Literaturnachweis - Detailanzeige
Autor/inn/en | Heddy, Benjamin C.; Sinatra, Gale M. |
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Titel | Transformative Parents: Facilitating Transformative Experiences and Interest with a Parent Involvement Intervention |
Quelle | In: Science Education, 101 (2017) 5, S.765-786 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Heddy, Benjamin C.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0036-8326 |
DOI | 10.1002/sce.21292 |
Schlagwörter | Parent Participation; Transformative Learning; Intervention; STEM Education; Science Instruction; Biology; Chemistry; Discussion Groups; Single Sex Schools; Middle School Students; High School Students; Females; Science Interests; Learner Engagement; Parent Student Relationship; Program Implementation Elternmitwirkung; Pädagogische Transformation; STEM; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Chemie; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Weibliches Geschlecht |
Abstract | This study reports the implementation of a parental involvement intervention coupled with small group discussions aimed at facilitating transformative experiences (TEs) in science courses (biology and chemistry) in an all-girls middle and high school. Specifically, the goal was to generate parental involvement, TE, and interest. Analyses showed that the intervention was associated with more parent involvement and TE than a comparison condition. Furthermore, a high initial level of situational and individual interest was maintained in the treatment condition, whereas interest decreased in the comparison. A content analysis of journal entries suggested an association between parents showing value for science concepts and an increase in students' perceived experiential value. The results provide evidence that a parent intervention may increase the likelihood of engagement in TE and maintaining girls' interest in science, which has theoretical and practical implications. (As Provided). |
Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |