Project design factors that affect student perceptions of the success of a science research project

Abstract

Throughout the United States, various summer science programs for precollege students are conducted with an aim toward increasing the involvement of young people in science. Most of these programs are perceived as successful by teachers and scientists because they involve students in hands‐on science activities, improve their scientific skills and confidence, and allow them the opportunity to use science to answer questions and solve problems. The work described here involves a detailed assessment of a summer National Science Foundation (NSF) Young Scholars Program, which was carried out over 2 summers. Student participants were entering 9th and 10th grade. The data used for this assessment included journals kept by teaching assistants, questionnaires administered to the participants and parents, and interviews with the participants. Analysis revealed that students perceived program success differently from teachers and program organizers. Their perception of the success of a program is directly related to whether or not their individual research project met its goals, regardless of other project activities. Designing projects that have a high likelihood of success from this perspective can be complex, but this work identified six variables that must be incorporated appropriately into the design of a project to ensure its success: (1) extent of project structure and who structures the project, faculty or student; (2) project relevance; (3) project flexibility; (4) project background research; (5) tangible results; and (6) project introduction.

Students’ Perspectives of a Science Enrichment Programme: Out‐of‐school inquiry as access

“…• Positive impact on students' understanding of the nature of science and scientific inquiry (Bell et al, 2003;Kimbrough, 1995) as well as scientific reasoning (Gerber et al, 2001). • Encouraging students' interest and motivation in science, by helping them to develop a sense of scientific appreciation and literacy as well as an awareness of possible career opportunities in science (Atwater, Colson, & Simpson, 1999;Dyamond, Goodrum, & Kerr, 1990;Falk, 1983;Gibson & Chase, 2002;Harvey, 1951;Helm, Parker, & Russell, 1999;Richmond & Kurth, 1999).…”

An Exploration of Summer Science Camps as an Informal Learning Environment

“…University-based science outreach programs have been shown to have a positive influence on students' understanding of the nature of science and science inquiry (Bell et al, 2003;Kimbrough, 1995), as well as a positive influence on their performance in subsequent school science courses (Knox, Moynihan, & Markowitz, 2003). Such programs have been shown to lead to renewed enthusiasm and knowledge in the sciences (Atwater et al, 1999;Bleicher, 1996;Gibson & Chase, 2002;Helm et al, 1999;Richmond & Kurth, 1999).The use of informal education activities is seen as a particular opportunity to improve access and engagement with science for marginalized or under-priviledged groups of children (Jones, 1997).…”

The dandelion evolution outreach program: learning through inquiry-based community engagement

“…Louie et al 2011;Merton 2011,) or into broader directions, such as the STEM fields (Science, Technology, Engineering and Mathematics, i.e. Kimbrough 1995). Generally, outreach programs that occur on university campuses have been shown to have positive effects on student comprehension and inquiry abilities (Bell et al 2003;Kimbrough 1995).…”

“…Kimbrough 1995). Generally, outreach programs that occur on university campuses have been shown to have positive effects on student comprehension and inquiry abilities (Bell et al 2003;Kimbrough 1995). For example, Stanford University's High School Internship program offered through the School of Earth Sciences has welcomed over 140 high school students since 2004 into research positions on the topic of evolution.…”

“…Vogel et al 2006;Randel et al 1992). In addition, active engagement in research related to the topic of study has been shown to further increase student interest in pursuing post-secondary studies in that field (reviewed by Kimbrough 1995). An outreach program by Campos & Sá-pinto (2013) designed to teach elementary school students about the fundamental concepts of evolution, used a series of simulations, drawing activities and group discussions.…”