Crafting Engagement in Science Environments

Name: Crafting Engagement in Science Environments
Published: 2016-12-16
License: https://creativecommons.org/licenses/by/4.0

Principal Investigator(s): View help for Principal Investigator(s) Barbara Schneider, Michigan State University College of Education; Joseph Krajcik, Michigan State University College of Education; Katariina Salmela-Aro, University of Helsinki; Jari Lavonen, University of Helsinki

Version: View help for Version V1

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Project Citation:

Schneider, Barbara, Krajcik, Joseph, Salmela-Aro, Katariina, and Lavonen, Jari. Crafting Engagement in Science Environments. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2016-12-16. https://doi.org/10.3886/E100380V1

Project Description

Summary: CESE Data Abstract Crafting Engagement in Science Environments (CESE) is an NSF funded Partnerships for International Research and Education (PIRE) grant (OISE-1545684) that is a collaboration between researchers at Michigan State University (co-PIs Barbara Schneider and Joseph Krajcik) in the United States and the University of Helsinki (co-PIs Katariina Salmela-Aro and Jari Lavonen) in Finland. This five-year project seeks to increase students’ engagement in secondary physics and chemistry through project-based units created in collaboration between teachers and science education experts. This project uses a single-case design (ABAB) in which teachers’ typical instruction (baseline or A phase) is compared to project-based instruction (treatment or B phase). Data on student affect is collected via the experience sampling method (ESM) using smart phones equipped with an application specifically designed for this type of data collection. Students are signaled eight times per day (three times during science class and five times randomly between 7AM and 7PM). Students answer a short survey about where they were, what they were doing, who they were with, and a number of questions relating to their affect and experiences at the moment when they were signaled. During each of the four phases of the ABAB single-case design, each student was signaled for three days. Data collected using the ESM during the spring of 2016 yielded approximately 10,200 total signals from 188 students in 13 classrooms. In addition, the 13 science teachers involved in the project answered ESM surveys at the same time as their students during science class as well as a one-time background survey about their previous teaching experience and training as well as their attitudes about teaching. Students completed a background survey as well, which included information about their general attitudes about science and science class and postsecondary and career aspirations. Data collected during the next two years of the project will include additional ESM data from students as the project-based units are refined and the accompanying teacher and student background surveys. Also being collected are classroom observation and video data, student artifacts from the project-based lessons, and teacher and student interviews. In person and virtual teacher exchanges between Finland and the United States will also yield interview, video, and observation data. The final two years of the project involve a cluster-randomized trial where teachers will use standardized assessment tools to measure pre- and post-learning gains.

Funding Sources: National Science Foundation (OISE-1545684)

Scope of Project

Subject Terms: science education; student attittudes; educational policy

Geographic Coverage: Helsinki, FI, Michigan, US

Time Period(s): 9/15/2015 – 8/31/2020 (Fall 2015 thru Summer 2020)

Collection Date(s): 1/10/2016 – 5/31/2016 (Winter, Spring 2016)

Universe: Secondary education students in physics and chemistry classes in public schools in Michigan, US and in Helsinki, FI.

Data Type(s): survey data

Collection Notes: Two types of surveys were administered to participating students, a background survey that was used to obtain demographic data as well as information about student's values and beliefs regarding their school experience, particularly in their science classes. The other type of survey was administered using the experience sampling method to obtain data on students social emotional states in situ.

Methodology

Response Rate: 71% of students who were asked to participate, agreed to do so. 100% of teachers who were asked to participate agreed to do so.

Sampling:

We used Michigan Department of Education administrative state data to identify the treatment schools paying particular need to diverse, high need school systems.

Data Source: Michigan Department of Education, background and ESM surveys administered to participating teachers and students

Collection Mode(s): on-site questionnaire; other

Scales: Likert-type scales were used to record responses

Unit(s) of Observation: individual teachers and students

Related Publications

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Published Versions

V1 [2016-12-16]

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