Longitudinal Study of an After-School, Inquiry-Based Science Intervention on Low-Achieving Children's Affective Perceptions of Learning Science

Autor/inn/en	Chen, Hsiang-Ting; Wang, Hsin-Hui; Lin, Huann-Shyang; Lawrenz, Frances P.; Hong, Zuway-R.
Titel	Longitudinal Study of an After-School, Inquiry-Based Science Intervention on Low-Achieving Children's Affective Perceptions of Learning Science
Quelle	In: International Journal of Science Education, 36 (2014) 13, S.2133-2156 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.910630
Schlagwörter	Longitudinal Studies; After School Programs; Inquiry; Active Learning; Intervention; Low Achievement; Science Education; Affective Behavior; Elementary School Students; Experimental Groups; Control Groups; Questionnaires; Interviews; Factor Analysis; Cohort Analysis; Achievement Gains; Positive Attitudes; Student Attitudes; Classroom Observation Techniques; Affective Measures; Elementary School Science; Foreign Countries; Statistical Analysis; Taiwan + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Aktives Lernen; Unterdurchschnittliche Leistung; Naturwissenschaftliche Bildung; Affective disturbance; Active behaviour; Affektive Störung; Fragebogen; Interviewing; Interviewtechnik; Faktorenanalyse; Kohortenanalyse; Achievement gain; Leistungssteigerung; Schülerverhalten; Ausland; Statistische Analyse
Abstract	This longitudinal study explores the effects of an after-school, inquiry-based science intervention on improving low-achieving elementary school children's affective perceptions of learning science (APLS) and positive thinking. Thirty-nine low-achieving children nominated by their teachers attended a three-semester intervention and formed the experimental group; another 87 typical fourth graders were randomly selected as the comparison group. The elementary school student questionnaire was administered to assess all participants' APLS and positive thinking. In addition, eight target students from the experimental group with the lowest scores on either APLS or positive thinking were selected for observation and interviews. Factor analyses, paired-wise t-tests, and theme content analyses were used to compare the similarities and differences between groups and within semesters. It was found that the experimental group children's APLS and positive thinking were gradually and significantly more improved than their counterparts' during the intervention. Interview and observation results were consistent with the quantitative findings. This longitudinal study provided evidence that the after-school, inquiry-based science intervention acted as a facilitating agent for improving low achievers' APLS and positive thinking. Instructional implications and research recommendations are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10