Female adolescents' perceptions, beliefs, motivations, and attitudes in the negotiation of science texts
Abstract
This study was an investigation of female adolescents' perceptions, attitudes, and beliefs towards science and reading science-related texts. Three surveys were used to collect data from 253 middle school students in Grade 7 and Grade 8 and six interviews were conducted with students. The interviews allowed a deeper analysis of the value students placed on science and on reading science-related texts. The quantitative data were collected through the following surveys: Test of Science Related Attitudes, Motivation for Reading Informational Books in School adapted, and Metacognitive Awareness Reading Strategies Inventory adapted. The purpose of the surveys was to provide a comprehensive picture of students' self-reported perceptions, attitudes, and beliefs towards science and the motivation to engage. Literacy processes and practices make engagement and learning in science possible; however, intrinsic motivation and cognitive strategies are critical influential components that educators cannot overlook. The female adolescents in this study expressed greater competence when involved in learning science through inquiry experimentation integrated with literacy presented in different formats.
Subject Area
Middle School education|Science education
Recommended Citation
Bennett, Camille, "Female adolescents' perceptions, beliefs, motivations, and attitudes in the negotiation of science texts" (2012). ETD Collection for Fordham University. AAI3550977.
https://research.library.fordham.edu/dissertations/AAI3550977
