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    Relevance in the Science Classroom: A Multidimensional Analysis

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    Genre
    Thesis/Dissertation
    Date
    2014
    Author
    Hartwell, Matthew F.
    Advisor
    Kaplan, Avi
    Committee member
    Byrnes, James P.
    Schifter, Catherine
    Newton, Kristie Jones, 1973-
    Lombardi, Doug, 1965-
    Department
    Educational Psychology
    Subject
    Educational Psychology
    Science Education
    Identity
    Motivation
    Relevance
    Science Education
    Value
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/2983
    
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    DOI
    http://dx.doi.org/10.34944/dspace/2965
    Abstract
    While perceived relevance is considered a fundamental component of adaptive learning, the experience of relevance and its conceptual definition have not been well described. The mixed-methods research presented in this dissertation aimed to clarify the conceptual meaning of relevance by focusing on its phenomenological experience from the students' perspective. Following a critical literature review, I propose an identity-based model of perceived relevance that includes three components: a contextual target, an identity target, and a connection type, or lens. An empirical investigation of this model that consisted of two general phases was implemented in four 9th grade-biology classrooms. Participants in Phase 1 (N = 118) completed a series of four open-ended writing activities focused on eliciting perceived personal connections to academic content. Exploratory qualitative content analysis of a 25% random sample of the student responses was used to identify the main meaning-units of the proposed model as well as different dimensions of student relevance perceptions. These meaning-units and dimensions provided the basis for the construction of a conceptual mapping sentence capturing students' perceived relevance, which was then applied in a confirmatory analysis to all other student responses. Participants in Phase 2 (N = 139) completed a closed survey designed based on the mapping sentence to assess their perceived relevance of a biology unit. The survey also included scales assessing other domain-level motivational processes. Exploratory factor analysis and non-metric multidimensional scaling indicated a coherent conceptual structure, which included a primary interpretive relevance dimension. Comparison of the conceptual structure across various groups (randomly-split sample, gender, academic level, domain-general motivational profiles) provided support for its ubiquity and insight into variation in the experience of perceived relevance among students of different groups. The findings combine to support a multidimensional perspective of relevance in the 9th grade biology classroom; offering researchers a useful model for future investigation and educators with insights into the students' classroom experience.
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