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Facilitating interest and out-of-sch...

Heddy, Benjamin Charles.

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Facilitating interest and out-of-school engagement in science in secondary school girls: Increasing the effectiveness of the teaching for transformative experience in science model through parental involvement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Facilitating interest and out-of-school engagement in science in secondary school girls: Increasing the effectiveness of the teaching for transformative experience in science model through parental involvement./
作者:	Heddy, Benjamin Charles.
面頁冊數:	121 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
Contained By:	Dissertation Abstracts International76-03A(E).
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3644632
ISBN:	9781321329698

Facilitating interest and out-of-school engagement in science in secondary school girls: Increasing the effectiveness of the teaching for transformative experience in science model through parental involvement.
Heddy, Benjamin Charles.

Facilitating interest and out-of-school engagement in science in secondary school girls: Increasing the effectiveness of the teaching for transformative experience in science model through parental involvement. - 121 p.

Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.

Thesis (Ph.D.)--University of Southern California, 2014.

This item must not be sold to any third party vendors.

This study investigated the impact of adding a parental involvement intervention to the Teaching for Transformative Experience in Science (TTES) model in science courses (biology and chemistry) in an all-girl middle and high school (N = 89). Specifically, the goal was to increase out-of-school engagement, interest, parental involvement, and achievement. Analysis showed that TTES with the addition of a parent intervention (TTES+PI) facilitated more out-of-school engagement and parent involvement than a comparison. Furthermore, a high initial level of situational and individual interest was maintained in the TTES+PI condition; whereas both forms of interest decreased in the comparison. A content analysis of transformative experience journal entries suggested that when parents showed value for science concepts, students' experiential value increased. The results provide evidence that the addition of a parent intervention may increase the effectiveness of TTES and maintain girl's interest in science, which has theoretical and practical implications.

ISBN: 9781321329698Subjects--Topical Terms:

517650
Educational psychology.

Facilitating interest and out-of-school engagement in science in secondary school girls: Increasing the effectiveness of the teaching for transformative experience in science model through parental involvement.
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520 $a This study investigated the impact of adding a parental involvement intervention to the Teaching for Transformative Experience in Science (TTES) model in science courses (biology and chemistry) in an all-girl middle and high school (N = 89). Specifically, the goal was to increase out-of-school engagement, interest, parental involvement, and achievement. Analysis showed that TTES with the addition of a parent intervention (TTES+PI) facilitated more out-of-school engagement and parent involvement than a comparison. Furthermore, a high initial level of situational and individual interest was maintained in the TTES+PI condition; whereas both forms of interest decreased in the comparison. A content analysis of transformative experience journal entries suggested that when parents showed value for science concepts, students' experiential value increased. The results provide evidence that the addition of a parent intervention may increase the effectiveness of TTES and maintain girl's interest in science, which has theoretical and practical implications.
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