Increasing the Effectiveness of Teaching for Transformative Experience in Science Through Parental Involvement in an All-Girl Secondary School

• In Event: 31.091 - Roundtable Session 10
  In Roundtable Session: 31.091-5 - Motivational and Cognitive Processes: Math and Science Education

Abstract

This study investigated the impact of adding a parental involvement intervention to the Teaching for Transformative Experience in Science (TTES) model in science courses in an all-girl middle and high school. The goal was to increase transformative experience (TE), interest, and parental involvement. Analysis showed that TTES with the addition of a parent intervention (TTES+PI) facilitated more TE and parent involvement than a comparison. Furthermore, a high initial level of situational and individual interest was maintained in the TTES+PI condition; whereas both forms of interest decreased in the comparison (TTES alone). The results provide evidence that the addition of a parent intervention may increase the effectiveness of TTES and maintain girl’s interest in science, which has theoretical and practical implications.

Authors

• Benjamin C. Heddy, University of Oklahoma

• Gale M. Sinatra, University of Southern California

• Barbara A. Greene, University of Oklahoma

• Shane Berning, Archer School for Girls

• Jerilyn Joel, The Archer school for Girls