Science Teaching and Learning Activities and Students' Engagement in Science

The purpose of this analysis is to describe the variation in students' reports of engagement in science across science teaching and learning activities. In addition, this study examines student and school characteristics that may be associated with students' levels of engagement in science...

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Bibliographic Details
Published in:International journal of science education 2013-06, Vol.35 (8), p.1325-1343
Main Authors: Hampden-Thompson, Gillian, Bennett, Judith
Format: Article
Language:English
Subjects:
Education
Educational evaluation
Engagement
Foreign Countries
Foreign students
Humanities and Social Sciences
Institutional Characteristics
Learner Engagement
Learning Activities
Learning Motivation
Least Squares Statistics
Motivation
PISA
Program for International Student Assessment
Regression (Statistics)
Science activities
Science education
Science Instruction
Science Interests
Secondary School Students
Statistical Analysis
STEM Education
Student Attitudes
Student Characteristics
Student Motivation
Student participation
Teaching and Learning Activities
Teaching Methods
United Kingdom
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Summary:The purpose of this analysis is to describe the variation in students' reports of engagement in science across science teaching and learning activities. In addition, this study examines student and school characteristics that may be associated with students' levels of engagement in science. Data are drawn from the Programme for International Student Assessment 2006 study. The analysis employs a quantitative approach that includes descriptive and inferential statistics to examine three measures of student engagement for a nationally representative sample of approximately 12,000 15-year-old students in the UK. The main results indicate that there is an association between students' motivation towards science, enjoyment of science and future orientation towards science, and the frequency in which various teaching and learning activities take place in the classroom. Understanding student engagement in science and the factors that influence it is essential in addressing the issue of uptake of science after compulsory schooling.
ISSN:0950-0693
1464-5289
DOI:10.1080/09500693.2011.608093