Longitudinal analysis of the relations between opportunities to learn about science and the development of interests related to science
Longitudinal analysis of the relations between opportunities to learn about science and the development of interests related to science
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DOI：
10.1002/sce.21018
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发表时间：
2012-09-01
影响因子：
4.3
通讯作者：
Kelley, Ken
中科院分区：
文献类型：
--
作者：
Alexander, Joyce M.;Johnson, Kathy E.;Kelley, Ken
对 192 名 4 至 7 岁儿童的家长报告的儿童科学兴趣与科学学习机会之间的关系进行了纵向研究。科学兴趣在一年内（45、56 和 67 岁）进行跟踪，并且在男孩中更为普遍，特别是在 6 岁之前。在这三年中科学学习机会的频率方面确实出现了性别差异。纵向路径分析测试了儿童的科学兴趣与其科学学习机会之间的关系。我们的数据表明，早期的科学兴趣是后来参与非正式科学学习的机会的有力预测因素，而相反的模式（早期的机会预测后来的科学兴趣）却没有被发现。年轻女孩表现出的科学兴趣促使父母在接下来的一年里增加了科学学习的机会。尽管男孩在研究早期就遵循这种模式，但随着时间的推移，无论兴趣如何，男孩都会获得相似水平的科学机会。考虑了早期科学兴趣中性别差异的基础以及对后来学校科学学习的影响。 (c) 2012 年 Wiley 期刊公司 Sci Ed 96:763786，2012 年
Relations between parental reports of children's interests related to science and opportunities for science learning were examined longitudinally in 192 children between ages 4 and 7 years. Science interests were tracked during 1-year periods (ages 45, 56, and 67) and were more prevalent among boys, particularly prior to age 6 years. Gender differences did emerge in terms of frequencies of opportunities for science learning during all 3 years. Longitudinal path analyses tested relations between children's science interests and their opportunities for science learning. Our data suggest that early science interests were strong predictors of later opportunities to engage in informal science learning, whereas the opposite pattern (early opportunities predicting later science interests) was not found. Young girls' expressed science interests led parents to subsequently increase opportunities for science learning during the following year. Although boys followed this pattern early in the study, over time boys received similar levels of science opportunities regardless of their interest. Bases for gender differences in early science interests and implications for later science learning in school are considered. (c) 2012 Wiley Periodicals, Inc. Sci Ed 96:763786, 2012