The Dimensions and Impact of Informal Science Learning Experiences on Middle Schoolers' Attitudes and Abilities in Science

Autor/inn/en	Lin, Pei-Yi; Schunn, Christian D.
Titel	The Dimensions and Impact of Informal Science Learning Experiences on Middle Schoolers' Attitudes and Abilities in Science
Quelle	In: International Journal of Science Education, 38 (2016) 17, S.2551-2572 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1251631
Schlagwörter	Middle School Students; Science Education; Student Attitudes; Informal Education; Correlation; Factor Analysis; Museums; Family Environment; Instructional Program Divisions; Student Surveys; Science Interests; Self Concept; Learning Experience; Values; Learning Motivation; Prior Learning; Multiple Regression Analysis; Measures (Individuals); Thinking Skills; Grade 6; Grade 8; Pennsylvania (Pittsburgh); California (San Francisco) + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Naturwissenschaftliche Bildung; Schülerverhalten; Informelle Bildung; Nichtformale Bildung; Korrelation; Faktorenanalyse; Museum; Museumswesen; Museen; Familienmilieu; Schülerbefragung; Selbstkonzept; Lernerfahrung; Wertbegriff; Motivation for studies; Lernmotivation; Vorkenntnisse; Messdaten; Denkfähigkeit; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Learners encounter science in a wide variety of contexts beyond the science classroom which collectively could be quite influential on student attitudes and abilities. But relatively little is known about the relative influence of different forms of informal science experiences, especially for the kinds of experiences that students typically access. We conduct factor and regression analyses on data collected from a large number of diverse public-school attending 6th and 8th graders drawn from two regions in the USA. Students completed a science reasoning measure and surveys of attitudes, previously completed informal science learning experiences, and demographic factors. Factor analyses identify four dimensions of informal science learning participation (in home, semiformal, nature, and museums). Regression analyses find a relative specificity of effects, with particular outcomes associated with a subset of the forms of informal science participation, highlighting the importance of controlling for correlated factors. There were also a few differences by grade level, with different experiences influencing the development of competency beliefs in science in early vs. late middle schoolers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01