Authentic STEM research, practices of science, and interest development in an informal science education program

Abstract

Background Two critical challenges in science education are how to engage students in the practices of science and how to develop and sustain interest. The goal of this study was to examine the extent to which high school youth, the majority of whom are members of racial and ethnic groups historically underrepresented in STEM, learn the skills and practices of science and in turn develop interest in conducting scientific research as part of their career pursuits. To accomplish this goal, we applied Hidi and Renninger’s well-tested theoretical framework for studying interest development in the context of a museum-based, informal science education (ISE) program. We used a mixed methods approach, incorporating both survey and interview data, to address three research questions: (1) As youth engage in authentic science research, do they develop perceived competence in mastering the skills and practices of science? (2) Do participants increase, maintain, or decrease interest in science research as a result of this experience? (3) How does participation in scientific practices manifest in non-program contexts? Results Our study yielded three main results. First, we found that participants developed competence in mastering several of the skills and practices of science. Strikingly, there was significant improvement in self-reported level of competency for 15 specific research skills. Second, we found that participants maintained their interest in scientific research over time. Our post-survey results revealed that one hundred percent of students were either excited about or expressed deep interest in scientific research. Based on a Phases of Interest Development Rubric developed for this study, most participants exhibited emerging individual interest. Finally, participants exhibited significant increases in the frequency in which they engaged in scientific practices outside of the program. Conclusions Our findings suggest that participation in authentic research in an ISE context affords youth critical opportunities for gaining mastery of several of the skills and practices of science, which in turn reinforces, and in some cases increases participants’ interest in scientific research beyond the span of the program.

Presenting wicked problems in a science museum: A methodology to study interest from a dynamic perspective

“…And thus, informal STEM experiences may importantly contribute to the development of an individual interest. Some museum programs have designed interventions aimed at developing an individual interest in science by intervening on multiple dimensions simultaneously, such as the program of Habig and Gupta (2021) at American Museum of Natural History (New York, United States). In general, however, museums and other informal learning institutions typically contribute to interest development by offering a context for learning about a topic that is joyful, that asks for cognitive engagement and is driven by curiosity (Hecht et al, 2019), that is by triggering situational interest.…”

Reciprocal Associations Between Science Efficacy, STEM Identity and Scientist Career Interest Among Adolescent Girls within the Context of Informal Science Learning

“…Recently research has investigated the benefits of informal science learning, and a literature has accumulated showing that participation in STEM youth programs, where adolescents and young people work at informal science learning sites as educators interacting with visitors, plays a key role in the development of science efficacy (Hoffman et al, 2021 ), STEM identity (Hughes et al, 2013 ), positive STEM developmental trajectories (Joy et al, 2023 ) and career preparation (Zhao et al, 2023 ). Adolescents who participated in a science research program at a natural history museum reported that they developed research skills through the program and maintained their science interests outside of the program (Habig & Gupta, 2021 ). This research program also facilitated adolescents’ STEM persistence, such as choosing a STEM career (Habig et al, 2020 ).…”

Investigation of STEM fields motivation among female students in science education colleges

“…STEM education is seen as a pioneer of economic growth and innovation, but despite the progress made in the last 20 years, studies have shown that students' interest in STEM fields has decreased and they are moving away from these fields (Habig & Gupta, 2021;Romine & Sadler, 2016;Rozek et al, 2017;Wang, 2013). Similarly, in many reports prepared in Turkey and other countries, students-especially female students-have inadequate tendencies to continue their STEM programs and to pursue their careers in this field (Akgündüz et al, 2015;National Science Foundation [NSF], 2011).…”