Next generation crosscutting themes: Factors that contribute to students' understandings of size and scale |
| |
| Authors: | Katherine Chesnutt Melissa Gail Jones Rebecca Hite Emily Cayton Megan Ennes Elysa N Corin Gina Childers |
| |
| Institution: | 1. Department of Science, Technology, Engineering, and Mathematics Education, North Carolina State University, Raleigh, North Carolina;2. Department of Curriculum and Instruction, Texas Tech University, Lubbock, Texas;3. Institute for Learning Innovation, Portland, Oregon, USA;4. Teacher Education Department, University of North Georgia, Dahlonega, GA |
| |
| Abstract: | This study examined the degree to which individual differences in students' (N = 232) concepts of size and scale are explained by factors such as students' innate sense of number, out‐of‐school science experiences, exposure to size and scale instruction, gender identities, and racial/ethnic identities. There is increasing emphasis being placed on the use of crosscutting concepts to promote deep learning in science. A multiple linear regression indicated students' racial/ethnic identities, experiences with scale outside of school, and exposure to size and scale instruction significantly added to the prediction model. Results from this study can both inform the movement toward incorporating crosscutting concepts into pedagogy as well as inform educators, administrators, and other stakeholders of the factors that may shape students' understanding of the cross‐cutting concept of scale, proportion, and quantity. |
| |
| Keywords: | crosscutting concepts middle grades scale |
|
|
