An Evaluation of Student Interest, Influence and Motivation in Science and Science Related Courses and Their Relevance to Student Performance, Course Selection and Long-Term Interest in Science

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An Evaluation of Student Interest, Influence and Motivation in Science and Science Related Courses and Their Relevance to Student Performance, Course Selection and Long-Term Interest in Science

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2002-08

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This study investigates and evaluates the ages that students are most interested in science. Understanding the factors that affect and influences this interest, will allow educators to have a better knowledge of conditions that could motivate school age students to take higher-level science courses. This in turn could promote a society with greater science literacy, and one that is better prepared to meet the future demands of a highly technical workforce and environmentally sensitive world. A survey was given to students who attended a three state science symposium and students from two urban middle schools and two urban high schools. In addition to demographic and background information, students were asked to identify the age and grade they first became interested in science, who or what most influenced their science interest, and then rate an interest level of the various science disciplines. The researchers assume that students will have some interest level in science, and that there is an age when students are more likely to discover their inclination towards science. The study determined that there is a peak interest age for students in the fields of science inquiry and that the factors affecting this interest vary between male and female respondents.

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Committee names: Susan Damme (Chair), James Geams. This item has been modified from the original to redact the signatures present.

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University of Minnesota, Duluth. College of Education and Human Service Professions.

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Welsh, Cynthia Ann; Sandholm, Paul H; Meyer, Tamara A. (2002). An Evaluation of Student Interest, Influence and Motivation in Science and Science Related Courses and Their Relevance to Student Performance, Course Selection and Long-Term Interest in Science. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/185750.

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