Changes in Student Science Interest from Elementary to Middle School

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Autor/in	Coutts, Trudi E.
Titel	Changes in Student Science Interest from Elementary to Middle School
Quelle	(2012), (172 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Aurora University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2678-8918-8
Schlagwörter	Hochschulschrift; Dissertation; Student Interests; Science Interests; Attitude Change; Student Attitudes; Elementary School Students; Phenomenology; Student Experience; Performance Factors; Student Motivation; Case Studies; Grade 5; Grade 7; Grade 9; Student Surveys; Semi Structured Interviews; Secondary School Students; Secondary School Science; Hands on Science; Culturally Relevant Education; Difficulty Level; Student Empowerment; Instructional Innovation; Learning Experience; Vocational Interests; Illinois + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Studieninteresse; Attitudinal change; Einstellungsänderung; Schülerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; Studienerfahrung; Leistungsindikator; Schulische Motivation; Case study; Fallstudie; Case Study; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09; Schülerbefragung; Sekundarschüler; Schwierigkeitsgrad; Studienberechtigung; Educational Innovation; Bildungsinnovation; Lernerfahrung; Berufsinteresse
Abstract	This study is a transcendental phenomenological study that described the experience of students' interest in science from elementary school through middle school grades and the identification of the factors that increase or decrease interest in science. Numerous researchers have found that interest in science changes among children and the change in interest seems to modulate student motivation, which ultimately leads to fewer children choosing not only science classes in the future but science careers. Research studies have identified numerous factors that affect student interest in science; however, this study incorporated the lived experience of the child and looked at this interest in science through the lens of the child. The study design was a collective cross-case study that was multi-site based. This study utilized a sample of children in fifth grade classes of three different elementary schools, two distinct seventh grade classes of different middle schools, and ninth grade children from one high school in the State of Illinois. The phenomenon was investigated through student interviews. The use of one-on-one semi-structured interviews limited to 45 minutes in length provided the researcher with data of each child's description of science interest. All interviews were audio- recorded and transcribed verbatim. The data was collected and analyzed in order to identify themes, and finally checked for validity. The most significant findings of this study, and possible factors contributing to science interest in children as they progress from elementary to high school, were those findings relating to hands-on activities, the degree to which a student was challenged, the offering of new versus previously studied topics in the curriculum, the perceived relevance of the curricular materials to personal life, and the empowerment children felt when they were allowed to make choices related to their learning experiences. This study's possible implications for practitioners, specifically the findings of this study's relation to the 2011 National Research Council "Science Framework" and the forthcoming "Common Core Science Standards," were examined. This study concluded with discussion of its limitations, a summary of the results, and recommendations for additional areas of investigation of the subject matter. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10