Load Reduction Instruction in Science and Students’ Science Engagement and Science Achievement

Andrew J. Martin, Paul Ginns, Emma C. Burns, Roger Kennett, Joel Pearson

Résultat de recherche: Articleexamen par les pairs

30 Citations (Scopus)

Résumé

Among a sample of 2,071 Australian high school students nested within 188 science classrooms, the present study explored the role of science teachers’ “load reduction instruction” (LRI; instruction that seeks to reduce cognitive load by appropriately balancing explicit instruction with guided autonomy) in student- and classroom-level science engagement and the role of engagement in student- and classroomlevel science achievement. Using doubly latent multilevel structural equation modeling, results showed that, at the student- and classroom-level, student reports of their teacher’s LRI was significantly and positively associated with self-reported engagement, and engagement was significantly and positively associated with achievement. Thus, (a) LRI was associated with greater individual student engagement, that in turn was associated with greater individual student achievement in science, and (b) beyond student-level effects, LRI was associated with greater classroom engagement that in turn was associated with greater classroom achievement. We also found that the association between LRI and achievement was mediated by engagement. Implications for educational practice in science are discussed

Langue d'origineEnglish
Pages (de-à)1126-1142
Nombre de pages17
JournalJournal of Educational Psychology
Volume113
Numéro de publication6
DOI
Statut de publicationPublished - 2021
Publié à l'externeOui

Note bibliographique

Funding Information:
The authors thank the participating schools for assisting with data collection and Vera Munro-Smith, Carolyn Imre, Brad Papworth, Rebecca Collie, and Herb Marsh for advice on study design and analysis. This study was funded by the Australian Research Council (Grant LP170100253) and The Future Project at The King’s School

Publisher Copyright:
© 2020 American Psychological Association

ASJC Scopus Subject Areas

  • Education
  • Developmental and Educational Psychology

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