Students' Attitudes toward Science as Predictors of Gains on Student Content Knowledge: Benefits of an After-School Program

Autor/inn/en	Newell, Alana D.; Zientek, Linda R.; Tharp, Barbara Z.; Vogt, Gregory L.; Moreno, Nancy P.
Titel	Students' Attitudes toward Science as Predictors of Gains on Student Content Knowledge: Benefits of an After-School Program
Quelle	In: School Science and Mathematics, 115 (2015) 5, S.216-225 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12125
Schlagwörter	Student Attitudes; Scientific Attitudes; Predictor Variables; Achievement Gains; After School Programs; Scientific Literacy; Intervention; Inquiry; Communicable Diseases; Pretests Posttests; Science Achievement; Urban Youth; Multiple Regression Analysis; Questionnaires; Attitude Change; Affective Objectives; Program Effectiveness; Program Evaluation + Suchen Sie Ihr Suchwort? Schülerverhalten; Prädiktor; Achievement gain; Leistungssteigerung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Contagious disease; Contagious diseases; Communicable disease; Infektionskrankheit; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Fragebogen; Attitudinal change; Einstellungsänderung; Programme evaluation; Programmevaluation
Abstract	High-quality after-school programs devoted to science have the potential to enhance students' science knowledge and attitudes, which may impact their decisions about pursuing science-related careers. Because of the unique nature of these informal learning environments, an understanding of the relationships among aspects of students' content knowledge acquisition and attitudes toward science may aid in the development of effective science-related interventions. We investigated the impact of a semester-long after-school intervention utilizing an inquiry-based infectious diseases curriculum (designed for use after-school) on 63 urban students' content knowledge and aspects of their attitudes toward science. Content knowledge increased 24.6% from pretest to posttest. Multiple regression analyses indicated suggested that the "self-directed effort" subscale of the Simpson-Troost Attitude Questionnaire-Revised best predicted increases in students' science content knowledge. The construct "science is fun for me" served as a suppressor effect. These findings suggest that future after-school programs focusing on aspects of attitudes toward science most closely associated with gains in content knowledge might improve students' enthusiasm and academic preparedness for additional science coursework by improving student attitudes toward their perceptions of their self-directed effort. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01