), this study is about achieving a better understanding of factors related to high school students'

Cited by 34 publications

References 40 publications

Invertebrate disgust reduction in and out of school and its effects on state intrinsic motivation

Invertebrate disgust reduction in and out of school and its effects on state intrinsic motivation

Reflections on and implications of the Programme for International Student Assessment 2015 (PISA 2015) performance of students in Taiwan: The role of epistemic beliefs about science in scientific literacy

Female senior secondary physics students’ engagement in science: a qualitative study of constructive influences

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