In this study we address the need to promote student engagement with school science and the need to measure a more comprehensive conception of engagement considering three dimensions of engagement: emotional, behavioural, and cognitive. We address the first issue by designing and implementing a model-based inquiry instructional sequence focused on fostering students’ engagement with science. The second issue is addressed by developing and testing a heuristic that measures student engagement holistically by focusing on all three dimensions mentioned. The results report that our short MBI instructional sequence develop students’ emotional engagement because most of them recognize to having felt interest, concentration, and satisfaction and few students reported boredom, shame, or rejection during the teaching. They spent most of the time working in small groups and sharing-discussing their hypothesis, planning and evaluating their experimental designs, and building models to explain acid-base phenomena together which highlight behavioural and cognitive dimension of students’ engagement in our instructional sequence about chewing gum and pH of the mouth. The heuristic is designed to gather data continuously during instruction with minimal disruption to the learning and teaching sequence. The heuristic can be used by teachers, researchers, and also by students, to gain multi-level understandings about engagement by focusing on individual, group-level, or class-level analysis of responses.

在这项研究中，我们解决了促进学生参与学校科学的需要，以及考虑到参与的三个维度来衡量更全面的参与概念的需要：情感、行为和认知。我们通过设计和实施基于模型的探究教学序列来解决第一个问题，重点是培养学生对科学的参与。第二个问题是通过开发和测试一种启发式方法来解决的，该方法通过关注提到的所有三个维度来全面衡量学生的参与度。结果表明，我们简短的 MBI 教学序列培养了学生的情感投入，因为他们中的大多数人认识到自己感到兴趣、专注和满足，而很少有学生在教学过程中报告感到无聊、羞耻或被拒绝。他们大部分时间都在小组中工作并分享 - 讨论他们的假设，计划和评估他们的实验设计，并建立模型来解释酸碱现象，突出学生参与我们关于咀嚼的教学序列的行为和认知维度口香糖和口腔pH值。启发式方法旨在在教学过程中连续收集数据，同时最大限度地减少对学习和教学序列的干扰。教师、研究人员和学生都可以使用启发式方法，通过关注个人、小组级别或班级级别的响应分析来获得对参与的多层次理解。建立模型来一起解释酸碱现象，突出学生参与我们关于口香糖和口腔 pH 值的教学序列的行为和认知维度。启发式方法旨在在教学过程中连续收集数据，同时最大限度地减少对学习和教学序列的干扰。教师、研究人员和学生都可以使用启发式方法，通过关注个人、小组级别或班级级别的响应分析来获得对参与的多层次理解。建立模型来一起解释酸碱现象，突出学生参与我们关于口香糖和口腔 pH 值的教学序列的行为和认知维度。启发式方法旨在在教学过程中连续收集数据，同时最大限度地减少对学习和教学序列的干扰。教师、研究人员和学生都可以使用启发式方法，通过关注个人、小组级别或班级级别的响应分析来获得对参与的多层次理解。