dorsal/arxiv
View SchemaSuccess and Persistence in Science: The Influence of Classroom Climate
| Authors | Leslie O. Dickie, Helena Dedic, Steven Rosenfield, Eva Rosenfield, Rebecca A. Simon |
|---|---|
| Categories | |
| ArXiv ID | physics/0610243 |
| URL | https://arxiv.org/abs/physics/0610243 |
Abstract
To better understand how student and faculty perceptions of the learning climate in science/mathematics classes influence success and persistence, we followed a cohort of 1425 academically able students who entered CEGEP in the fall of 2003. Students completed surveys in their first, second and fourth semesters. In the second semester 84 faculty members completed a similar survey. Faculty conceptions of teaching were identified using a framework developed by Scardamalia and Bereiter (1989). No significant gender differences in achievement were found. Self-efficacy declined over students first semester as did affect towards science. Classes that students perceived as fostering their development had a positive impact on persistence and success while classes characterized as transmitting had a negative impact. Females were more likely than males to characterize a class as transmitting and to abandon science. Faculty members who had pedagogical training were more likely to create a fostering atmosphere in their classes.
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"abstract": "To better understand how student and faculty perceptions of the learning\nclimate in science/mathematics classes influence success and persistence, we\nfollowed a cohort of 1425 academically able students who entered CEGEP in the\nfall of 2003. Students completed surveys in their first, second and fourth\nsemesters. In the second semester 84 faculty members completed a similar\nsurvey. Faculty conceptions of teaching were identified using a framework\ndeveloped by Scardamalia and Bereiter (1989). No significant gender differences\nin achievement were found. Self-efficacy declined over students first semester\nas did affect towards science. Classes that students perceived as fostering\ntheir development had a positive impact on persistence and success while\nclasses characterized as transmitting had a negative impact. Females were more\nlikely than males to characterize a class as transmitting and to abandon\nscience. Faculty members who had pedagogical training were more likely to\ncreate a fostering atmosphere in their classes.",
"arxiv_id": "physics/0610243",
"authors": [
"Leslie O. Dickie",
"Helena Dedic",
"Steven Rosenfield",
"Eva Rosenfield",
"Rebecca A. Simon"
],
"categories": [
"physics.ed-ph"
],
"title": "Success and Persistence in Science: The Influence of Classroom Climate",
"url": "https://arxiv.org/abs/physics/0610243"
},
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