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The effect of an informal science intervention on middle school girls’ science affinities

Published on Jan 2, 2019in International Journal of Science Education 1.32
· DOI :10.1080/09500693.2018.1534022
Brandy Todd (University of Oregon), Keith Zvoch12
Estimated H-index: 12
(University of Oregon)
Abstract
ABSTRACTThis study investigates the impact of an informal science outreach programme built around theories of identity formation and self-efficacy on middle school girls’ science affinities. A lottery-based, randomised control trial was used to identify programme effects on four science affinity outcomes: science interests, efficacy with science, science attitudes, and science identity. A multivariate analysis of variance demonstrated that programme participants scored higher than their control group peers on weighted composite of post-programme affinity indicators. These results suggest that informal science education may offer a venue through which to support the formation of science identities and efficacy in girls. Implications for including psychosocial support elements into science classroom pedagogy and science education standards are discussed.
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Published on Dec 1, 2016in International Journal of STEM Education
Anna M. Zaniewski7
Estimated H-index: 7
(Arizona State University),
Daniel L. Reinholz7
Estimated H-index: 7
(San Diego State University)
Background Mentoring supports professional success in a myriad of fields; in the physical sciences, mentoring increases the retention of diverse groups of students. While physics education has made progress in classifying the availability and structural components related to mentoring programs, little is known about the qualitative nature of mentoring relationships. This article draws from frameworks in science identity and belongs to analyze the nature of relationships in the mentoring program ...
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Published on Sep 1, 2016in Science Education 3.04
Per Anderhag4
Estimated H-index: 4
,
Per-Olof Wickman28
Estimated H-index: 28
(Stockholm University)
+ 3 AuthorsRoger Säljö34
Estimated H-index: 34
(University of Gothenburg)
In this paper, we review research on how students' interest in science changes through the primary to secondary school transition. In the literature, the findings generally show that primary studen ...
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Published on Feb 1, 2016in American Educational Research Journal 2.46
Steffen Tröbst5
Estimated H-index: 5
(Leibniz Association),
Thilo Kleickmann11
Estimated H-index: 11
(Leibniz Association)
+ 2 AuthorsKornelia Möller9
Estimated H-index: 9
(University of Münster)
Students’ interest in science declines substantially in the transition from elementary to secondary education. Using students’ ratings of their instruction on the topic of evaporation and condensation, we examined if changes in instructional practices accounted for differences in situational interest in science instruction and enduring individual interest in science between elementary and secondary school classrooms. Multilevel regression analyses were conducted for a sample of 60 fourth- and 54...
5 Citations Source Cite
Published on Dec 1, 2015in International Journal of STEM Education
Courtney Stanford6
Estimated H-index: 6
(University of Iowa),
Renée S. Cole10
Estimated H-index: 10
(University of Iowa)
+ 3 AuthorsCharles Henderson21
Estimated H-index: 21
(Western Michigan University)
Background Every year, significant effort and resources are expended around the world to develop innovative instructional strategies and materials to improve undergraduate Science, Technology, Engineering, and Mathematics education. Despite convincing evidence of efficacy with respect to student learning, most will struggle to become successfully propagated to reach widespread use. To help developers improve their propagation plans and to encourage sustained adoption, we have developed an assess...
40 Citations Source Cite
Published on Apr 1, 2015in Journal of Research in Science Teaching 3.21
Heidi B. Carlone15
Estimated H-index: 15
(University of North Carolina at Greensboro),
Angela Johnson8
Estimated H-index: 8
(St. Mary's College of Maryland),
Catherine Marie Scott3
Estimated H-index: 3
(Coastal Carolina University)
Larger social structures such as race, class, gender, and sexuality and classroom structures like narrowly defined participation practices constrain individuals' agency to engage in untroubled and sustained science identity work. This article explores the central dilemma of attending to structure and agency in settings where inequities are blindingly pronounced. Using a framework that highlights gender as discursive performance, we examine a data set of 13 girls' engagement with school science f...
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Published on Jan 1, 2015
Brett D. Jones21
Estimated H-index: 21
,
Chloe Ruff3
Estimated H-index: 3
(Gettysburg College),
Jason W. Osborne1
Estimated H-index: 1
(Gettysburg College)
Book Summary: Interest in Mathematics and Science Learning is the first volume to assemble findings on the role of interest in mathematics and science learning. As the contributors illuminate across the volume’s 22 chapters, interest provides a critical bridge between cognition and affect in learning and development. This volume will be useful to educators, researchers, and policy makers, especially those whose focus is mathematics, science, and technology education. Chapter Summary: The primary...
4 Citations
Published on Nov 1, 2014in Innovative Higher Education
Laura S. Tenenbaum1
Estimated H-index: 1
(Walter Reed Army Institute of Research),
Margery Anderson3
Estimated H-index: 3
(Walter Reed Army Institute of Research)
+ 1 AuthorsDebra L. Yourick14
Estimated H-index: 14
(Walter Reed Army Institute of Research)
This study examined a novel mentoring model, near-peer mentorship, that supports the development of mentee and mentor, incorporates established principles of mentoring, and offers unique opportunities to integrate research and teaching in a science, technology, engineering, and mathematics (STEM) internship. Using qualitative methods, this model was examined from the perspectives of near-peer mentors and student mentees during a science education internship at the Walter Reed Army Institute of R...
22 Citations Source Cite
Published on Sep 1, 2014in Journal of Research in Science Teaching 3.21
Heidi B. Carlone15
Estimated H-index: 15
(University of North Carolina at Greensboro),
Catherine Marie Scott3
Estimated H-index: 3
(Coastal Carolina University),
Cassi Lowder1
Estimated H-index: 1
(University of North Carolina at Greensboro)
Students' declining science interest in middle school is often attributed to psychological factors like shifts of motivational values, decrease in self-efficacy, or doubts about the utility of schooling in general. This paper adds to accounts of the middle school science problem through an ethnographic, longitudinal case study of three diverse students' identity work from fourth- to sixth-grade school science. Classroom observations and interviews are used as primary data sources to examine: (1)...
62 Citations Source Cite
Published on Apr 4, 2014
James E. Côte2
Estimated H-index: 2
,
Charles Levine15
Estimated H-index: 15
Contents: Preface. Part I: A Critical Analysis of Approaches to Self and Identity. Identity Theory in Perspective. Psychological Approaches to the Concepts of Self and Identity. The Identity Concept in Sociology. Integrating Sociological and Psychological Perspectives on Identity: Toward a Social Psychology of Identity. Issues in Definition and Critique. Part II: A Return to a Formal Theory of Ego Identity Formation. Erikson Revisited: The Basis of a Formal Theory of Identity Formation. Identity...
396 Citations
Published on Jan 22, 2014in International Journal of Science Education 1.32
Henriette Tolstrup Holmegaard8
Estimated H-index: 8
(University of Copenhagen),
Lene Møller11
Estimated H-index: 11
(University of Copenhagen),
Lars Ulriksen9
Estimated H-index: 9
(University of Copenhagen)
In the literature, there is a general concern that a less number of students choose to study science, technology, engineering or mathematics (STEM). This paper presents results from a Danish longitudinal study which examines students’ choice of whether or not to continue studying STEM after upper-secondary school. In particular, this study focuses on students who held an STEM subject as one of their favourite subjects at secondary educational level, but who chose not to study STEM at the tertiar...
54 Citations Source Cite
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