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Download full textMin Kyung Kim; Jongwon Park – Journal of Baltic Science Education, 2024
The declining interest in science learning, along with students' perception that science is irrelevant to their daily lives, has been identified as a significant issue. This research aimed to help students connect abstract scientific concepts with their personal and everyday experiences. To achieve this, the research utilized the metaphysical…
Descriptors: Scientific Concepts, Science and Society, Authentic Learning, Relevance (Education)
Direct linkLentillon-Kaestner, Vanessa; Roure, Cédric – Physical Education and Sport Pedagogy, 2019
Background: A student's choice to engage in a learning task is highly related to the student's environmental stimuli and his or her perception of interest. From this perspective, the construct of situational interest (SI) has been used to interpret students' motivation in task engagement. SI is assumed to be transitory, environmentally activated,…
Descriptors: Physical Education, Coeducation, Single Sex Classes, Student Participation
Jones, Susan George – ProQuest LLC, 2012
During the 2009-10 school year, 42% of the students failed the biology segment of the EOCT, which affected not only the final grades of these students, but also overall school accountability. These results instigated some questions about the factors associated with students' success in biology; some of those factors related to the merit of single-…
Descriptors: Single Sex Classes, Coeducation, Statistical Analysis, Comparative Analysis
Faulkner-Simmons, Denise – ProQuest LLC, 2012
Research indicated that educators must consider socio-ecological accommodations because not all students learn in cooperative groups. Students must be taught how to discover the process of learning and to apply knowledge to real life situations. Gurian and Ballew (2003) identified differences in the male and female brain and the differences in how…
Descriptors: Single Sex Classes, African American Students, Males, Grade 9
Brown, Sherri L.; Ronau, Robert R. – School Science and Mathematics, 2012
While participating in single- and mixed-gender science and mathematics classes, ninth-grade urban high school students' (n = 118) academic self-concept, self-efficacy, and school climate perceptions were examined. Their perceptions were measured quantitatively from the Fennema-Sherman Mathematics (modified for Science) Attitude and the Patterns…
Descriptors: Student Attitudes, Structural Equation Models, Self Efficacy, Measures (Individuals)
Shapka, Jennifer D. – Educational Research and Evaluation, 2009
This study investigated the benefits of all-girls' classroom instruction in math and/or science during Grades 9 and/or 10, within the context of a public co-educational high school. There were 118 participants in this longitudinal investigation: 26 girls in the all-girl classes, as well as 42 girls and 50 boys in the regular co-educational…
Descriptors: Postsecondary Education, High School Students, Psychological Characteristics, Females
Robinson, W. P.; Gillibrand, E. – International Journal of Science Education, 2004
The primary purpose was to investigate the efficacy of a full year of single-sex (SS) teaching of science. The secondary aims were to locate any differentiation by set and gender, and to relate these to more proximal variables. Participants were 13 year olds. Higher set girls gave evidence of clear benefits overall, and higher set boys also,…
Descriptors: Science Instruction, Foreign Countries, Secondary Education, Gender Differences
