CT-7100

Ebenezer, J., Kaya, O. N., & Kassab, D. (2020). High school students’ reasons for their science dispositions: Community-based innovative technology-embedded environmental research projects. Research in Science Education, 50(4), 1341–1365.
This longitudinal qualitative study investigates reasons high school students hold certain dispositions toward science. Findings from the study suggest reasons why students develop positive science dispositions.

Katz, L. G. (2010). Knowledge, understanding, and disposition to seek
both. Exchange, (19460406), 196, 46-47.
Katz is well known for having initiated conversations about dispositions and their impact on learning early in the standards movement. This brief and useful article explains the significance of learner dispositions.

Collins, M. A., Totino, J., Hartry, A., Romero, V. F., Pedroso, R., & Nava, R. (2020). Service-learning as a lever to support STEM engagement for underrepresented youth. Journal of Experiential Education, 43(1), 55–70.
This study sought to understand how to better engage students of color and students who are female in STEM learning. The researchers measured changes in students’ attitudes, dispositions, and beliefs. Findings suggest students were highly engaged in STEM activities that involved service learning.

Duncheon, J. C. (2020). “We are exposed to that college environment”: Exploring the socialization of early college high school students. Community College Review, 48(2), 173–194.
This article discusses the impact on students’ dispositions when they take college courses for credit while in high school.

Lawson, M. A., & Masyn, K. E. (2015). Analyzing profiles, predictors, and consequences of student engagement dispositions. Journal of School Psychology, 53(1), 63–86.
This study looks at the student engagement dispositions of over 12,000 students. The characteristics and consequences of these dispositions are discussed.