The Splashdown Effect: Measuring the Effect of Science Enrichment Programs on Science Attitudes of Gifted High School Girls and Boys

Autor/inn/en	Stake, Jayne E.; Mares, Kenneth R.
Titel	The Splashdown Effect: Measuring the Effect of Science Enrichment Programs on Science Attitudes of Gifted High School Girls and Boys
Quelle	In: Science Education Review, 4 (2005) 4, S.120-124 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1446-6120
Schlagwörter	Science Education; Academically Gifted; Enrichment Activities; High School Students; Program Effectiveness; Summer Programs; Educational Quality; Student Attitudes; Self Esteem; Attitude Change; Pretests Posttests; Interviews; Rating Scales; Questionnaires; Followup Studies; Missouri + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Bereicherungsprogramm; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sommerkurs; Quality of education; Bildungsqualität; Schülerverhalten; Self-esteem; Selbstaufmerksamkeit; Attitudinal change; Einstellungsänderung; Interviewing; Interviewtechnik; Rating-Skala; Fragebogen; Follow-up studies; Kontaktstudium
Abstract	The benefits of enrichment programs for the enhancement of students' science achievement are well established. However, little evidence is available on the value of these programs for increasing students' confidence and motivation for science. One problem in measuring changes in students' science attitudes is that students may suffer from a temporary "big pond, little fish" phenomenon when they are with academically strong students in their enrichment program rather than with students in their usual school settings. To study the influence of science enrichment programs for improving student science attitudes, it is therefore important to assess the program effect that students experience as they return to ("splashdown" in) their home high school after completing their enrichment program. It may be only then that students can fully recognize how they have benefited from their program. We found that gifted high school students experienced strong splashdown effects following an intensive summer science program, and these effects were especially strong for students who returned to academically weaker schools (smaller "ponds"). Our findings provide strong support for the importance of evaluating splashdown effects following enrichment programs so as to measure the full impact of science enrichment on students' motivation and confidence to achieve in science. (This paper is a summary of Stake & Mares, 2005). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01