The conceptualization and measurement of student engagement in science: A cross-cultural examination from Finland and the United States

J. Spicer, B. Schneider, K. Salmela-Aro, J. Moeller

Forskningsoutput: Kapitel i bok/rapport/konferenshandlingKapitelVetenskapligPeer review

Sammanfattning

Recent policy changes leading to the development of new standards in both the United States and Finland highlight the prioritization of improving opportunities for students to increase their engagement in science. While the goal of engaging students in their learning is highly desirable and can elicit images of eager students on the edge of their seats with hands raised or a group of students working together to build a model, the cognitive, emotional, and behavioral manifestations of engagement may look different for each student, teacher, classroom, and subject. Engagement varies by student and each moment of the day contributes to the type of experience that occurs (Martin et al., 2015). Research demonstrates that high student engagement is an important condition that can contribute to multiple student outcomes, including improved classroom behavior, increased student achievement, reduced likelihood of dropping out, increased high school completion, and college matriculation (Klem & Connell, 2004; National Research Council [NRC], 2004; Shernoff, D., Csikszentmihalyi, Schneider, & Shernoff, E., 2003; Csikszentmihalyi & Schneider, 2000). © 2018 World Education Research Association.
Originalspråkengelska
Titel på gästpublikationGlobal Perspectives on Education Research
RedaktörerLori Diane Hill, Felice J. Levine
FörlagTaylor and Francis Inc.
Utgivningsdatum2018
Sidor227-248
ISBN (tryckt)9780815356257, 9780815356271
ISBN (elektroniskt)9781351128414
DOI
StatusPublicerad - 2018
MoE-publikationstypA3 Del av bok eller annan forskningsbok

Vetenskapsgrenar

  • 516 Pedagogik

Citera det här