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Next generation crosscutting themes: Factors that contribute to students' understandings of size and scale 
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下载免费PDF全文 Katherine Chesnutt Melissa Gail Jones Rebecca Hite Emily Cayton Megan Ennes Elysa N. Corin Gina Childers 《科学教学研究杂志》2018,55(6):876-900
This study examined the degree to which individual differences in students' (N = 232) concepts of size and scale are explained by factors such as students' innate sense of number, out‐of‐school science experiences, exposure to size and scale instruction, gender identities, and racial/ethnic identities. There is increasing emphasis being placed on the use of crosscutting concepts to promote deep learning in science. A multiple linear regression indicated students' racial/ethnic identities, experiences with scale outside of school, and exposure to size and scale instruction significantly added to the prediction model. Results from this study can both inform the movement toward incorporating crosscutting concepts into pedagogy as well as inform educators, administrators, and other stakeholders of the factors that may shape students' understanding of the cross‐cutting concept of scale, proportion, and quantity. 相似文献
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Hite Rebecca Jones M. Gail Andre Tom Childers Gina Corin Elysa 《Cultural Studies of Science Education》2019,14(4):937-962
Cultural Studies of Science Education - Despite policy changes and targeted outreach, issues of underrepresentation persist for women and minorities in science fields. Previous research has... 相似文献
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Katherine Chesnutt M. Gail Jones Elysa N. Corin Rebecca Hite Gina Childers Mariana P. Perez Emily Cayton Megan Ennes 《科学教学研究杂志》2019,56(3):302-321
This study examined the relationship between students' (N = 229) concepts of size and scale and students' achievement in science and mathematics over a 3-year period. Size and scale are considered one of the big ideas in science that permeates disparate science and mathematics content areas, yet little is known about the relationship between students' conceptualization of size and scale and students' achievement in science and mathematics. The study used a modified panel longitudinal design to follow the same class of students over a 3-year period. The goal was to explore whether understandings of size and scale are related to achievement in mathematics and science. Results indicated a strong positive significant relationship existed between students' understanding of size and scale and students' science achievement in grades 5 and 8. There was a positive significant relationship between students' concepts of size and scale and students' mathematics achievement in grades 5, 6, 7, and 8. An examination of the relationships is included as well as a discussion of the integration of crosscutting concepts into science and mathematics instruction as a way to support deep learning. 相似文献
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