Influence of a Science-Focused After-School Program on Underrepresented High-School Students' Science Attitudes and Trajectory: A survey validation study

Puvirajah, Anton; Verma, Geeta; Liu, Hongli; Martin-Hansen, Lisa

doi:10.1080/21548455.2014.930210

Cited by 7 publications

(4 citation statements)

References 22 publications

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“…Known limitations to engaging young people include the reduced or lack of access of certain groups to extra‐curricular activities because of geography, socio‐economics and school type (Puvirajah et al., 2015). Workshop accessibility also has context‐specific requirements and constraints.…”

Section: Resultsmentioning

confidence: 99%

The ‘More Than Maps’ framework for building research capacity among young people in coastal climate change adaptation

van der Plank,

Appeaning Addo,

Anderson

et al. 2024

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When young people engage with climate change education, they are often left feeling disempowered and daunted. But past research has shown that there are ways to design and deliver climate change education that can be empowering and enabling. The delivery of climate change education was further challenged in 2020 by the shift to online learning driven by the COVID‐19 pandemic restrictions. However, the challenges of the pandemic context also offered an opportunity to engage new audiences and establish new collaborations in climate change education. In this paper, we explore how the shift to online research, collaboration and education can also be harnessed to develop interdisciplinary coastal adaptation training for young people interested in better understanding the complexities of our coastal environments. The resulting ‘More than Maps’ framework draws on qualitative and quantitative data collected over a two‐year programme focused on the design and delivery of an international climate change research capacity building workshop series, across the United Kingdom, Ghana, Jamaica and Australia. Carried out by an interdisciplinary team of early career researchers and established academics, 15 workshops were developed on coastal adaptation research methods, targeting a range of ‘young’ audiences who are and will continue to be impacted by climate change. Building on reflections from the workshops' design and delivery, we developed a scalable framework to aid researchers in sharing open‐access, replicable methods for studying climate change mitigation and adaptation. This work demonstrates that our workshop participants had increased confidence, sought to apply learned methods to other contexts, and wanted to share this knowledge with others. We conclude that the COVID‐19 online workspace facilitated rather than hindered the international collaboration and delivery of these coastal adaptation research methods workshops, and we provide best practice tips to researchers delivering climate change education.

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Section: Resultsmentioning

confidence: 99%

The ‘More Than Maps’ framework for building research capacity among young people in coastal climate change adaptation

van der Plank,

Appeaning Addo,

Anderson

et al. 2024

Area

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show abstract

“…Por lo tanto, parece ser que los autores de estos instrumentos se han limitado meramente a crear o adaptar ítems a partir de cuestionarios existentes (en la mayoría de los casos también con una pobre conceptualización teórica de las actitudes) y, a emplear dimensiones actitudinales de forma aleatoria y sin una base teórica coherente. Ello lleva a que se incluya bajo el mismo paraguas constructos tan diversos -y que cuentan con marcos teóricos propios diferenciados-como creencias y valores (Hilman et al, 2016), autoeficacia y motivaciones (Puvirajah et al, 2015) o habilidad percibida, valores y compromiso (Mahoney, 2010). Asimismo, la ausencia de un marco teórico conduce a la inclusión de constructos cuya relevancia en el estudio de las actitudes hacia la ciencia es en el mejor de los casos dudosa.…”

Section: Discussionunclassified

Revisión sistemática de instrumentos de actitudes hacia la ciencia (2004-2016)

Toma

2020

ensciencias

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Se realiza una revisión sistemática de las propiedades psicométricas que poseen 15 instrumentos de actitudes hacia la ciencia publicados entre los años 2004 y 2016, identificados en las bases de datos Web of Science Core Collection y Science Direct siguiendo los criterios PRISMA. En conjunto, los resultados revelan que la calidad de la mayoría de los instrumentos actuales sigue siendo preocupante dada la ausencia casi generalizada de adopción de un marco teórico para el desarrollo de los ítems y debido a un deficiente e inadecuado análisis de sus propiedades psicométricas. Estos hallazgos cuestionan la validez y fiabilidad de los instrumentos analizados y ponen de manifiesto la necesidad de adoptar diseños metodológicos más rigurosos para el desarrollo de instrumentos de actitudes hacia la ciencia. PALABRAS CLAVE: Actitudes hacia la ciencia; Desarrollo y validación; Instrumentos; Propiedades psicométricas; Revisión sistemática. ABSTRACT • A systematic review of the psychometric properties of 15 attitudes towards science instruments published between 2004 and 2016, identified in the Web of Science Core Collection and Science Direct databases following the PRISMA criteria, is reported. Overall, the quality of most examined instruments continues to be worrying due to an almost generalized absence of adoption of a theoretical framework for item development and due to a scarce and inadequate analysis of their psychometric properties. These findings calls into question the validity and reliability of the tools examined and highlight the need to adopt more rigorous methodological designs for the development of attitude toward science measurement strategies.

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“…For example, Kind et al, (2007) decided to retain a 7-factor structure, despite the scree-test clearly revealing a structure composed of less factors. Puvirajah et al, (2015) retained a 3-factor structure, although scree-test also suggested otherwise. Some test developers retained factors with less than three items (e.g.…”

Section: Other Issuesmentioning

confidence: 99%

“…Likewise, instead of using existing published attitude tests, Tytler-Wood, Knezek and Christensen (2010) developed a Likert-type and semantic differential assessments for the specific evaluation of the impact of the Middle Schoolers Out to Save the World project, with insufficient psychometric evaluation. Puvirajah, Verma & Martin-Hansen (2015) designed a test for the measurement of the impact of a Science-focused after-school program on underrepresented high-school students' attitudes towards science that was also not justified given the many existing attitude tests measuring the same constructs as theirs. Kind, Jones and Barmby (2007) instrument was developed for the evaluation of the Lab in a Lorry initiative and, astonishingly and wrongly, authors used this informal science education program as the rationale behind the included constructs in the test: "All the attitude areas listed, with the exceptions of attitude towards school, were chosen as areas that could possibly be affected by an initiative such as Lab in a Lorry."…”

Section: Impacts Of Purpose On Rigormentioning

confidence: 99%

STEM education in elementary grades: design of an effective framework for improving attitudes towards school science

Toma¹

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An inquiry-based integrative STEM education approach was implemented in two fourth grade Elementary Education classes, in Spain, through a module on simple machines. The viability of this science education model in the official Spanish curriculum and its influence on students' attitudes towards science and learning of STEM subjects has been studied through an adapted Test of Science Related Attitude scale, achievement tests, and teachers' interviews. Students participating in the integrative STEM project reported significantly more favourable attitudes toward science than students from traditional classrooms. Although attitude scale and achievement test results seem to show that an integrative STEM education may be feasible in 4 th grade of the Spanish elementary education, interviews revealed reluctance among teachers to use integrative STEM education and more directive instructions on implementing such an educational model are demanded. Implications for science education and future studies are discussed.

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Influence of a Science-Focused After-School Program on Underrepresented High-School Students' Science Attitudes and Trajectory: A survey validation study

Cited by 7 publications

References 22 publications

The ‘More Than Maps’ framework for building research capacity among young people in coastal climate change adaptation

The ‘More Than Maps’ framework for building research capacity among young people in coastal climate change adaptation

Revisión sistemática de instrumentos de actitudes hacia la ciencia (2004-2016)

STEM education in elementary grades: design of an effective framework for improving attitudes towards school science

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