Opportunities to Participate (OtP) in Science: Examining Differences Longitudinally and across Socioeconomically Diverse Schools

Autor/inn/en	Bae, Christine L.; DeBusk-Lane, Morgan; Hayes, Kathryn N.; Zhang, Fa
Titel	Opportunities to Participate (OtP) in Science: Examining Differences Longitudinally and across Socioeconomically Diverse Schools
Quelle	In: Research in Science Education, 51 (2021) 2, S.325-346 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bae, Christine L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-018-9797-5
Schlagwörter	Science Education; Socioeconomic Status; Longitudinal Studies; Educational Opportunities; Student Participation; Middle School Students; Science Tests; Student Surveys; Scores; Test Reliability; Construct Validity + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Socio-economic status; Sozioökonomischer Status; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungsangebot; Bildungschance; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerbefragung; Testreliabilität
Abstract	The purpose of this study was to develop and validate a survey of opportunities to participate (OtP) in science that will allow educators and researchers to closely approximate the types of learning opportunities students have in science classrooms. Additionally, we examined whether and how opportunity gaps in science learning may exist across schools with different socioeconomic levels. The OtP in science survey consists of four dimensions that include acquiring foundational knowledge, planning an investigation, conducting an investigation, and using evidence to communicate findings. A total of 1214 middle school students across 8 diverse school districts completed the survey. Tests of reliability, construct validity, measurement invariance, and external validity were conducted using data collected at the beginning and end of the school year. Results showed evidence that the OtP in science survey scores were internally reliable, invariant across school socioeconomic groups across and time points (i.e., lacking systematic biases in responses by group or time point), and externally valid. Given that scores from the survey were reliable and valid indicators of the four dimensions of interest, structural invariance tests were conducted to examine possible differences in OtP in science across schools from high, middle, and low socioeconomic backgrounds. Findings demonstrate specific ways opportunity gaps to learn science manifest in lower income schools. We discuss the implications of these gaps for science instruction, professional development, policy, and diverse students' interest and achievement in science, and propose several lines of future study. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01