Aug 24, 2017 - Interest toward school science declines from primary to high school. (Barmby et coll., 2008; Bennett et Hogarth, 2009; Osborne et coll., 2003; ...
Factors influencing high school students’ interest during outdoor science lessons Ayotte-Beaudet, Jean-Philippe & Povtin, Patrice
ESERA 2017 Conference 2017.08.24
Province of Quebec Canada
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Problem
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Interest toward school science declines from primary to high school (Barmby et coll., 2008; Bennett et Hogarth, 2009; Osborne et coll., 2003; Potvin et Hasni, 2014)
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Teachers seem to encounter difficulties in contextualizing learning during science lessons (Giamellaro, 2014; Sadler, 2009)
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Research has concentrated on barriers to outdoor science lessons (Blatt & Patrick, 2014; Carrier et al., 2013; Dyment, 2005; Glackin & Jones, 2012; Lindemann-Matthies et al., 2011; Skamp & Bergmann, 2001 )
Which factors most influence middle school students’ interest toward school science when lessons occur outdoors in their schools’ immediate surroundings? 3
Studied factors
11 studied factors Ø Interest toward science (i.e. Häussler & Hoffmann, 2000; Osborne et al., 2003; Potvin & Hasni, 2014a; Renninger & Hidi, 2011; Uitto et al., 2011)
Ø Outdoor science (Ben-Zvi Assaraf & Orion, 2009; Blatt, & Patrick, 2014; Carrier et al., 2013; Carrier et al., 2014; Dyment, 2005; Eick, 2012; Glackin et Jones, 2012; Hyseni Spahiu et al., 2014; Lindemann-Matthie et al., 2011; Skamp & Bergmann, 2001)
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Studied factors
1. Type of activity to listen to scientific explanations // to listen to instructions // to identify a scientific problem // to make assumptions // to experiment // to observe // to model
2. Outdoor environment wooded area // schoolyard // park // watercourse // public highway
3. Teacher outdoor experience never taught outdoors before the research // very rarely // frequently
4. Presence of a laboratory technician yes // no
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Studied factors
5. Scientific discipline astronomy // biology // chemistry // geology // physics // scientific method
6. Position in lesson sequence 7. Student grouping alone // in pairs // teams of three // teams of four // other grouping // whole class
8. Weather conditions 1 Likert-scale item 6
Studied factors
9. Duration of the outdoor lesson In minutes
10. Opportunity to make choices 2 Likert-scale items
11. Level of preparation of the students 2 Likert-scale items
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Methodology
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Methodology
Participants ü 26 middle school science teachers ü 71 classes of 7th and 8th graders Procedures ü 5 outdoor lessons per class during the 2015-16 school year ü Outdoor lessons respecting the usual science program
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Methodology
Data sources ü Students’ situational interest 8 Likert-scale items questionnaire
ü 11 studied factors
Questionnaire filled out by teachers (9 factors) Questionnaire filled out by students (2 factors)
Data analysis 1) Bivariate correlation analysis 2) Multiple linear regression with mixed effects 10
Results
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Overview
ü Teacher questionnaire (n = 243) ü Students’ situational interest questionnaire (n = 6239) 7th and 8th graders (n = 2007) Normal distribution High reliability (𝝰 = .885)
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Bivariate correlation analysis
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Bivariate correlation analysis
Factors
To observe Watercourse Teacher outdoor experience Presence of a lab technician Physics Position in lesson sequence In pairs Duration Making choices (item 1) Making choices (item 2) Student preparation (item 1) Student preparation (item 2)
r
p
.146 .154 .129 .203 .129 -.136 -.256 .177 .461 .257 .539 .677
.023 .017 .044 .001 .044 .034 .000 .006
