Persistence of Cognitive Constructs Fostered by Hands-On Science Activities in Middle School Students

Autor/inn/en	Christensen, Rhonda; Knezek, Gerald; Tyler-Wood, Tandra; Gibson, David
Titel	Persistence of Cognitive Constructs Fostered by Hands-On Science Activities in Middle School Students
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Middle School Students; Hands on Science; Science Instruction; Cognitive Processes; STEM Education; Science Careers; Student Interests; Scientists; Pretests Posttests; Semantics; Engineering; Vocational Interests; Information Technology; Mathematics; Intervention; Attitude Change; Energy; Technology Uses in Education; Grade 6; Student Attitudes; Self Concept; Gender Differences; Correlation; Factor Analysis; Student Surveys; Computer Attitudes; Likert Scales; Grade 8 + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Cognitive process; Kognitiver Prozess; STEM; Studieninteresse; Scientist; Wissenschaftler; Semantik; Maschinenbau; Berufsinteresse; Informationstechnologie; Mathematik; Attitudinal change; Einstellungsänderung; Energie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 06; 6. Schuljahr; Schuljahr 06; Schülerverhalten; Selbstkonzept; Geschlechterkonflikt; Korrelation; Faktorenanalyse; Schülerbefragung; Likert-Skala; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	The purpose of this paper is to determine whether the changes that were found to occur pre- to post intervention in students' cognitive structures (Mills, 2013; Knezek, Christensen, Tyler-Wood, & Periathiruvadi, 2013) continued to persist two years later. Major findings were: a) semantic perception of science and STEM as a career became more aligned with interest in being a scientist, from pretest to post test time during the treatment year and continued to be aligned two years later; b) semantic perception of engineering moved from alignment with science and STEM as a career at time 1, to alignment with semantic perception of technology and creative tendencies after the treatment year, at time 2, and remained aligned with technology two years later, at time 3; and c) semantic perception of mathematics was separated from the other constructs during the pre-post treatment year and remained largely separated two years later. Data mining techniques were also used to explore changes in relationships among these and other constructs over time. [For the full proceedings, see ED562107.] (As Provided).
Anmerkungen	International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01