Science Achievement and Health Behavior: High School Curriculum, Social Context, and Opportunity to Learn

本研究为期三年，研究目标如下：1.全面描述高中生科学与数学课程暴露状况，以及课程差异、社会背景、学习机会、学生背景等因素对科学与数学暴露的影响。分析课程暴露和社会结构如何通过科学和数学管道影响学生的坚持性。分析科学管道中的课程暴露和学业进步如何影响学生选择科学相关领域的专业，包括教学。为了分析科学课程如何塑造学生的健康行为和与健康相关的科学素养，本研究确定并分析了影响学生通过科学和数学途径取得进步的三个主要方面：(1)课程内容、成绩期望和观点(2)正式的、结构化的学习机会和(3)学生学习环境的非正式社会背景。这项研究利用了一个独特和及时的机会来分析20世纪90年代具有全国代表性的纵向数据，全国青少年健康纵向研究(Add Health)及其文字记录补充。目前正在收集第三波Add Health，学生的高中成绩单和支持学校的文件(课程目录、教学大纲、教科书清单)正在收集和编码。在这项研究中，课程课程(内容、表现期望和观点)也将与1994-1995学年约19,000名7-12年级学生的成绩单数据和纵向调查数据一起进行编码和分析。这些数据集包含了学生生活环境的许多影响来源的广泛测量，这些来源可以与青少年的健康行为、学业表现、科学和教学抱负联系在一起。这项研究设置在角色计划的象限III：关于非正式和非正式教育环境的SMET学习研究，这项研究直接针对最近数学和科学教育方法和课程材料的改革如何影响学生的学业进步和学习的问题。它明确区分正式和非正式进程，以评估各自的影响和相互作用。这项研究涉及象限II的集中度，因为研究问题的框架是为了认识到学生背景和生活的复杂、多层次方面如何与学校的结构和社会背景相互作用来影响学习。象限IV的集中度也是通过多水平方法来处理的，以分析纵向的、具有全国代表性的数据。数据集深度允许分析课程内容(包括教科书的采用)和结构改革如何与学校和以课程为基础的学生子集(如轨迹)的学生进步相关。与跨角色集中领域的共同主题一致，这项研究将对这些过程进行建模，并分析数学和科学改革努力内在的课程和社会结构的大规模影响。最后，它通过研究高中接触科学与健康选择和行为的关系来评估科学教育与美国不同人群的日常生活之间的关系。

A three-year research project is proposed with the following goals:1. To fully describe the science and mathematics curricular exposure of high school students anddifferences resulting from curricular variations, social context and opportunities to learn, andstudents background.2. To analyze how curricular exposure and social structure influence students persistence throughthe science and mathematics pipeline.3. To analyze how curricular exposure and academic progress through the science pipeline affectstudents choice to major in science-related fields, including teaching.4. To analyze how science curricular exposure shapes students health behavior and health-relatedscience literacy.Three major areas that influence students progress through the science and mathematicspipeline and their health choices and literacy even if they leave the pipeline are identified andanalyzed: (1) curriculum content, performance expectations and perspectives (2) formal,structured opportunities to learn and (3) the informal social contexts of students learningenvironments.Quantitative methods are employed. This study takes advantage of a unique and timelyopportunity to analyze nationally representative, longitudinal data from the 1990s, the NationalLongitudinal Study of Adolescent Health (Add Health) and its transcript supplement. A thirdwave of Add Health is currently being gathered, and students high school transcripts andsupporting school documents (course catalogues, syllabi, textbook lists) are being collected andcoded. For this study, course curriculum (content, performance expectations, and perspectives)will also be coded and analyzed along with the transcript data and longitudinal survey data fromapproximately 19,000 respondents who were in grades 7 through 12 in the1994-1995 school year.This data set contains extensive measures of many sources of influence from the contexts ofstudents lives that can be linked to adolescents health behavior, academic performance, andscience and teaching aspirations.This study is set within Quadrant III of the ROLE program: irResearch on SMET learning informal and informal educational settings,ll and has major implications and links to Quadrants IIand IV. The study directly targets the question of how recent mathematics and scienceeducational reforms in approaches and curriculum materials affect students academic progressand learning. It explicitly distinguishes between formal and informal processes to assess theeffects and interactions of each. The study addresses the concentration of Quadrant II since theresearch questions are framed to recognize how the complex, multilevel aspects of studentsbackgrounds and lives interact with the structure and social context of schools to affect learning.The concentrations of Quadrant IV are also addressed by the multilevel approach to analysis oflongitudinal, nationally representative data. The data sets depth allows for analysis of howreforms in curricular content (including textbook adoptions) and structure are related to studentsprogress within the context of schools and curriculum-based subsets of students (such as tracks).Consistent with common themes across ROLE concentration areas, this study will model theseprocesses and analyze large-scale effects of curricular and social structuring inherent inmathematics and science reform efforts. Finally, it assesses how science education is related tothe everyday lives of the U.S.s diverse population by examining how exposure to science inhigh school is related to health choices and behaviors.