Associations of Middle School Student Science Achievement and Attitudes about Science with Student-Reported Frequency of Teacher Lecture Demonstrations and Student-Centered Learning

APA 6th edition
In-text: (Odom & Bell, 2015)
Your Bibliography: Odom, A.L. & Bell, C.V. (2015). Associations of Middle School Student Science Achievement and Attitudes about Science with Student-Reported Frequency of Teacher Lecture Demonstrations and Student-Centered Learning . International Journal of Environmental and Science Education, 10(1), 87-97. doi: 10.12973/ijese.2015.232a

Harvard
In-text: (Odom and Bell, 2015)
Your Bibliography: Odom, A. and Bell, C. (2015). Associations of Middle School Student Science Achievement and Attitudes about Science with Student-Reported Frequency of Teacher Lecture Demonstrations and Student-Centered Learning . International Journal of Environmental and Science Education, 10(1), pp. 87-97.

Chicago 16th edition
In-text: (Odom and Bell 2015)
Your Bibliography: Odom, Arthur Louis and Clare Valerie Bell (2015). "Associations of Middle School Student Science Achievement and Attitudes about Science with Student-Reported Frequency of Teacher Lecture Demonstrations and Student-Centered Learning ". International Journal of Environmental and Science Education 10 (1):87-97. doi:10.12973/ijese.2015.232a.

Abstract

The purpose of this study was to examine the association of middle school student science achievement and attitudes about science with student-reported frequency of teacher lecture demonstrations and student-centered learning. The student sample was composed of 602 seventh- and eighth-grade students enrolled in middle school science. Multiple regression was used to investigate the association of attitudes toward science, student-centered learning, and teacher demonstrations with science achievement. Both attitudes toward science and student-centered learning were positively associated with science achievement, and student-centered learning was positively associated with attitude toward science. Teacher demonstrations were found to have a negative association with student achievement, and no significant association with attitudes toward science. Findings of this study suggest that demonstrations provide insufficient opportunity for students to develop an understanding of the processes of science. Furthermore, observing teacher demonstrations may be valuable, but they are not a substitute for laboratory investigations by students.

Keywords: Science achievement, attitudes, teacher lecture demonstrations

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