Addressing the STEM Gender Gap by Designing and Implementing an Educational Outreach Chemistry Camp for Middle School Girls

Levine, Mindy; Serio, Nicole; Radaram, Bhasker; Chaudhuri, Sauradip; Talbert, William

doi:10.1021/ed500945g

Cited by 74 publications

(69 citation statements)

References 50 publications

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“…Países. Los trabajos seleccionados han sido desarrollados en 13 países diferentes (Tabla 3) entre los que destacan Estados Unidos (17), Israel (6), Portugal (3) y Alemania (2). Además de los países citados, se encontró un trabajo en: Turquía, Nueva Zelanda, Malasia, España, Dinamarca, Inglaterra, Canadá, Eslovenia y Eslovaquia.…”

Section: Países Etapas Educativas Disciplinas Científicas Y Contextunclassified

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La salida de campo como recurso didáctico para enseñar ciencias. Una revisión sistemática

Morales¹

2018

Rev_Eureka_ensen_divulg_cienc

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Resumen: El estudio de revisión aquí presentado tiene como propósitos: (1) aportar una panorámica del desarrollo de la línea de investigación que se ocupa del estudio de las salidas de campo como recurso didáctico en Didáctica de las Ciencias Experimentales; y, (2) sintetizar las principales implicaciones educativas referidas a la misma. Así, se revisaron los artículos publicados entre el año 2000 y 2017 y alojados en las bases de datos de Web of Science y Scopus. Los resultados obtenidos giran en torno a los campos: (1) autor/es y año; (2) país; (3) disciplina científica; (4) etapa educativa; (5) contexto; (6) metodología; y (7) implicaciones educativas. Los resultados principales apuntan a la irrupción de la producción científica sobre esta línea de investigación, a pesar de no abundar autores muy prolíficos en ella. Además, se ha comprobado que Estados Unidos es el país donde se realizan mayor número de trabajos, mientras que la etapa educativa preferente para ejecutar las salidas de campo es la Educación Primaria. Los espacios naturales se colocan como el contexto más visitado y el Medio Ambiente, la Biología y la Geología como las disciplinas predilectas para realizar salidas de campo. Finalmente, las principales implicaciones educativas señalan la promoción de actitudes y emociones positivas, así como la adquisición de los contenidos como puntos fuertes de las salidas de campo. Palabras clave: Enseñanza de las ciencias; salidas de campo; revisión sistemática; bibliográfico. Field trip as a didactic resource to teach sciences. A systematic review

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Section: Países Etapas Educativas Disciplinas Científicas Y Contextunclassified

“…Emociones, motivación y actitudes -Incrementa el interés y la motivación por aprender ciencias (1,4,6,8,10,11,16,17,23,26,27,33,37). -No mejora el interés por las ciencias del alumnado (15,35).…”

Section: Referidas a Implicaciones Educativasunclassified

La salida de campo como recurso didáctico para enseñar ciencias. Una revisión sistemática

Morales¹

2018

Rev_Eureka_ensen_divulg_cienc

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“…Generally, out-ofschool activities have a strong influence on student interest in science over time (Simpkins et al 2006). For many such events, participants reported that they enjoyed and learned most from hands-on activities (Laine et al 2017;Levine et al 2015). Examining student attitudes helps to explain the impact that out-of-school activities can generate.…”

Section: ; Ngss Lead States 2013; Organisation For Economicmentioning

confidence: 99%

Industry-school projects as an aim to foster secondary school students’ interest in technology and engineering careers

Smit

Robin

Toffol

et al. 2019

Int J Technol Des Educ

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Industry-school partnerships offer authentic learning opportunities and can support the development of students' interest in a STEM career. The expectancy-value model of achievementrelated choice can help to explain how several factors influence career choice. Interest-enjoyment values and attainment values are most important in students' motivation to participate in out-of-school technology and design activities. Our research question is the following: Is there a development in secondary school students' career interests in science-based technology-related professions while participating in industry-school partnerships? We employed a longitudinal, mixed-methods research design. The sample consists of 213 secondary school students from 9 classes and 72 students from 4 classes in 4 neighbouring schools who served as a control group. All of the students filled out a questionnaire before and after the visit. The questionnaire items were based on scales relating to an expectancy-value model. Four groups of students were interviewed with respect to the industry visit experiences. Analyses indicated that attitudes for applying technology became relevant for predicting career interest in a technology profession in the project group after the end of the project. However, career interest did not increase over time. In the qualitative analysis, four topics emerged that elucidated why career interest did not increase. Overall, the results demonstrate that factory visits combined with embedded tasks are one way to overcome fixed ability self-concepts and allow the students to reconsider a career in the technology and engineering industry towards the end of secondary school.

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“…More structured nature-related experiences, including urban community gardening projects, school-based gardening projects, and outdoor classrooms, have also been used to foster positive attitudes toward science and, in some cases, higher science achievement (Berezowitz, Bontrager, & Schoeller, 2015;Education & Roundtable, 2000;Fusco, 2001;Klemmer, Waliczek, & Zajicek, 2005;Mittelstaedt, Sanker, & VanderVeer, 1999;Williams, Brule, Kelley, & Skinner, 2018). Some STEM camps have also been found to improve both science attitudes and achievement (Bischoff, Castendyk, Gallagher, Schaumloffel, & Labroo, 2008;Gibson & Chase, 2002;Hayden, Ouyang, Scinski, Olszewski, & Bielefeldt, 2011;Knox, Moynihan, & Markowitz, 2003;Levine, Serio, Radaram, Chaudhuri, & Talbert, 2015;Markowitz, 2004). For example, students enrolled in the Summer Science Academy program at the University of Rochester reported more confidence in their science abilities, higher motivation to pursue a science career, and better performance in their science classes (Knox et al, 2003).…”

Section: Optional Science Experiences Motivation and Achievementmentioning

confidence: 99%

Predicting pathways to optional summer science experiences by socioeconomic status and the impact on science attitudes and skills

Liu

Schunn

2020

IJ STEM Ed

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Background Large achievement and motivation gaps exist in science between students from higher and lower socioeconomic status (SES) backgrounds. Middle and high school are an important time to address these disparities, as science motivation typically declines for all students at this time, leading to particularly low science interest and achievement for lower SES students on average when the gaps are left unaddressed. Students’ control over their free time also increases at this time, providing opportunities for optional science experiences that may improve science attitudes and skills to combat these achievement and motivation gaps. Using a longitudinal dataset of 2252 middle and high school students from two regions in the USA, we investigate (1) disparities between higher and lower SES students in participation in optional summer science experiences and post-summer science attitudes and skills; (2) whether the child and family characteristics that predict participation in home-related, nature-related, and STEM camp experiences in the summer differ for higher and lower SES students; and (3) how participation in these types of optional summer science experiences contribute to post-summer science attitudes and skills when controlling for self-selection biases. Results Higher SES students reported greater participation in optional summer science experiences and higher post-summer science attitudes and sensemaking skills. Fascination for science was more important for participation in home-related and nature-related experiences for higher SES participants, whereas science competency beliefs were more important for lower SES participants. For STEM camp experiences, higher SES participants with higher competency beliefs and lower SES participants with lower scientific sensemaking skills were more likely to participate. After controlling for self-selection biases that may influence participation in these experiences, we found that home-related and nature-related experiences had a positive impact on students’ attitudes toward science. Conclusions Our findings suggest two pathways for increasing participation in optional summer science experiences for higher SES and lower SES students. Specifically, it may be helpful to support interest in science for higher SES students and competency beliefs for lower SES students. Greater participation in home-related and nature-related summer science experiences can also increase science attitudes during middle and high school.

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Addressing the STEM Gender Gap by Designing and Implementing an Educational Outreach Chemistry Camp for Middle School Girls

Cited by 74 publications

References 50 publications

La salida de campo como recurso didáctico para enseñar ciencias. Una revisión sistemática

La salida de campo como recurso didáctico para enseñar ciencias. Una revisión sistemática

Industry-school projects as an aim to foster secondary school students’ interest in technology and engineering careers

Predicting pathways to optional summer science experiences by socioeconomic status and the impact on science attitudes and skills

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