A person-in-context approach to student engagement in science: Examining learning activities and choice: ENGAGEMENT, LEARNING ACTIVITY, AND CHOICE
A person-in-context approach to student engagement in science: Examining learning activities and choice: ENGAGEMENT, LEARNING ACTIVITY, AND CHOICE
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学生参与科学的以人为本的方法：检查学习活动和选择：参与、学习活动和选择
DOI：
10.1002/tea.21409
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发表时间：
2018
影响因子：
4.6
通讯作者：
Beymer, Patrick N.
中科院分区：
文献类型：
--
作者：
Schmidt, Jennifer A.;Rosenberg, Joshua M.;Beymer, Patrick N.
美国的科学教育改革努力要求学生在课堂上参与科学概念、核心思想和实践的方式发生重大转变。这种科学学习的新愿景要求对学生参与和研究模型有更复杂的概念理解，这些模型既能捕捉到学生参与科学的多维性，也能捕捉到学生参与科学的语境特异性。在以人为本的经验抽样数据分析的独特应用中，我们采用聚类分析确定了六种不同的瞬时参与概况，代表了高中科学课堂中学生参与的行为、认知和情感维度的不同组合。学生在课堂上的大部分时间都是在一个维度上的高参与度，而在其他维度上的低参与度中度过的。在我们的观察中，约22%的学生在所有三个维度上都表现出较低的参与度。全面参与，或所有三个维度的高水平，是最不常见的情况，只有11%的观察出现。学生的瞬时参与概况以有意义的方式与学生参与的学习活动和他们所提供的选择类型相关。实验室活动提供了特别两极化的参与体验，产生了充分的参与，普遍的低参与和愉快的参与，其中学生是情感上的参与，但不是认知或行为上的参与。学生的选择通常与更优的参与度有关，而具体的选择类型在很多方面都很重要。与其他类型的选择（如选择与谁一起工作或花多少时间）相比，关于如何组织学习活动的选择具有最积极的效果。结果在实践的意义和方法方法的效用方面进行了讨论，以评估学生参与科学课堂的复杂性。©2017 Wiley期刊公司中国科学教育学报（英文版），2018
Science education reform efforts in the Unites States call for a dramatic shift in the way students are expected to engage with scientific concepts, core ideas, and practices in the classroom. This new vision of science learning demands a more complex conceptual understanding of student engagement and research models that capture both the multidimensionality and contextual specificity of student engagement in science. In a unique application of person‐oriented analysis of experience sampling data, we employ cluster analysis to identify six distinctmomentary engagement profilesrepresenting different combinations of the behavioral, cognitive, and affective dimensions of student engagement in high school science classrooms. Students spend a majority of their classroom time in one of several engagement profiles characterized by high engagement on one dimension, but low levels on the others. Students exhibited low engagement across all three dimensions of engagement in about 22% of our observations. Full engagement, or high levels across all three dimensions, is the least frequent profile, occurring in only 11% of the observations. Students’ momentary engagement profiles are related in meaningful ways to both the learning activity in which students are engaged and the types of choices they are afforded. Laboratory activities provided especially polarized engagement experiences, producing full engagement, universally low engagement, and pleasurable engagement in which students are affectively engaged but are not engaged cognitively or behaviorally. Student choice is generally associated with more optimal engagement profiles and the specific type of choice matters in important ways. Choices about how to frame the learning activity have the most positive effects relative to other types of choices, such as choosing whom to work with or how much time to take. Results are discussed in terms of implications for practice and the utility of the methodological approach for evaluating the complexities of student engagement in science classrooms. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 88: 19–43, 2018