Premium
Middle school classroom predictors of science persistence
Author(s) -
Gallagher Shelagh A.
Publication year - 1994
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660310705
Subject(s) - lisrel , clarity , persistence (discontinuity) , science education , psychology , mathematics education , presentation (obstetrics) , pedagogy , structural equation modeling , computer science , medicine , biochemistry , chemistry , geotechnical engineering , machine learning , engineering , radiology
Very little research has been conducted to determine whether instructional practices experienced by young adolescents have lasting effects that can be connected to persistence in the study of science years later. The current study examined the question of whether variables associated with middle school classroom practices and instructional emphasis would contribute to a prediction of science course placement in the 11th grade. A LISREL analysis was performed to create a model that ties middle school classroom experiences to later course placement. Variables associated with a holistic approach to science and with clarity of presentation were retained in the final model.