Students and school characteristics related to elementary school students' views of the nature of science

An investigation of grade level and gender-based science achievement gaps in schools with different science achievement levels

“…That is to say, little is known about the relation of this result to grade and gender level differences in LAS and HAS. Investigation of these achievement gaps separately for LAS and HAS is meaningful because these schools differ considerably by their school SES index, educational staff profile, and educational resources they provide (Atar, 2014;Hacıeminoğlu, Ertepınar, Yılmaz-Tüzün, & Çakır, 2015;Martin et al, 2012;Sirin, 2005). In addition to scarcity of studies examining grade level achievement differences in LAS and HAS, small number of studies examined the gender-based science achievement gap in LAS and HAS.…”

“…Diğer bir ifadeyle, bu sonucun DBO ve YBO bağlamında sınıf ve cinsiyet düzeyindeki farklılıklar ile ilişkisi hakkında çok az şey bilinmektedir. Bu başarı farklarının DBO ve YBO için ayrı olarak araştırılması anlamlıdır, çünkü bu okullar okul SES indeksi, eğitim personeli profili ve sağladıkları eğitim kaynakları bakımından önemli ölçüde farklılık göstermektedir (Atar, 2014;Hacıeminoğlu, Ertepınar, Yılmaz-Tüzün, & Çakır, 2015;Martin et al, 2012;Sirin, 2005). DBO ve YBO'da sınıf düzeyinde başarı farklılıklarını inceleyen çalışmaların azlığı yanında az sayıda çalışma DBO ve YBO'da cinsiyete dayalı başarı farkını incelemiştir.…”

Investigation of the science achievement models for low and high achieving schools and gender differences in Turkey

“…Similarly, Aypay, Erdoğan, and Sözer () determined that having higher self‐esteem in science and being exposed to more student‐centered science classes are characteristics of students in LAS, whereas having higher attitudes toward science is the characteristic of students in HAS. However, Hacıeminoğlu, Ertepınar, Yılmaz‐Tüzün, and Çakır () determined that school education resources, which were also related to a school being LAS or HAS, have a positive relation with the nature of science views of students related to imagination and creativity in science. Furthermore, Hacıeminoğlu et al () determined that the relation between science achievement and tentative nature of science views of students is stronger in high SES schools.…”

“…However, Hacıeminoğlu, Ertepınar, Yılmaz‐Tüzün, and Çakır () determined that school education resources, which were also related to a school being LAS or HAS, have a positive relation with the nature of science views of students related to imagination and creativity in science. Furthermore, Hacıeminoğlu et al () determined that the relation between science achievement and tentative nature of science views of students is stronger in high SES schools.…”

Student and School Level Variables related to Elementary School Students' Attitudes towards Science

“…In recent years student, classroom and school level predictors have been investigated using large scale data such as TIMMS and PISA. While some studies in the literature (Huffman, Lawrenz, and Minger, 1997;Le Mare and Sohbat, 2002) support the conclusion that students with female teachers feel more comfortable and safer, Gilmartin, Denson, Li, Bryant and Aschbacher, (2007) found no relation between the number of female teachers in schools and their interest in science courses (as cited in Hacieminoglu, Ertepinar, Yilmaz-Tuzun & Cakir, 2015). Metaanalysis studies of Fuller (1987), Hanushek (1997) and Burtless (1996) revealed that most of the studies they investigated supported the idea that teaching materials, and instructional resources such as school library, availability of science laboratories in science teaching were positively related to students' achievement.…”