Science teaching and learning activities and students' engagement in science

Hampden-Thompson, Gillian; Bennet, Judith

Abstract

The purpose of this analysis is to describe the variation in students' reports of engagement in science across science teaching and learning activities. In addition, this study examines student and school characteristics that may be associated with students' levels of engagement in science. Data are drawn from the Programme for International Student Assessment 2006 study. The analysis employs a quantitative approach that includes descriptive and inferential statistics to examine three measures of student engagement for a nationally representative sample of approximately 12,000 15-year-old students in the UK. The main results indicate that there is an association between students' motivation towards science, enjoyment of science and future orientation towards science, and the frequency in which various teaching and learning activities take place in the classroom. Understanding student engagement in science and the factors that influence it is essential in addressing the issue of uptake of science after compulsory schooling.

Citation

Hampden-Thompson, G., & Bennet, J. (2013). Science teaching and learning activities and students' engagement in science. International Journal of Science Education, 35, 1325--1343. https://doi.org/10.1080/09500693.2011.608093

• Journal Article Type: Article
• Publication Date: 2013
• Deposit Date: Sep 11, 2023
• Journal: International Journal of Science Education
• Print ISSN: 0950-0693
• Electronic ISSN: 1464-5289
• Publisher: Taylor and Francis Group
• Peer Reviewed: Peer Reviewed
• Volume: 35
• Pages: 1325--1343
• DOI: https://doi.org/10.1080/09500693.2011.608093
• Keywords: Engagement, Teaching and Learning Activities, PISA
• Public URL: https://durham-repository.worktribe.com/output/1728040
• Related Public URLs: http://sro.sussex.ac.uk/id/eprint/51373/