Load Reduction Instruction in Science and Students' Science Engagement and Science Achievement

Autor/inn/en	Martin, Andrew J.; Ginns, Paul; Burns, Emma C.; Kennett, Roger; Pearson, Joel
Titel	Load Reduction Instruction in Science and Students' Science Engagement and Science Achievement
Quelle	In: Journal of Educational Psychology, 113 (2021) 6, S.1126-1142 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martin, Andrew J.) ORCID (Ginns, Paul) ORCID (Burns, Emma C.) ORCID (Kennett, Roger)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000552
Schlagwörter	Difficulty Level; Learning Processes; Learner Engagement; High School Students; Student Attitudes; Adolescents; Single Sex Schools; Private Schools; Science Achievement; Science Instruction; Instructional Effectiveness; Teacher Guidance; Personal Autonomy; Direct Instruction; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Schwierigkeitsgrad; Learning process; Lernprozess; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Private school; Privatschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Lehrerberatung; Individuelle Autonomie; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Ausland; Australien
Abstract	Among a sample of 2,071 Australian high school students nested within 188 science classrooms, the present study explored the role of science teachers' "load reduction instruction" (LRI; instruction that seeks to reduce cognitive load by appropriately balancing explicit instruction with guided autonomy) in student- and classroom-level science engagement and the role of engagement in student- and classroom-level science achievement. Using doubly latent multilevel structural equation modeling, results showed that, at the student- and classroom-level, student reports of their teacher's LRI was significantly and positively associated with self-reported engagement, and engagement was significantly and positively associated with achievement. Thus, (a) LRI was associated with greater individual student engagement, that in turn was associated with greater individual student achievement in science, and (b) beyond student-level effects, LRI was associated with greater classroom engagement that in turn was associated with greater classroom achievement. We also found that the association between LRI and achievement was mediated by engagement. Implications for educational practice in science are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01