High-school students in university research labs? Implementing an outreach model based on the ‘science as inquiry’ approach

Tsybulsky, Dina; Dodick, Jeff; Camhi, Jeff

doi:10.1080/00219266.2017.1403360

Cited by 19 publications

(20 citation statements)

References 30 publications

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“…Similarly, Fareo (2019) mentioned that the student's attitude in secondary level schools influences the way he/she studies, grades achievements, and involvement in the overall subject in the future [41]. Tsybulsky et al (2018) found students' attitudes improve general interest in future careers in science in the same vein.…”

Section: Literature Reviewmentioning

confidence: 99%

“…When high school students in science classes were taught using CL, it was concluded that CL increased students' interest, and the way the subject is being taught matters in forming positive or negative attitudes [61]. Tsybulsky et al (2018) posit students' attitudes are important as they predict the future selection of science courses and are context-dependent. Likewise, literature cites many merits of studying students' attitudes [18].…”

Section: Plos Onementioning

confidence: 99%

“…Among many discussions about generating interest and increasing enrollments at higher education levels, students' attitudes have become the center of attention to cultivating positive attitudes towards science education [10,17]. Despite a few studies that assessed secondary school students' attitudes in general science [18], there is a lack of research measuring biology education attitudes at the undergraduate level [19].…”

Section: Introductionmentioning

confidence: 99%

“…Research shows a high correlation between students' attitudes towards academic achievement and a predictor of selecting science subjects and future careers [18,20]. A few studies found that academic performance, self-efficacy, and motivation are linked to the outcomes of (STEM) science, technology, engineering, and mathematics education [21][22][23].…”

Section: Introductionmentioning

confidence: 99%

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Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

et al. 2021

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This study examined the effect of collaborative learning (CL) versus traditional lecture-based learning (TL) pedagogies and gender group composition in effecting positive or negative attitudes of biology major and nonmajor men and women students. The experimental research method was administered in experimental and control groups to test the hypotheses. Students’ attitudes refer to their positive or negative feelings and inclinations to learn biology. A nine-factor attitude scale was administered in (1) single-gender nonmajor biology, (2) mixed-gender nonmajor biology, (3) single-gender major biology, and (4) mixed-gender biology major groups. Men (221) and women (219) were randomly assigned into single and mixed-gender classes without groups and single-gender groups (4M) or (4W) and mix-gender (2M+2W) groups. In CL nonmajor and major single-gender groups, women demonstrated significantly higher positive attitudes than men. In contrast, men’s attitudes were significantly improved in mixed-gender CL groups for major and nonmajor sections, and the effect size was larger in mix-gender classes. Women feel less anxious in single-gender groups but more anxious in mixed-gender groups. In mixed-gender groups, men’s self-efficacy, general interest, and motivation enhanced significantly; overall, men experienced greater satisfaction and triggered their desire to collaborate better, affecting all nine attitudinal factors. There was an interaction effect demonstrating the teaching pedagogy’s impact on improving students’ attitudes toward biology; students’ gender and gender-specific group composition have been the most influential factor for nonmajor students. These findings suggest that there is a need for developing gender-specific and context-specific learning pedagogies, and instructors carefully select gender grouping in teaching undergraduate science subjects.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Plos Onementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

et al. 2021

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“…2. Encourage one or two highly motivated high school students (recommended by their teachers as exemplary) to conduct a research project in a laboratory at a university or other institution (5). Studies suggests that this kind of unique research mentoring opportunity can motivate a high school student to seriously consider a career in the sciences (6).…”

Section: High School Students: Exposure To Real Sciencementioning

confidence: 99%

Reflections on Undergraduate Research Mentoring

Whitticar

Nunemaker

2020

The Biophysicist

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Experimenting at an outreach science lab versus at school—Differences in students' basic need satisfaction, intrinsic motivation, and flow experience

2023

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All over the world, educational science outreach programs in which students can perform laboratory work have been developed. A common goal of these programs is to counteract students' decreasing motivation in STEM education. In Germany, several outreach science labs have been established over the last 20 years. It is assumed that the characteristics of these labs foster students' basic need satisfaction and qualities of motivation such as intrinsic motivation and flow. However, research in this field often lacks comparisons of motivation between the learning environments outreach science lab and school. Thus, the current study investigated students' perceived need satisfaction (relatedness, competence, and autonomy), intrinsic motivation, and flow experience during experimentation at an outreach science lab (n = 231) and at school (n = 203). We found that experimentation in the two different learning environments resulted in a comparable degree of perceived autonomy and intrinsic motivation. However, differences in perceived relatedness, competence, and flow experience were found in favor of the students who experimented at the lab. Thus, visiting outreach science labs is especially beneficial for students' perception of relatedness, effectiveness, and enjoyment during experimentation.

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High-school students in university research labs? Implementing an outreach model based on the ‘science as inquiry’ approach

Cited by 19 publications

References 30 publications

Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

Reflections on Undergraduate Research Mentoring

Experimenting at an outreach science lab versus at school—Differences in students' basic need satisfaction, intrinsic motivation, and flow experience

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