Augmenting Learning in an Out-of-school Context: The Cognitive and Affective Impact of Two Cryogenics-based Enrichment Programmes on Upper Primary Students

Abstract

Concepts learned in the classroom were reinforced and augmented by presenting them in a different context using cryogenics-based enrichment programmes (CBEPs) held in an out-of-school setting. The effectiveness of two CBEPs, which involve the use of liquid nitrogen and liquid oxygen, was explored. Using a sample of 265 upper primary students, it was found that both enrichment programmes were effective in promoting the learning of science concepts. Fair improvements, albeit only transient, in two attitude constructs, enjoyment of science and career preference, due to either CBEPs were detected. The CBEPs did not have any significant impact on the attitude construct relating to students' views on the social implications of science. The impact of CBEPs showed signs of retention, specifically in the cognitive realm, and reasonable indications of influencing subsequent learning and activities of students.

Cognitive, Socioemotional, and Attitudinal Effects of a Triarchic Enrichment Program for Gifted Children

“…Attitude toward science is also positively related to the selection of science courses (Miller, Lietz, & Kotte, 2002; Simpson & Oliver, 1990). Several studies have shown that attitudes toward science can be improved by means of a science-based program (Caleon & Subramaniam, 2007; Moore, 2001). However, most studies on attitudes toward science involved mainstream children, and studies dealing with the attitudes of intellectually gifted children remain scarce (Caleon & Subramaniam, 2008).…”

“…Finally, it was expected that due to the special focus of the enrichment program on science and technology, the attitudes of the participating gifted children toward science would improve (cf. Caleon & Subramaniam, 2007; Moore, 2001).…”

Foxc1 integrates Fgf and Bmp signalling independently of twist or noggin during calvarial bone development

“…This is an important aspect of scientific understanding (see Brophy, 1999, for an extended discussion of the role of motivation for learning, and Anderman & Young, 1994, for its relevance to learning science in particular). If students do not value or feel they can be successful in understanding school science, they develop a negative attitude toward science learning, and this can have an impact on their achievement and choice of career (Caleon & Subramaniam, 2007; Nair, 2003; Osborne, 2003).…”

Emergent themes from recent research syntheses in science education and their implications for research design, replication, and reporting practices

“…Applying the scheme in Table to the studies included in the Taylor et al () meta‐analysis, we found that 7/97 studies (7.2%) could be considered either a direct or a conceptual replication with two direct replications (Davis, ; Lertwanasiriwan, ) and five conceptual replications (Anderson, ; Caleon & Subramaniam, ; Chang, Quintana, & Krajcik, ; Pyke, Lynch, Kuipers, Szesze, & Watson, , ). Five of the seven replications were unpublished manuscripts or doctoral dissertations.…”