Motivation and self-efficacy of high school chemistry students

CHED 145

Stephanie A. Cunningham, scunni2@uic.edu1, Michael Dianovsky, dianovsk@uic.edu1, Donald J. Wink, dwink@uic.edu2, and Kimberly Gomez, kimwillg@uic.edu3. (1) Department of Chemistry (MC 111), University of Illinois at Chicago, 845 W. Taylor Street, Chicago, IL 60607, (2) Department of Chemistry, University of Illinois, (MC 111), Chicago, IL 60607, (3) College of Education (MC 147), University of Illinois at Chicago, Curriculum and Instruction, 1040 W Harrison Street, Chicago, IL 60607
We want to study high school students' science motivation beliefs and how they differ with the affordances of the Chicago Public Schools' High School Transformation Project Instructional Development System (IDS) that uses the textbook Chemistry in the Community. The IDS provides classrooms with materials and teachers with supplemental materials to aid in the implementation of the curriculum. At this time, we are interested in seeing if the affordances of the IDS involvement in the schools will affect student motivation and self-efficacy in science. This poster will describe the planning for research that will address this question. In this plan, students will be given two surveys, one at the beginning of the semester and one at the end of the school year after experience with the IDS curriculum. Students will be interviewed to explore self-efficacy and motivation more in depth. This will be coupled with IDS fellow journal excerpts and observations and teacher surveys.
 

General Posters
7:30 PM-9:30 PM, Sunday, April 6, 2008 Morial Convention Center -- Hall A, Poster

Sci-Mix
8:00 PM-10:00 PM, Monday, April 7, 2008 Morial Convention Center -- Hall A, Sci-Mix

Division of Chemical Education

The 235th ACS National Meeting, New Orleans, LA, April 6-10, 2008