January/February 2018 – Vol. 31 No. 2

Preparing for New School Year: Supporting High School Students’ Science Motivation

Posted: Friday, August 19th, 2016

by Sandra Simpkins and Yangyang Liu

When science teachers prepare for a new school year, they often think about how they can teach their students science concepts and principles in an interesting way. Not only is it important to spark students’ initial interest in science, but is also key to help maintain students’ interest in science. Without that continued support, students who were once interested in science run the risk of losing that interest (Renninger & Hidi, 2016). In fact, 45% of 10th grade students interested in pursuing a STEM career (that is, a science, technology, engineering, and mathematics career) lost that interest by the end of high school (Aschbacher, Li, & Roth, 2010) – making high school a critical time for science. High school is often the first time when students can opt out of science coursework as most states require less than four years of science coursework to graduate. When students lose interest in science, they are less likely to take elective science courses – which hinders their college science prospects.

Science teachers are not the only ones who can support students’ science interest. Teachers can help support students’ interest by getting them connected with exciting science opportunities at their school or community, such as clubs and museums. One goal of our research has been to study the importance of family support in students’ motivation in a variety of areas including science, math, English, sports, and music. With funding from the National Science Foundation, we have spent several years studying whether family support is important for the Latino high school students’ science motivation.

The typical narrative around parent involvement in high school, particularly for ethnic minority and low-income families, is that parents are not involved. It is true that high school parents typically are less involved in their children’s schools than elementary and middle school parents. But, the focus of many of these studies is on parents’ contact with teachers and involvement in school opportunities, such as the PTA. Many parents have hectic work schedules that make meeting with teachers challenging. And, for some cultures parents believe they should defer to the school and focus their support within their home. While parents may be pulling back from being on the school campus, many parents are still doing things at home.

CCSAdBOur research suggests that parents’ home-based support of their 9th grade students in science is related to how much students believe they are good at science and their value of science in 9th grade and increases in students’ motivational beliefs from 9th to 10th grade (Simpkins, Gaskin, & Kloberdanz, 2016; Simpkins, Price, & Garcia, 2015). Parents’ support predicts students’ motivational beliefs even after we take into account students’ science course grade and whether they are in honors or basic science, which suggests this relationship is not because students who are doing well in science have strong motivational beliefs and supportive parents. So, what were parents doing at home?

In our study, we have parents and high school students report how often parents provide general positive support, engage in science-related activities and conversations, as well as support their student in their science coursework. Positive general support includes things such as telling teenagers they are good at science and helping their teenager feel better when science is hard. Parent-adolescent co-activity includes watching science TV shows, talking about science-related current events, and talking about science careers/majors. Last, support around science coursework includes behaviors like checking if their teenagers’ homework is completed and encouraging them to work with friends or other family members who are good at science. Importantly, many of these parent behaviors do not require parents to be science experts. Some parents hesitate to help their children with science-related schoolwork because they feel the subject matter is too complicated or surpasses their level of education. However, our study suggests that parents can engage in other meaningful ways that do not require mastery of science facts in textbooks and still help their teenagers’ motivation in science.

As part of one paper, we tested whether there were differences between White boys, White girls, Latino boys, and Latina girls. White students and male students received more support and had higher motivational beliefs in science than Latino students and female students. As a result, White boys often had the highest science resources whereas Latina girls had the lowest science resources. However, we found that many of ethnic differences were partially explained by family background such as parent education and parents’ language preference. In other words, Latino students may have lower parent support and science motivation than white students, in part, because Latino families often have more limited parental resources, such as education. In addition, Latina girls continued to be at a disadvantage compared to other groups. Teachers might consider providing additional resources to Latina students or students whose parents have more limited education. As part of teachers’ planning for the upcoming year, it might be helpful to think about how they can help parents support their children at home.

Sandra Simpkins and Yangyang Liu are a part of the School of Education at the University of California, Irvine. They can be reached at simpkins@uci.edu

References

Aschbacher, P. R., Li, E., & Roth, E. J. (2010). Is science me? High school students’ identities, participation and aspirations in science, engineering, and medicine. Journal of Research in Science Teaching, 47: 564–582.

Renninger, K. A., & Hidi, S. E. (2016). The power of interest for motivation and engagement. New York: Routledge.

Simpkins, S.D., Gaskin, E., & Kloberdanz, E. (2016, March). Does the expectancy-value models hold for Latino parents of high school science students? In J. Fredricks (chair), Individual and contextual influences on adolescents’ STEM motivation and engagement. Paper presented at the Society of Research on Adolescence Biennial Meeting, Baltimore, MD.

Simpkins, S. D., Price, C. & Garcia, K. (2015). Parental support and high school students’ motivation in biology, chemistry, and physics: Understanding differences among Latino and Caucasian boys and girls. Journal for Research in Science Teaching, 52, 1386-1407.

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

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Accelerating into NGSS – A Statewide Rollout Series Now Accepting Registrations

Posted: Friday, January 19th, 2018

Are you feeling behind on the implementation of NGSS? Then Accelerating into NGSS – the Statewide Rollout event – is right for you!

WHO SHOULD ATTEND
If you have not experienced Phases 1-4 of the Statewide Rollout, or are feeling behind with the implementation of NGSS, the Accelerating Into NGSS Statewide Rollout will provide you with the greatest hits from Phases 1-4!

OVERVIEW
Accelerating Into NGSS Statewide Rollout is a two-day training geared toward grade K-12 academic coaches, administrators, curriculum leads, and teacher leaders. Check-in for the two-day rollout begins at 7:30 a.m., followed by a continental breakfast. Sessions run from 8:00 a.m. to 4:15 p.m. on Day One and from 8:00 a.m. to 3:30 p.m. on Day Two.

Cost of training is $250 per attendee. Fee includes all materials, continental breakfast, and lunch on both days. It is recommended that districts send teams of four to six, which include at least one administrator. Payment can be made by check or credit card. If paying by check, registration is NOT complete until payment has been received. All payments must be received prior to the Rollout location date you are attending. Paying by credit card secures your seat at time of registration. No purchase orders accepted. No participant cancellation refunds.

For questions or more information, please contact Amy Kennedy at akennedy@sjcoe.net or (209) 468-9027.

REGISTER

http://bit.ly/ACCELERATINGINTONGSS

DATES & LOCATIONS
MARCH 28-29, 2018
Host: San Mateo County Office of Education
Location: San Mateo County Office of Education, Redwood City

APRIL 10-11, 2018
Host: Orange County Office of Education
Location: Brandman University, Irvine

MAY 1-2, 2018
Host: Tulare County Office of Education
Location: Tulare County Office of Education, Visalia

MAY 3-4, 2018
Host: San Bernardino Superintendent of Schools
Location: West End Educational Service Center, Rancho Cucamonga

MAY 7-8, 2018
Host: Sacramento County Office of Education
Location: Sacramento County Office of Education Conference Center and David P. Meaney Education Center, Mather

JUNE 14-15, 2018
Host: Imperial County Office of Education
Location: Imperial Valley College, Imperial

Presented by the California Department of Education, California County Superintendents Educational Services Association/County Offices of Education, K-12 Alliance @WestEd, California Science Project, and the California Science Teachers Association.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

The Teaching and Learning Collaborative, Reflections from an Administrator

Posted: Friday, January 19th, 2018

by Kelly Patchen

My name is Mrs. Kelly Patchen, and I am proud to be an elementary assistant principal working in the Tracy Unified School District (TUSD) at Louis Bohn and McKinley Elementary Schools. Each of the schools I support are Title I K-5 schools with about 450 students, a diverse student population, a high percentage of English Language Learners, and students living in poverty. We’re also lucky to be part of the CA NGSS K-8 Early Implementation Initiative with the K-12 Alliance. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

2018 CSTA Conference Call for Proposals

Posted: Wednesday, January 17th, 2018

CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2018 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. Click for more information regarding proposals, or submit one today by following the links below.

Short Course Proposal

Workshop Proposal Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

CSTA’s New Administrator Facebook Group Page

Posted: Monday, January 15th, 2018

by Holly Steele

The California Science Teachers Association’s mission is to promote high-quality science education, and one of the best practice’s we use to fulfill that mission is through the use of our Facebook group pages. CSTA hosts several closed and moderated Facebook group pages for specific grade levels, (Elementary, Middle, and High School), pages for district coaches and science education faculty, and the official CSTA Facebook page. These pages serve as an online resource for teachers and coaches to exchange teaching methods, materials, staying update on science events in California and asking questions. CSTA is happy to announce the creation of a 6th group page called, California Administrators Supporting Science. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Find Your Reason to Engage

Posted: Monday, January 15th, 2018

by Jill Grace

I was recently reflecting on events in the news and remembered that several years ago, National Public Radio had a story about a man named Stéphane Hessel, a World War II French resistance fighter, Nazi concentration camp survivor, and contributor to the United Nation’s Universal Declaration of Human Rights. The story focused on a book he had published, Time for Outrage (2010).

In it, Hessel makes the argument that the worst attitude is indifference:

“Who is in charge; who are the decision makers? It’s not always easy to discern. We’re not dealing with a small elite anymore, whose actions we can clearly identify. We are dealing with a vast, interdependent world that is interconnected in unprecedented ways. But there are unbearable things all around us. You have to look for them; search carefully. Open your eyes and you will see. This is what I tell young people: If you spend a little time searching, you will find your reasons to engage. The worst attitude is indifference. ‘There’s nothing I can do; I get by’ – adopting this mindset will deprive you of one of the fundamental qualities of being human: outrage.  Our capacity for protest is indispensable, as is our freedom to engage.”

His words make me take pause when I think of the status of science in the United States. A general “mistrust” of science is increasingly pervasive, as outlined in a New Yorker article from the summer of 2016. Learn More…

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Written by Jill Grace

Jill Grace

Jill Grace is a Regional Director for the K-12 Alliance and is President of CSTA.