Children and Parents' Perceptions of Access to Science Tools at Home and Their Role in Science Self-Efficacy

Autor/inn/en	Ennes, Megan E.; Jones, M. Gail; Childers, Gina M.; Cayton, Emily M.; Chesnutt, Katherine M.
Titel	Children and Parents' Perceptions of Access to Science Tools at Home and Their Role in Science Self-Efficacy
Quelle	In: Research in Science Education, 53 (2023) 4, S.671-687 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ennes, Megan E.) ORCID (Jones, M. Gail) ORCID (Childers, Gina M.) ORCID (Cayton, Emily M.) ORCID (Chesnutt, Katherine M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-022-10077-3
Schlagwörter	Family Role; Student Interests; Occupational Aspiration; Self Efficacy; Self Concept; Family Environment; Educational Resources; Laboratory Equipment; Racial Differences; Ethnicity; Correlation + Suchen Sie Ihr Suchwort? Studieninteresse; Berufsneigung; Berufsziel; Self-efficacy; Selbstwirksamkeit; Selbstkonzept; Familienmilieu; Bildungsmittel; Laborausstattung; Rassenunterschied; Ethnizität; Korrelation
Abstract	Families play a vital role in the development of the science interests and career aspirations of youth. Of particular interest is how a family's science capital and science habitus impact how children see themselves in relation to science. One aspect of science capital that has emerged as foundational in children's levels of science self-efficacy and academic self-concept is their access to science related tools outside of school. To learn more about the role of science tools in building the future science interests of youth, this exploratory study examined reported access to science-related tools and tool experiences for 89 participants (44 parents and 45 children). The results showed that more than half of the children reported a lack of home access to science tools such as a meter stick, compass, or scale. There were significant differences in reported access to science tools for African American and Latino/a youth. The reported access to tools for youth was significantly correlated with their science achievement value score (a measure of self-efficacy and self-concept). When comparing child and parent reported tool access, the parents noted having significantly more tools at home than the child participants. The findings from this study suggest that parents should provide opportunities for their children to explore these common household tools on their own as well as in family contexts. Having prior experiences with science tools outside of school is an important form of science capital that could foster success for children in the science classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01