𝔖 Bobbio Scriptorium
✦   LIBER   ✦

Enhancement and Analysis of Science Question Level for Middle School Students

✍ Scribed by Santine Cuccio-Schirripa; H. Edwin Steiner

Publisher
John Wiley and Sons
Year
2000
Tongue
English
Weight
53 KB
Volume
37
Category
Article
ISSN
0022-4308

No coin nor oath required. For personal study only.

✦ Synopsis

The effects of instruction and achievement on science question level for high and low science topic interests were investigated. Eight seventh-grade classes were randomly assigned to two treatments: instruction and no instruction on researchable questioning. Each student completed the Middle School Students' Science Topic Interest Rating Scale (test-retest reliability, r Ο­ .84); selected two topics in which she or he was least interested and two topics in which she or he was most interested; wrote questions for each topic; and took the Stanford Achievement Tests in reading, mathematics, and science. The questions were rated using the four levels described by the Middle School Students' Science Question Rating Scale (interrater reliability, r Ο­ .96). The scores for each question were averaged for two raters, then summed for each interest level for each student. The data were analyzed for main and interaction effects using general linear modeling procedures. Question level was modeled with one within-subjects factor (science topic interest) and four between-subjects factors (instruction and three achievement scores). The results indicate that students who received instruction outperformed those students who were not instructed; and high achievers in mathematics, reading, or science outperformed low achievers. There were no interaction effects.

πŸ“œ SIMILAR VOLUMES

Predictors of family participation in a
Predictors of family participation in a multiple family group intervention for aggressive middle school students
✍ William H. Quinn; Dan B. Hall; Emilie P. Smith; David Rabiner πŸ“‚ Article πŸ“… 2010 πŸ› John Wiley and Sons 🌐 English βš– 142 KB

## Abstract The authors examine predictors of family participation in the G.R.E.A.T. Families Program of the Multisite Violence Prevention Project (MVPP), a four‐site collaboration examining student, teacher, and family interventions for middle school students. Teachers recruited two cohorts of six

Language as an indicator of meaning gene
Language as an indicator of meaning generation: An analysis of middle school students' written discourse about scientific investigations
✍ Carolyn W. Keys πŸ“‚ Article πŸ“… 1999 πŸ› John Wiley and Sons 🌐 English βš– 84 KB

The purposes of this study were to (a) investigate how one group of middle school students generated meanings for scientific data and expressed them in writing, and (b) develop a methodology for assessing the relationship between students' written text and their scientific thinking. Previous researc

Randomized evaluation of a single semest
Randomized evaluation of a single semester transitional mentoring program for first year middle school students: a cautionary result for brief, school-based mentoring programs
✍ Samuel McQuillin; Bradley Smith; Gerald Strait πŸ“‚ Article πŸ“… 2011 πŸ› John Wiley and Sons 🌐 English βš– 161 KB

School-based youth mentoring is popular in the United States. There are reasons to believe that school-based mentoring might be beneficial, but research has found primarily small effects and some negative effects. This study describes a formal evaluation of a single semester mentoring program that w

Students perceptions of writing for lear
Students perceptions of writing for learning in secondary school science
✍ Vaughan Prain; Brian Hand πŸ“‚ Article πŸ“… 1999 πŸ› John Wiley and Sons 🌐 English βš– 90 KB πŸ‘ 2 views

The implementation of writing-for-learning strategies within science classrooms requires changes in the way in which students engage with the subject. Specific writing tasks require students to address concepts of science and also to focus on issues of purpose, audience, topic, method of text produc