Table 7 Factors influencing science transition experiences
Category | Influencing factors | Source of evidence |
|---|---|---|
I. Student self-regulation | Attitudes (enjoyment, interest, engagement) and motivation | Bae & DeBusk-Lane, 2018; Braund & Driver, 2005; Campbell, 2001; DeWitt et al., 2014; Hasni et al., 2017; Ohle et al., 2015; Trobst et al., 2016; Tytler et al., 2008; Varley et al., 2013; Wang & Lin, 2009 |
Identity development | DeWitt et al., 2014; Jordan et al., 2010; Morgan et al., 2016; Senler & Sungur, 2009; Silverthorn et al., 2005 | |
II. School related and academic | Curriculum and content | Morgan et al., 2016; Nakhleh et al., 2005; Opitz et al., 2015; Saat, 2010; Speering & Rennie, 1996; Varley et al., 2013 |
Teachers’ knowledge base, communication and collaboration | Ohle et al., 2015 | |
Instructional practices | Aker & Ellis, 2019; Akuma and Callaghan, 2019; Campbell, 2001; Fadzil & Saat, 2014a, 2014b; Logan & Skamp, 2008; Powell et al., 2006; Speering & Rennie, 1996; Trobst et al., 2016; Tytler et al., 2008; Varley et al., 2013; Wang & Lin, 2009 | |
Classroom environment | Aker & Ellis, 2019; Braund & Driver, 2005; Ferguson & Fraser, 1998; Rice, 2001; Wang & Lin, 2009 | |
School context/climate | Alspaugh, 1998; Carolan, 2013; Morgan et al., 2016; Speering & Rennie, 1996 | |
III. Social | Home and family environment | DeWitt & Archer, 2015; Morgan et al., 2016; Senler & Sungur, 2009 |
Relationships | Ferguson & Fraser, 1998; Speering & Rennie, 1996; Thurston et al., 2010a, 2010b |