Literaturnachweis - Detailanzeige
| Autor/inn/en | Todd, Brandy L.; Zvoch, Keith |
|---|---|
| Titel | The Effect of an Informal Science Intervention on Middle School Girls' Science Affinities |
| Quelle | In: International Journal of Science Education, 41 (2019) 1, S.102-122 (21 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Todd, Brandy L.) ORCID (Zvoch, Keith) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0950-0693 |
| DOI | 10.1080/09500693.2018.1534022 |
| Schlagwörter | Science Education; STEM Education; Informal Education; Intervention; Middle School Students; Females; Self Efficacy; Program Effectiveness; Outreach Programs; Gender Differences; Science Interests; Scientific Attitudes; Randomized Controlled Trials; Disproportionate Representation |
| Abstract | This 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. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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