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ERIC Number: ED562217
Record Type: Non-Journal
Publication Date: 2013-Oct
Pages: 8
Abstractor: As Provided
Reference Count: 14
Persistence of Cognitive Constructs Fostered by Hands-On Science Activities in Middle School Students
Christensen, Rhonda; Knezek, Gerald; Tyler-Wood, Tandra; Gibson, David
International Association for Development of the Information Society, Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (Fort Worth, TX, Oct 22-24, 2013)
The purpose of this paper is to determine whether the changes that were found to occur pre- to post intervention in students' cognitive structures (Mills, 2013; Knezek, Christensen, Tyler-Wood, & Periathiruvadi, 2013) continued to persist two years later. Major findings were: a) semantic perception of science and STEM as a career became more aligned with interest in being a scientist, from pretest to post test time during the treatment year and continued to be aligned two years later; b) semantic perception of engineering moved from alignment with science and STEM as a career at time 1, to alignment with semantic perception of technology and creative tendencies after the treatment year, at time 2, and remained aligned with technology two years later, at time 3; and c) semantic perception of mathematics was separated from the other constructs during the pre-post treatment year and remained largely separated two years later. Data mining techniques were also used to explore changes in relationships among these and other constructs over time. [For the full proceedings, see ED562107.]
International Association for the Development of the Information Society. e-mail:; Web site:
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 6; Intermediate Grades; Elementary Education; Grade 8
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: ITEST0833706