A person-in-context approach to student engagement in science (article in JRST)

Written by: Josh Rosenberg

Primary Source: Joshua M. Rosenberg, September 29, 2017

Over the past few years, I have worked with Jennifer Schmidt and Patrick Beymer to explore student engagement in science using the Experience Sampling Method (ESM). Most recently, we used what scholars have referred to as a “person-in-context” approach, using both ESM and a person-oriented approach.

A figure is helpful for conveying how the person-oriented approach can be used to find common momentary engagement profiles:

momentary engagement profiles

We examine how common these profiles are in laboratory activities and on the basis of students’ ability to make choices. These choices are not only about with whom to work or how much time to spend, but also what questions or problems students take up.

A link to the paper, not yet assigned to an issue but available as an early view, is here.



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Joshua M. Rosenberg is a Ph.D. student in the Educational Psychology and Educational Technology program at Michigan State University. In his research, Joshua focuses on how social and cultural factors affect teaching and learning with technologies, in order to better understand and design learning environments that support learning for all students. Joshua currently serves as the associate chair for the Technological Pedagogical Content Knowledge (TPACK) Special Interest Group in the Society for Information Technology and Teacher Education. Joshua was previously a high school science teacher, and holds degrees in education (M.A.) and biology (B.S.).