A Mixed-Methods Study of Students' Efficacy and Value for Learning Science in Middle School

• In Event: 28.088 - Fairmont Royal York Roundtable Session Four
  In Roundtable Session: 28.088-7 - Middle-Grades STEM Teaching and Learning

Abstract

The purpose of this study is to provide an in-depth examination of students’ efficacy and value for learning science in the middle grades. This study follows a sequential explanatory mixed methods design in which Phase One quantitative data inform the selection of participants for Phase Two, a qualitative phase consisting of in-depth interviews. Quantitative results indicated that students who reported high science motivation also reported higher levels of present value and future value for science. Qualitative data revealed differences between students reporting high and low motivation in the following areas: using effective cognitive and organizational strategies, coping with the transition to middle school, and making meaningful connections between science content and the real world. Implications for science education are discussed.

Author

• Julie Brockman Smart, Clemson University