A Locally Based Science Mentorship Program For High Achieving Students: Unearthing Issues That Influence Affective Outcomes

Templin, Mark; Doran, Rodney L.; Engemann, Joseph

doi:10.1111/j.1949-8594.1999.tb17475.x

Cited by 20 publications

(13 citation statements)

References 4 publications

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“…Mentors were responsible for guiding the apprentices' acquisition of background knowledge, establishing the research framework for the apprenticeship projects, and providing day-to-day guidance and troubleshooting. Other studies on university apprenticeship experiences for high school students suggest that faculty mentors also affect the manner in which students learned about and discussed science (Bleicher, 1996;Templin, Engemann, & Doran, 1999). Given the seminal role they play in the apprenticeship experience, postapprenticeship interviews with the mentors were used to ascertain their perceptions of what the apprentices learned from their apprenticeships, as well as their own views of the nature of science and science inquiry.…”

Section: Mentorsmentioning

confidence: 99%

Just do it? impact of a science apprenticeship program on high school students' understandings of the nature of science and scientific inquiry

et al. 2003

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The purpose of this study was to explicate the impact of an 8-week science apprenticeship program on a group of high-ability secondary students' understandings of the nature of science and scientific inquiry. Ten volunteers (Grades 10-11) completed a modified version of the Views of Nature of Science, Form B both before and after their apprenticeship to assess their conceptions of key aspects of the nature of science and scientific inquiry. Semistructured exit interviews provided an opportunity for students to describe the nature of their apprenticeship experiences and elaborate on their written questionnaire responses. Semistructured exit interviews were also conducted with the scientists who served as mentors for each of the science apprentices. For the most part, students held conceptions about the nature of science and scientific inquiry that were inconsistent with those described in current reforms. Participating science mentors held strong convictions that their apprentices had learned much about the scientific enterprise in the course of doing the science in their apprenticeship. Although most students did appear to gain knowledge about the processes of scientific inquiry, their conceptions about key aspects of the nature of science remained virtually unchanged. Epistemic demand and reflection appeared to be crucial components in the single case where a participant experienced substantial gains in her understandings of the nature of science and inquiry. ß

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Section: Mentorsmentioning

confidence: 99%

Just do it? impact of a science apprenticeship program on high school students' understandings of the nature of science and scientific inquiry

et al. 2003

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“…In some ways, students' feelings toward Dr C very much reflect students' feelings toward real scientists. For example, Templin, Doran and Engemann's (1999) research on mentoring by human scientists found that students who claimed regular contact with their mentors reported program satisfaction, while those with a weaker relationship reported negative feelings about the program (p. 208). In the present study, students who used Dr C the most reported in the interviews that they felt the most positively about him, feeling he was useful and helped them learn.…”

Section: Discussionmentioning

confidence: 99%

Student use of animated pedagogical agents in a middle school science inquiry program

Bowman

2011

Brit J Educational Tech

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Animated pedagogical agents (APAs) have the potential to provide one-on-one, justin-time instruction, guidance or mentoring in classrooms where such individualized human interactions may be infeasible. Much current APA research focuses on a wide range of design variables tested with small samples or in laboratory settings, while overlooking important practical issues relating to large-scale, school-based implementations. The present study provides an early step in addressing this gap by investigating the patterns, affordances and challenges of sustained classroom use of APAs. During a 15-class-period science curriculum, middle school students in the treatment groups (n Dr C-1 = 191; nDr C-2 = 181) had uninterrupted classroom access to one of the two APAs, while control group students (n = 149) completed the same curriculum without APA access. Usage patterns indicate that students accessed the APAs on a fluctuating, "as needed," basis corresponding to the introductory, information-gathering, and synthesis and reporting segments of the curriculum. Survey results revealed no statistically significant difference in student feelings toward the APAs between the two treatments. While treatment students reported that the APAs were unique, reliable, timely resources, interviews indicate little difference between their experiences with the curriculum and those of the control group. Results presented here provide guidance for researchers and practitioners. Practitioner NotesWhat is already known about this topic • Student-scientist partnerships can enhance participant content learning and gains related to motivation and self-efficacy in science but are difficult to scale up. • Science inquiry programs accommodate much greater numbers of students but provide limited to no access to scientist mentors. • The technology behind animated pedagogical agents (APAs) suggests the potential to provide large-scale, inexhaustible access to "virtual" scientist mentors. • Research to date has tended to overlook important practical issues (such as cost, reliability, bandwidth requirements and accessibility) relating to large-scale, schoolbased implementations.

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“…A review of multiple studies examining research apprenticeships found that the successes of apprenticeship type programs and environments are tied to the direct interaction of students with scientists in authentic scientific settings (Sadler et al, 2010). Some of the studies with high school students (Stake and Mares, 2005;Templin et al, 1999) reviewed in this paper yielded data indicating increased confidence and self-efficacy in "doing science" after participation in a science apprenticeship program (Sadler et al, 2010).…”

Section: Introductionmentioning

confidence: 91%

Engaging Underrepresented Adolescents in Authentic Scientific Settings: Scientist Role Models and Improving Psychosocial Outcomes

Chávez

Race

Bowers

et al. 2019

JSTEM

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There is a critical need for more effective comprehensive programs to increase the number of underrepresented minority students pursuing scientific careers. Science education often is fragmented, delivered with single-focused approaches -traditional classroom lectures, or hands-on-activities, or conducting research. The current paper examines a comprehensive biomedical research program that integrated classroom teaching, hands-on-activities, conducting a research study, and mentoring from scientists in authentic scientific settings. We assessed short-term psychosocial outcomes and long-term academic outcomes in the participants, largely underrepresented minority high school students. The psychosocial outcomes assessed pre and post program include: knowledge of science pathways, attitudes toward science, self-efficacy in science, and scientific communication skills. Post-program results showed an increasing trend for knowledge of science pathways, attitudes toward science, and self-efficacy in science. Post-program, students also reported significant increases in feeling they had role models in science. A long-term assessment was conducted examining participating students' college attendance and majoring in a STEM field. The long-term assessment showed that 77% of students were attending college, 79% were majoring in STEM, and 75% were planning to pursue additional higher education. Findings provide evidence for the short-term and long-term benefits of a comprehensive biomedical research program conducted in an authentic scientific setting.

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A Locally Based Science Mentorship Program For High Achieving Students: Unearthing Issues That Influence Affective Outcomes

Cited by 20 publications

References 4 publications

Just do it? impact of a science apprenticeship program on high school students' understandings of the nature of science and scientific inquiry

Just do it? impact of a science apprenticeship program on high school students' understandings of the nature of science and scientific inquiry

Student use of animated pedagogical agents in a middle school science inquiry program

Engaging Underrepresented Adolescents in Authentic Scientific Settings: Scientist Role Models and Improving Psychosocial Outcomes

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