41.075 - Development of Disciplinary Knowledge and Student Academic Achievement and Persistence

Session Type: Paper Session

Abstract

The purpose of this session is to examine the contextual features and practices that facilitate the learning of disciplinary knowledge as well as its effects on student outcomes such as persistence, interest, and student engagement, to name a few. The first paper examines contextual features within an Inclusive STEM-focused high school on students’ intentions to declare STEM majors and persistence in college. The second paper explores the role of context-based science education on high school students’ interest and understanding of disciplinary knowledge. The third paper investigates the nature of high school teacher’s collaborations and its effect on student engagement. The fourth paper uses hierarchical linear modeling to explore 6th grade students' spatial-scientific development in relation to their knowledge of earth science concepts. The fifth paper reports on the implementation of an NGSS-aligned technology-supported desalinator project to improve high school students’ submicrorepresentations in chemistry. The sixth paper explores the effects of short and focused mathematical instruction on high school chemistry students’ chemistry achievement. These studies span incorporate both student and teacher data as well as quantitative and qualitative methods.

Sub Unit

• SIG-Science Teaching and Learning

Chair

• Douglas B. Larkin, Montclair State University

Papers

• College Preparation and Persistence of Inclusive STEM-Focused High School Graduates - Ann House, SRI International; Emi Iwatani, Digital Promise; Vanessa L. Peters, SRI International

• Differing Contextualized Tasks in Science Education and Their Impact on Students' Situational Interest and Understanding - Sebastian Habig, University of Duisburg-Essen; Helena van Vorst, University of Duisburg-Essen; Elke Sumfleth, University Duisburg - Essen

• Evaluating Middle School Students' Spatial-Scientific Performance Within Earth/Space Astronomy - Jennifer A. Wilhelm, University of Kentucky; Merryn Cole, University of Nevada - Las Vegas

• Improving Underrepresented High School Chemistry Students' Sub-Microrepresentations Through a Technology-Supported Desalinator Design Project - Dermot Francis Donnelly, California State University - Fresno

• The Effect of Short Mathematics Instruction in High School Chemistry Courses on Student Chemistry Achievement - Omri Shick, John W. Lavelle Preparatory Charter School; Irina Lyublinskaya, College of Staten Island - CUNY