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Title:
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PERSISTENCE OF COGNITIVE CONSTRUCTS FOSTERED BY HANDS-ON SCIENCE ACTIVITIES IN MIDDLE SCHOOL STUDENTS |
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Author(s):
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Rhonda Christensen, Gerald Knezek, Tandra Tyler-Wood, David Gibson |
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ISBN:
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978-989-8533-18-0 |
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Editors:
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Demetrios G Sampson, J. Michael Spector, Dirk Ifenthaler and Pedro Isaías |
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Year:
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2013 |
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Edition:
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Single |
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Keywords:
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Cognitive constructs, data mining, middle school students, STEM education |
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Type:
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Full Paper |
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First Page:
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54 |
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Last Page:
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61 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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The purpose of this paper is to determine whether the changes that were found to occur pre- to post intervention in students' cognitive structures (Mills, 2013; Knezek, Christensen, Tyler-Wood, & Periathiruvadi, 2013) continued to persist two years later. Major findings were: a) semantic perception of science and STEM as a career became more aligned with interest in being a scientist, from pretest to post test time during the treatment year and continued to be aligned two years later; b) semantic perception of engineering moved from alignment with science and STEM as a career at time 1, to alignment with semantic perception of technology and creative tendencies after the treatment year, at time 2, and remained aligned with technology two years later, at time 3; and c) semantic perception of mathematics was separated from the other constructs during the pre-post treatment year and remained largely separated two years later. Data mining techniques were also used to explore changes in relationships among these and other constructs over time. |
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