Assessment for Effective Intervention: Enrichment Science Academic Program

Autor/inn/en	Sasson, Irit; Cohen, Donita
Titel	Assessment for Effective Intervention: Enrichment Science Academic Program
Quelle	In: Journal of Science Education and Technology, 22 (2013) 5, S.718-728 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-012-9425-5
Schlagwörter	Foreign Countries; Enrichment Activities; Gender Differences; Scientific Attitudes; Attitude Change; Self Efficacy; Informal Education; Intervention; STEM Education; Physics; Chemistry; Computer Science Education; Middle School Students; Secondary School Students; Student Surveys; Satisfaction; Questionnaires; Socioeconomic Influences; Israel + Suchen Sie Ihr Suchwort? Ausland; Bereicherungsprogramm; Geschlechterkonflikt; Attitudinal change; Einstellungsänderung; Self-efficacy; Selbstwirksamkeit; Informelle Bildung; Nichtformale Bildung; STEM; Physik; Chemie; Computer science lessons; Informatikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sekundarschüler; Schülerbefragung; Zufriedenheit; Fragebogen; Sozioökonomischer Faktor
Abstract	Israel suffers from a growing problem of socio-economic gaps between those who live in the center of the country and residents of outlying areas. As a result, there is a low level of accessibility to higher education among the peripheral population. The goal of the Sidney Warren Science Education Center for Youth at Tel-Hai College is to strengthen the potential of middle and high school students and encourage them to pursue higher education, with an emphasis on majoring in science and technology. This study investigated the implementation and evaluation of the enrichment science academic program, as an example of informal learning environment, with an emphasis on physics studies. About 500 students conducted feedback survey after participating in science activities in four domains: biology, chemistry, physics, and computer science. Results indicated high level of satisfaction among the students. No differences were found with respect to gender excluding in physics with a positive attitudes advantage among boys. In order to get a deeper understanding of this finding, about 70 additional students conducted special questionnaires, both 1 week before the physics enrichment day and at the end of that day. Questionnaires were intended to assess both their attitudes toward physics and their knowledge and conceptions of the physical concept "pressure." We found that the activity moderately improved boys' attitudes toward physics, but that girls displayed decreased interest in and lower self-efficacy toward physics. Research results were used to the improvement of the instructional design of the physics activity demonstrating internal evaluation process for effective intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10