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Direct linkVal Lazarev; Adam Schellinger; Jenna Zacamy – Empirical Education Inc., 2023
This report leverages state educational agency data to explore the association between Alabama Science in Motion (ASIM) implementation and student outcomes. We conducted this study in Alabama to evaluate the potential of teacher implementation of ASIM lab activities to improve high school level student achievement in science. This study follows a…
Descriptors: Science Education, Science Achievement, Institutional Characteristics, Student Characteristics
Peer reviewedKallery, Maria; Sofianidis, A.; Pationioti, P.; Tsialma, K.; Katsiana, X. – International Journal of Early Years Education, 2022
Cognitive style differences, also known as 'empathizing' and 'systemizing' have been argued as one reason that may explain differences in children's motivation to learn science. Researchers claim that people with a 'systemizing' cognitive style are likelier to engage in science than those with an 'empathizing' cognitive style. As such, they…
Descriptors: Cognitive Style, Learning Motivation, Learner Engagement, Inquiry
