Based on the cognitive-affective theory, the present study designed a science inquiry learning model, "predict-observe-explain" (POE), and implemented it in an app called "WhyWhy" to examine the effectiveness of students' science inquiry learning practice. To understand how POE can affect the cognitive-affective learning…

We built on two cognitive and three motivational theoretical constructs to create a combined intervention aiming to improve course achievement and retention in STEM for first-year ("gateway") biology students. Participants were 350 students in one of 8 conditions or a no-treatment control group. Messages supporting cognition and…

Background: This study is about Abu Dhabi high school students' interest in science in different contexts. The survey was conducted in connection with the international project, the Relevance of Science Education (ROSE). The sample consists of 5650 students in public and private schools. A structural equation model (SEM) is developed to capture…

For the past 40 years, there has been apprehension in North American society, and particularly in the scientific community, concerning the decline of interest and enrollment in science degree programs at the post-secondary level. This trend has proven very difficult to reverse. The purpose of this study was to explore why students at an Atlantic…

The integration of an undergraduate science content course and science methods course into a single combined course for preservice teachers, including a precourse field experience, was undertaken at a small, liberal arts college. The conceptual framework for this new delivery system was grounded in the "Next Generation Science Standards…

Attitude towards learning science is a well-researched domain for more than four decades. Globally, studies on attitude still stay relevant following the decline in enrollment in science-related studies across many levels. Particularly, emergent of new sciences in this century calls for a shift in the content included in school science, to be more…

This collected papers dissertation explores students' academic interactions in an active learning, introductory physics settings as they relate to the development of physics self-efficacy and interest. The motivation for this work extends from the national call to increase participation of students in the pursuit of science, technology,…

In general, mathematical representations such as formulae, numbers, and graphs are the inseparable components in science used to better describe or explain scientific phenomena or knowledge. Regardless of their necessity and benefit, science seems to be difficult for some students, as a result of the mathematical representations and problem…

Why and under what conditions might students value their science learning? To find out, the authors observed approximately 400 science classes. They found that although several teachers were amazingly adept at regularly promoting the value of science, many others missed out on important opportunities to promote the value of science. The authors…

Many students feel the curriculum is detached from their lives and interests. Indeed, about half the questions asked by high school biology students are not addressed by the curriculum. This study presents a strategy to incorporate students' curiosity questions into the curriculum as a way to reduce the disparity between students' interests and…

Research has indicated that both context- and inquiry-based approaches could increase student interest in learning sciences. This case study aims to present a context- and inquiry-based combined teaching approach, using a three-step teaching model developed by the PROFILES project, and investigates Swedish students' responses to the activity. A…

During the 2014-2015 academic year, 1,148 students registered and 820 elementary, middle, and high-school students played the New Digital Energy Game (NDE) game in the Houston Independent School District (HISD). The NDE game was designed to enrich students' science experiences in order to stimulate their interests and attitudes to pursue science…

Middle school has been documented as the period in which a drop in students' science interest and achievement occurs. This trend indicates a lack of motivation for learning science; however, little is known about how different aspects of motivation interact with student engagement and science learning outcomes. This study examines the…

In this study, we examine patterns of students' literacy and engagement in science associated with different levels of "inquiry-oriented" learning reported by students in Australia, Canada, and New Zealand. To achieve this, we analyzed data from the Organisation for Economic Co-operation and Development's 2006 Programme for International…

This study examined the potential relationship of accessible hands-on science learning experiences to the development of positive beliefs concerning one's capacity to function in the sciences and motivation to consider science as a college major and career. Findings from Likert survey items given before and after engaging in accessible hands-on…