Evaluating Middle School Students’ Spatial-Scientific Performance within Earth/Space Astronomy in Terms of Gender and Race/Ethnicity
Differences were examined between groups of sixth grade students’ spatial-scientific development pre/post implementation of an Earth/Space unit. Treatment teachers employed a spatially-integrated Earth/Space curriculum, while control teachers implemented their Business as Usual (BAU) Earth/Space uni...
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| Language: | English |
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Seyit Ahmet Kıray
2017-03-01
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| Series: | Journal of Education in Science, Environment and Health |
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| Online Access: | https://jeseh.net/index.php/jeseh/article/view/35 |
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| author | Jennifer Wilhelm Michael Toland Merryn Cole |
| author_facet | Jennifer Wilhelm Michael Toland Merryn Cole |
| author_sort | Jennifer Wilhelm |
| collection | DOAJ |
| description | Differences were examined between groups of sixth grade students’ spatial-scientific development pre/post implementation of an Earth/Space unit. Treatment teachers employed a spatially-integrated Earth/Space curriculum, while control teachers implemented their Business as Usual (BAU) Earth/Space units. A multi-level modeling approach was used in a hierarchical manner to evaluate student performance on the Purdue Spatial Visualization: Rotation test (PSVT-Rot) and on the Lunar Phases Concept Inventory (which included four spatial domains), while controlling for two variables (gender and race/ethnicity) at the student level and one variable (teaching experience) at the teacher level. Results showed Treatment girls achieved higher LPCI Periodic Patterns (PP) spatial domain post-scores than girls in the BAU group. A gender gap was also observed (in favor of boys) within the BAU group for PP domain post-scores, while no gap was shown within the Treatment group. In addition, results for PP suggest Students of Color tended to have lower PP scores than White students (Effect Size = .29), and that higher pretest PP scores tended to lead to higher posttest PP scores, after adjusting for other student and teacher characteristics. The only statistically significant predictor of the PSVT-Rot posttest scores were scores on the respective pretest. |
| format | Article |
| id | doaj-art-ac5d6447b1d14334ad3f4249dbe275a4 |
| institution | Kabale University |
| issn | 2149-214X |
| language | English |
| publishDate | 2017-03-01 |
| publisher | Seyit Ahmet Kıray |
| record_format | Article |
| series | Journal of Education in Science, Environment and Health |
| spelling | doaj-art-ac5d6447b1d14334ad3f4249dbe275a42025-02-03T21:52:37ZengSeyit Ahmet KırayJournal of Education in Science, Environment and Health2149-214X2017-03-013134Evaluating Middle School Students’ Spatial-Scientific Performance within Earth/Space Astronomy in Terms of Gender and Race/EthnicityJennifer Wilhelm0Michael Toland1Merryn Cole2University of KentuckyUniversity of KentuckyUniversity of KentuckyDifferences were examined between groups of sixth grade students’ spatial-scientific development pre/post implementation of an Earth/Space unit. Treatment teachers employed a spatially-integrated Earth/Space curriculum, while control teachers implemented their Business as Usual (BAU) Earth/Space units. A multi-level modeling approach was used in a hierarchical manner to evaluate student performance on the Purdue Spatial Visualization: Rotation test (PSVT-Rot) and on the Lunar Phases Concept Inventory (which included four spatial domains), while controlling for two variables (gender and race/ethnicity) at the student level and one variable (teaching experience) at the teacher level. Results showed Treatment girls achieved higher LPCI Periodic Patterns (PP) spatial domain post-scores than girls in the BAU group. A gender gap was also observed (in favor of boys) within the BAU group for PP domain post-scores, while no gap was shown within the Treatment group. In addition, results for PP suggest Students of Color tended to have lower PP scores than White students (Effect Size = .29), and that higher pretest PP scores tended to lead to higher posttest PP scores, after adjusting for other student and teacher characteristics. The only statistically significant predictor of the PSVT-Rot posttest scores were scores on the respective pretest.https://jeseh.net/index.php/jeseh/article/view/35middle schoolscience eudcationstudent learninggenderrace/ethnicity |
| spellingShingle | Jennifer Wilhelm Michael Toland Merryn Cole Evaluating Middle School Students’ Spatial-Scientific Performance within Earth/Space Astronomy in Terms of Gender and Race/Ethnicity Journal of Education in Science, Environment and Health middle school science eudcation student learning gender race/ethnicity |
| title | Evaluating Middle School Students’ Spatial-Scientific Performance within Earth/Space Astronomy in Terms of Gender and Race/Ethnicity |
| title_full | Evaluating Middle School Students’ Spatial-Scientific Performance within Earth/Space Astronomy in Terms of Gender and Race/Ethnicity |
| title_fullStr | Evaluating Middle School Students’ Spatial-Scientific Performance within Earth/Space Astronomy in Terms of Gender and Race/Ethnicity |
| title_full_unstemmed | Evaluating Middle School Students’ Spatial-Scientific Performance within Earth/Space Astronomy in Terms of Gender and Race/Ethnicity |
| title_short | Evaluating Middle School Students’ Spatial-Scientific Performance within Earth/Space Astronomy in Terms of Gender and Race/Ethnicity |
| title_sort | evaluating middle school students spatial scientific performance within earth space astronomy in terms of gender and race ethnicity |
| topic | middle school science eudcation student learning gender race/ethnicity |
| url | https://jeseh.net/index.php/jeseh/article/view/35 |
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