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• W4365487 abstract "Young children bring a variety of experiences to the classroom. A constructivist approach requires teachers to engage students in learning experiences that build upon prior knowledge. To connect new data with preexisting mental constructs, teachers need to be aware of students' prior experiences. Since conventional assessment techniques are often limited to standard readiness screenings in reading and arithmetic, broad areas of experience are neglected. Studies indicate that students who come from homes primed with experiences which parallel the school's curriculum function productively in school activities (Majoribanks, 1991; Midwinter, 1975). Previous studies suggest that experiential differences affect future learning outcomes in science (Harlen, 1985; Kahle, 1990). Therefore, it is necessary to define the factors that underlie extracurricular experiences in science to form the foundation of an experiential science checklist for the identification and remediation of specific deficits. The purpose of the present study is to describe the construction and analysis of the Elementary Science Experience Scale (ESES) (Farenga & Joyce, 1997a), an instrument designed to measure students' out-of-school science-related experience. Method Subjects The sample selected for the study consisted of 349 elementary school students. The students (173 males and 176 females) were from grades three to six. Test Construction Items for the ESES focused on three types of out-of-school science-related activities--science-related inquiry skills, life science-related, and physical science-related--that young students experience. Sources of material for the ESES items included observation of children at play in a learning center, informal interviews with parents and a review of the literature (Mason & Kahle, 1989). A total of 35 items was developed. Each item was evaluated using a four-point scale (ranging from never to about once a week) indicating the frequency with which a student participates in a particular activity. Once the items were constructed, they were reviewed by a panel of five science educators to identify ambiguities. Modifications were made based on their commentary. Procedures Before completing the ESES, the students were told that they were taking part in an experiment to see what science-related activities young people participated in outside of school. Students were instructed to place no identifying marks on the answer sheets and to answer the questions as accurately as possible. At all grade levels, the directions and questions for the ESES were read aloud while students read silently. The students were given time between questions to select their answers. In addition, students were instructed to raise their hands if they were having difficulty, required additional time, or needed any type of clarification. Students had an open amount of time (i.e., as much time as they needed) to complete the ESES. Statistical Analysis To identify the major factors of extracurricular science-related experiences, a principal-components factor analysis of the ESES data was used. Results A varimax rotation yielded three factors: science-related inquiry skills, life science-related experiences, and physical science-related experiences (Table 1). Using a factor loading cutoff of .40, 27 items remained in the solution. The Cronbach alpha reliability coefficient for the total scale was .86. The reliability coefficients were also established for the science-related inquiry skills (r = .79), life science (r = .74), and physical science (r = .78) subscales. These results were similar to those produced in an analysis of an earlier version of the scale (Farenga & Joyce, 1997b). Table 1 Results of Factor Analysis of ESES Items Scale Item Factor Loading Factor 1: Science-Related Inquiry Skills Read article about science in magazines or newspapers . …" @default.
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• W4365487 date "1998-03-22" @default.
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• W4365487 title "Development and Analysis of a Scale to Assess Students' Out-of-School Science-Related Experiences" @default.
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