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How High School Science-Related Experiences Influenced Career Persistence Andrew Dwight Shaw University of Missouri-St

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How High School Science-Related Experiences Influenced Career Persistence Andrew Dwight Shaw University of Missouri-St University of Missouri, St. Louis IRL @ UMSL Dissertations UMSL Graduate Works 8-12-2005 How High School Science-related Experiences Influenced Career Persistence Andrew Dwight Shaw University of Missouri-St. Louis, [email protected] Follow this and additional works at: https://irl.umsl.edu/dissertation Part of the Education Commons Recommended Citation Shaw, Andrew Dwight, "How High School Science-related Experiences Influenced Career Persistence" (2005). Dissertations. 618. https://irl.umsl.edu/dissertation/618 This Dissertation is brought to you for free and open access by the UMSL Graduate Works at IRL @ UMSL. It has been accepted for inclusion in Dissertations by an authorized administrator of IRL @ UMSL. For more information, please contact [email protected]. HOW HIGH SCHOOL SCIENCE-RELATED EXPERIENCES INFLUENCED SCIENCE CAREER PERSISTENCE A Thesis Submitted to the faculty of University of Missouri – St. Louis by Andrew D. Shaw In Partial fulfillment of the Requirements for the Degree of Doctor of Philosophy June 2005 ii DEDICATION This dissertation is dedicated to my parents, Gordon and Jean Shaw. While interviewing the scientists for this research, it occurred to me that my own entrance into science was remarkably similar to theirs. For as long as I can recall, my folks took my siblings and me on trips to museums and parks. We enjoyed stimulating and fervent conversations about numerous issues around the dinner table, and we were regularly supported in our school work. Books were important, and my mother read to us every night. My first science fair project was a robot, constructed out of erector sets. My father was an invaluable consultant, advising me that the triangle is the sturdiest structural component. Later, he helped me build an FM radio from a kit. My brother (who is now a chemist) and I made lead soldiers with a casting set, and disappearing ink with a chemistry set. My insect collection had over 200 insects – five times what was required. Like so many scientists, I had a parent with a science background – my father was an electrical engineer from MIT. I still remember Mr. Manion in 6th grade and my introduction to chemistry. “Hands-on” was such a radical idea that we were only allowed to mix baking soda and vinegar after school, shooting corks off of test tubes. Mr. Nieman in 8th grade made us write papers on each of the systems of the body, and showed us cool movies sponsored by Bell Telephone. In 10th grade Biology, Mr. Robards required us to make an insect collection, and to this day I enjoy studying them and can recall their taxonomy. They loved science, and it was contagious. Though I may not recall when I decided to pursue a career in science education, I do not recall ever considering anything else. My parents created a rich and nurturing environment in which to grow up and explore. I only hope that my students feel the same way about my iii classroom. Thank you, again, Mom and Dad! I have been blessed by parents who faithfully instilled in me a love for the Creator, and for His Creation! ACKNOWLEDGMENTS My advisor, Dr. William C. Kyle, and the rest of my committee - Dr. Gary S. Groenewald, Dr. Joseph L. Polman, and Dr. Pat Somers. You have been patient, thoughtful, and constructive in your balanced encouragement and reflective analysis of my research and writing. The thirty-two scientists who graciously and enthusiastically gave me their time, reflections, and insights in the midst of their busy schedules. Thank you for caring about the “big” picture – enhancing and furthering science and science education in this country and abroad. Especially, I would like to thank Dr. Gary Groenewald, Mr. Tony Appelhans, and their team who made my twelve summers at the INL so incredible and rich. I grew professionally, learned an incredible amount about science and doing science, and made life-long friends. My administration – Mr. Jim Marsh, Dr. Jim Sefrit, and Dr. Scott Holley – for your encouragement, expertise, professionalism, and Godly example. You have created as ideal a work and learning environment as is possible this side of heaven! My colleagues in the science department and fellow teachers at Westminster who have modeled for me passionate and compassionate teaching, encouraged me, and covered for me. I want to especially thank Dr. Harry Hyndman who volunteered so much of his time to prepare and set up Forensic Science and AP Chemistry labs, help edit my dissertation, and countless other tasks that would have been poorly done – if at all – without him. You have been a Godsend. My friend and colleague, Jose Pareja, who shares my passion for science education and with whom I collaborated on many projects during the courses we took together. Thank you for iv encouraging me, and pushing me out of my comfort zone. Traveling to the Tambopata Research Center in the jungle of eastern Peru was a life-changing experience, and the highlight of my graduate study! My students, who have taught me as much as I hope I have taught you. Special thanks to Robyn Dabler, Theresa Hasting, Andrew Hoekzema, Christy Krumsieg, Sara LaRose, Courtney Potter, John Strand, George and Mallika Thampy, and Rachel Wisdom for typing up the transcriptions. Courtney and George – a special thank you for your edits and comments. It is not often a school teacher can count his students as his colleagues! Sarah Ottolini – thank you for your immeasurable help as my TA. Your faithful service saved me countless hours. Pamela Shaw, my wonderful wife, who has not merely tolerated living with a busy and sometimes stoic teacher and scientist for over thirty years, but loved me, prayed for me, and encouraged me. You are what Proverbs 31:10-31 is all about! Melissa, Matthew and Rachel, Mark, and Michael Shaw who have been a joy to their father, and a blessing to their parents. You have always understood and supported me in my calling. The Lord, from whom all these blessings flowed. Great is your faithfulness. For by him [Christ] all things were created: things in heaven and on earth, visible and invisible, whether thrones or powers or rulers or authorities; all things were created by him and for him. He is before all things, and in him all things hold together. (Colossians 1:16) v TABLE OF CONTENTS Page ABSTRACT …………………………………………………………………..…………………xi CHAPTER 1: INTRODUCTION …………………………………………………………...…...1 Background …………………………………………………………………………….....2 Problem ……………………….………………………………………………………..…7 Research Questions ……………………………………………………………………….7 Purpose of Study ………………………………………………………………………….8 Brief Literature Review ……………………………………………………………...…...9 Method ………………………………………………………………………………..…13 Assumptions and Limitations ………………………………………….………………..14 Scope and Delimitations ……………………………………………………………...…17 Definition of Terms ………………………………………………………………….…..20 CHAPTER 2: REVIEW OF LITERATURE …………………………………………………...22 Introduction ………………………………………………………………………...……22 Non-School-related Influences ……………………………………...…………………..23 Individual ………………………………………………………………………..23 Family……………………………………………………………………………27 Societal ………………………….……………………………………………….29 Elementary School-related Influences ………………………………………………......32 Middle and Secondary School-related Influences ………………………………………33 vi Page Influence of “Place/time” Programs for MS……………………………………..37 Influence of “Place/time” Programs for HS…………………………………...…39 Influence of In-school Science-related Factors ………………………………….45 Influence of Previous Courses and Success ……………………………………..47 Influence of Textbooks ………………………………………………………….51 Influence of Extra- and Co-curricular Experiences ……………………………..52 Influence of Technology ………………………………………………………...54 Influence of Teachers ……………………………………………………………58 Influence of Pedagogical Practices …………………………………………...…62 Influence of Mentors/Role Models ……………………………………...………70 Conclusion ………………………………………………………………...…………….73 CHAPTER 3: METHODOLOGY ………………………………………………………...……77 Introduction ……………………………………………………………………………...77 Perspective ………………………………………………………………………………80 Sources of Data .................................................................................................................81 Primary Source …………………………………………………………………..81 Secondary Source ………………………………………………………………..83 Sample …………………………………………………………………………………...85 Procedure ……………………………………………………………………………......86 Data Analysis …………………………………………………………………………...87 vii Page CHAPTER 4: FINDINGS: WHAT THE INTERVIEWS SAY ………………………….…….90 Introduction ……………………………………………………………………………...90 Organization ……………………………………………………………………………..91 The Scientists ……………………………………………………………………………92 Demographic Overview …………………………………………………………………93 Scientists’ Non-school Science-related Experiences ……………………………………96 Family Trips ……………………………………………………………………..96 Science “Toys” …………………………………………………………………..97 Reading …………………………………………………………………...……101 Issues …………………………………………………………………………...103 Positive Parenting ………………………………………………………...……106 Scientists’ In-school Science-related Experiences ……………………………………..112 Influence of “Place/time” (Informal) Programs ………………………..………112 Influence of Previous Courses and Success ……………………………………117 Influence of Science Textbooks ………………………………………………..120 Influence of Extra- and Co-curricular Experiences ……………………………123 Influence of Technology ……………………………………………………….128 Influence of Teachers …………………………………………………………..132 Passion for Teaching and Science ……………...…………………..…..134 Contagious ……………………………………………………..134 Content …………………………………………………………137 Challenge ……………………………………………………....141 viii Page Character ……………………………………………………….143 Compassion for Students ……………………...……………………….145
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