The Association Between Science Summer Camps and Career Interest in Science and Engineering

Kong, Xiaoqing; Dabney, Katherine P.; Tai, Robert H.

doi:10.1080/21548455.2012.760856

Cited by 74 publications

(62 citation statements)

References 17 publications

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“…After removing the Kong et al (2014), the overall effect size was determined to be 0.37, p<0.0001 based on the random effects model. To assess the stability of the summary effect size we calculated the classic fail-safe N. According to Rosenthal (1979) the Fail Safe N, estimates the number of studies required to yield a nonstatistically significant mean effect size at the p<0.05 level.…”

Section: Resultsmentioning

confidence: 99%

STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest

Young¹,

Ortiz²,

Young³

2016

IJEMST

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This study is a meta-analysis of the effects of out-of-school time (after school, summer camps, enrichment programs, etc.) on the student interest in STEM. This study was guided by the following research questions: (1) How effective is OST as a means to foster student interest in STEM? (2) How does the effectiveness of OST differ by program and study characteristics? A total of 19 independents effect sizes were extracted from 15 studies investigating the effect of out-of-school time (OST) on STEM interest. Included studies were representative of K-12 settings in the United States from 2009-2015. Specifically studies were included if they directly assessed the effects of OST on STEM interest, and provided sufficient data to calculate an effect size. The status of publication was not a constraint on this investigation, thus grey literature was included along with journal articles to provide a more representative sample of studies. The results suggest that out-of-school time has a positive effect on student interest in STEM. Furthermore, the variation in these effects is moderated by program focus, grade level, and the quality of the research design. The effects of out-of-school time on STEM interest are synthesized, and implications for teaching and practice are provided.

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Section: Resultsmentioning

confidence: 99%

STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest

Young¹,

Ortiz²,

Young³

2016

IJEMST

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“…Education to participate in society needs an out-of-school context in students' everyday life. The term "informal science learning" is commonly applied with reference to activities that take place outside of the formal education system and seek to raise awareness of, interest in, and engagement with science and other Science, Technology, Engineering, and Mathematics (STEM) subjects and careers [17,18]. Participation in informal learning activities that highlight the purposes and effects of science may improve the perceived value of science [18].…”

Section: Education To Participatementioning

confidence: 99%

Promoting Participation in Society through Science Education

et al. 2018

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Participation in society can be promoted through science education. This study considers an example of how a lower secondary school teacher integrated participation in society into physics studies and how students (n = 20) perceived the participation exercise. In the learning process, students exchanged knowledge and tools with others and produced knowledge for the community in the form of a citizen’s initiative leading to an action by the municipality: the painting of a pedestrian crossing. The students were keen to exercise participation and produce information through inquiries for their citizen initiative. After the intervention, most of the students expressed their willingness to participate in society and act as active citizens, they perceived that they have the means and opportunities, as well as the possibility to find support to participate and influence. Students were willing to participate particularly in their local communities. Students perceived that they learned and gained competences while participating. Students acknowledged knowledge as a base of the decision, which may promote perceived value of physics and associated careers. Students also highlighted collaboration and shared experiences, which may create engagement and participation concerning the scientific issues to which they relate. Similar participation exercises are possible in other contexts and countries. Further studies should focus on different participation exercises to gain more knowledge about young people’s experiences on participation.

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“…Summer STEM programs have also been shown to increase students' confidence in their understanding of STEM content (Crombie et al, 2003;Nugent et al, 2010) or STEM laboratory techniques (Knox et al, 2003). Summer STEM program participation has also been linked to students' intent to continue taking classes in STEM fields or to pursue a STEM career (Binns et al, 2016;Crombie et al, 2003;Dabney et al, 2011;Kong et al, 2014;Mohr-Schroeder et al, 2014;Yilmaz et al, 2010). For example, a study of summer programs conducted across five states found that students who participated in summer science camps were twice as likely to report that they were interested in a career in science and engineering than participants who had not previously participated in summer science camps (Kong et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Evaluating University-Based Summer STEM Programs: Challenges, Successes, and Lessons Learned

Cappelli

Boice

Alemdar

2019

JSTEM

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As interest increases in promoting STEM education in America, summer STEM programs are a promising option for increasing student engagement, interest, and knowledge of STEM. However, STEM programs pose challenges for evaluation, especially programs that serve a large number of students and address a wide range of STEM topics. This paper describes how a team of researchers and practitioners collaborated to design and implement an evaluation of a series of STEM summer programs held at a large, public university. The programs varied in the STEM topics they covered and the age of participants. This created challenges for evaluating a series of programs of such scope and variety. This paper will further describe the programs and the methods used to evaluate them. Illustrative results of the evaluation will be shared, in addition to lessons learned from our evaluation in the hopes that this paper can serve as a resource for those looking for a feasible way to evaluate large, diverse programs.

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The Association Between Science Summer Camps and Career Interest in Science and Engineering

Cited by 74 publications

References 17 publications

STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest

STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest

Promoting Participation in Society through Science Education

Evaluating University-Based Summer STEM Programs: Challenges, Successes, and Lessons Learned

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