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Longitudinal study of an after-school, inquiry-based science intervention on low-achieving children's affective perceptions of learning science
Chen, Hsiang-Ting Wang, Hsin-Hui Lin, Huann-shyang Lawrenz, Frances P. Hong, Zuway-R.
Chen, Hsiang-Ting
Wang, Hsin-Hui
Lin, Huann-shyang
Lawrenz, Frances P.
Hong, Zuway-R.
Abstract
This longitudinal study explores the effects of an after-school, inquiry-based science intervention on improving low-achieving elementary school children's affective perceptions of learning science (APLS) and positive thinking. Thirty-nine low-achieving children nominated by their teachers attended a three-semester intervention and formed the experimental group; another 87 typical fourth graders were randomly selected as the comparison group. The elementary school student questionnaire was administered to assess all participants' APLS and positive thinking. In addition, eight target students from the experimental group with the lowest scores on either APLS or positive thinking were selected for observation and interviews. Factor analyses, paired-wise t-tests, and theme content analyses were used to compare the similarities and differences between groups and within semesters. It was found that the experimental group children's APLS and positive thinking were gradually and significantly more improved than their counterparts' during the intervention. Interview and observation results were consistent with the quantitative findings. This longitudinal study provided evidence that the after-school, inquiry-based science intervention acted as a facilitating agent for improving low achievers' APLS and positive thinking. Instructional implications and research recommendations are discussed.
Keywords
longitudinal study, affective perceptions of learning science, positive thinking, low-achieving children, after-school, inquiry-based science intervention
Date
2014
Type
Journal article
Journal
International Journal of Science Education
Book
Volume
36
Issue
13
Page Range
2133-2156
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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Event URL
Open Access Status
License
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Controlled