The Role of Informal Science Programs on Middle School Students’ Perceptions of Science and...
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The Role of Informal Science The Role of Informal Science Programs on Middle School Programs on Middle School Students’ Perceptions of Science Students’ Perceptions of Science and Engineering and Engineering Presentation at the Colloquium on P-12 STEM Education Research August 2011 Authors: Roxanne Hughes, National High Magnetic Field Laboratory/Florida State University [email protected]Kristen Molyneaux, University of Wisconsin, Madison Pat Dixon, National High Magnetic Field Laboratory This study was funded in part by the National Science Foundation Division of Materials Research through DMR 0654118.
The Role of Informal Science Programs on Middle School Students’ Perceptions of Science and Engineering Presentation at the Colloquium on P-12 STEM Education
The Role of Informal Science Programs on Middle School Students
Perceptions of Science and Engineering Presentation at the
Colloquium on P-12 STEM Education Research August 2011 Authors:
Roxanne Hughes, National High Magnetic Field Laboratory/Florida
State University [email protected] Kristen Molyneaux,
University of Wisconsin, Madison Pat Dixon, National High Magnetic
Field Laboratory This study was funded in part by the National
Science Foundation Division of Materials Research through DMR
0654118.
Slide 2
Underrepresentation in SE Women represent less than 1/3 of SE
degrees and careers (NSF, 2007) This number is significantly lower
for minority women and men (NSF, 2007) Research suggests that this
is due, in part, to minority students inability to fully identify
with science and engineering (AAUW, 2010; Carlone, 2003; Olitsky,
2006; Tan, Calabrese-Barton, 2008)
Slide 3
Response to Underrepresentation Single gender programs have
increased in number due to changes in NCLB and Title IX (Ferrara
& Ferrara, 2008; Spielhagen, 2008) despite reservations from
womens organizations like NOW and AAUW Informal education programs
have also utilized this strategy along with other tactics to help
address the inability of women and minorities to identify with
science The goal of many informal education programs has been to
expose students to STEM professionals of different races,
ethnicities and genders so that all students can see themselves
succeeding in STEM In the summer of 2010, the NHMFL ran two camps:
an all- girls SE camp (AGSC) and a co-educational SE camp Both of
these camps aimed to expose students to careers in SE and to help
them better identify with SE by exposing them to many different SE
professionals and their careers
Slide 4
Research Questions How do these two informal science programs
affect students views and perceptions of scientists/engineers and
SE fields? How does a single gender program compare to a
co-educational program in its effects on students views and
perceptions of scientists/engineers and SE fields? Are there any
lessons to be learned for other informal agencies regarding the
activities that appear to be the most effective in increasing
minority students persistence in SE?
Slide 5
Cases Two camps summer of 2010 All-girls Science Camp (AGSC)
Co-ed Science Camp (CEC); 13 girls, 14 boys Both camps introduced
participants to scientists and engineers and their careers AGSC
provided broader exposure CEC focused on sustainable engineering
Students were selected based on level of interest (application) and
teacher recommendation
Slide 6
Middle School focus Middle school is crucial time when identity
formations are occurring, particularly in academic disciplines (Tan
& Calabrese Barton, 2008) Time when students try on different
identities as they try to form their own view of themselves
(Brickhouse, Lowery, & Schultz, 2000). School science can
reproduce stereotypes of science (i.e. Albert Einstein) (Carlone,
2004) Informal Educational Programs can address perceptions and
expose students to real SE professionals in ways that school
science cannot (Watermeyer & Stevenson, 2010)
Slide 7
Identity within Community of Practice Calabrese Bartons
conception of liberatory science education Individuals who are
marginalized by the culture of science can only become legitimate
participants when they become liberated from the stereotypical view
of science as white, middle class, heterosexual and male. Must have
opportunity to challenge stereotypes, witness positionality in
science, and gain practice using the language of science. Camps
perceived as community of practice within SE (Lave & Wenger,
1991; Wenger, 1998)
Slide 8
Research Mixed methods Participant observations Pre and post
survey Quantitative portion measured self-efficacy in science and
engineering and science and engineering (SE) identity (AWE, 2008)
Interviews with participants to represent varying ages, races, SE
interest level, and SES
Pre-data Participants in both camps had similar levels of
confidence regarding their ability to succeed in a science career
and their confidence in solving math problems; interest levels in
science and engineering Significant differences between camps
regarding whether anyone had spoken to them about necessary
required courses for success in STEM (CEC had more participants
receive advice than AGSC) All of the participants from both camps
said that the camp experience was positive
Slide 11
Perceptions of Scientists Based on responses on the pre-survey,
37 of the total campers (57) had met a scientist before (65%). AGSC
= 19/32 CEC 18/25 Students were asked to describe what they thought
of when they pictured a scientist on the pre and post survey These
responses were coded according to the following categories positive
view (i.e. Just like me, affective, cognitive) stereotypical view
(i.e. lab coat, test tubes, crazy hair) stereotype AND male.
Slide 12
Perception of Scientists tallies Number of CEC Number of AGSC
What do you think of when you picture a scientist/engineer?
PrePostPrePost Positive View12 1321* Stereotype129146 Stereotype
and male13*55
Slide 13
Qualitative Evidence of Changes in Perceptions of Scientists
for AGSC Participants Pre ResponsePost Response AGSC participant 1
A guy wearing a lab coat holding chemicals and wearing goggles. Now
I picture a ordinary person who wants to do good in the world AGSC
participant 2 A tall male figure with crazy white hair, a white lab
coat, and white glowing gloves holding a test tube. A man or woman
in a lab coat explaining what their job is. AGSC participant 3 A
white coat and clear goggles. At first I imagined a man in a white
coat with chemicals but now I see regular people outside testing
water and just doing thing that we do on a normal basis but they
take it a little further.
Slide 14
Quantitative and Qualitative contradictions Perception of
scientists Margo Pre survey response = Someone with a white lab
coat, safety glasses, pulled back hair. Post survey response = A
looming figure in a white lab coat, with a beaker. Post interview
response to what type of person becomes a scientist: I think that
you have to be observant, you pay attention, a perfectionist, and
intelligent, of course All of which describe her and yet her
description of a scientist does not sound like someone she would
identify with. What does this contradiction say (if anything) about
identity?
Slide 15
Self-Efficacy and Science Identity CEC pre mean CEC post mean
AGSC pre mean AGSC post mean Self Efficacy (score range 9-32)
27.3528.1327.0328.30* Science and Math Identity (score range 14-56)
44.0043.9545.9048.21* Only the AGSC participants had a positive
significant difference in both their self-efficacy and science/math
identity scores post camp. Alarmingly, the CEC participants,
science/math identity score actually decreased after camp, although
this result was not significant.
Slide 16
Race/Ethnicity and gender No significant differences based on
race/ethnicity (one-way ANOVA) When survey responses were separated
by gender via t-tests, there was a positive significant difference
between pre and post scores for the female participants in the
following categories: self-efficacy, science and math
identity.
Slide 17
Conclusions Based on the data collected in this study, it would
appear that AGSC was more effective in helping its participants
better identify with science and see themselves as potential
scientists On a whole, both programs were effective in helping
female participants better identify with SE fields (It should be
noted that the male participants had a significantly higher pre
Self efficacy and SM identity score than the female participants,
which mirrors larger studies on these concepts in the middle school
population.)
Slide 18
Implications This study adds to the current debate on single
gender education. In our study, the single gender camp had a
significant positive impact on students perceptions of scientists
and engineers and their own perception of fitting in with these
careers. This study also adds to the current dialogue regarding the
role that informal science agencies can have on minority students
(including womens) ability to identify with scientists and
engineers. Exposing students, particularly female students to SE
professionals (including women and minorities) and their careers
can improve their ability to see themselves within these careers.
The results indicate that the length of the camp, diversity of
participants, and the diversity of participating scientists and
engineers are important to a camps overall effectiveness in
addressing students conceptions of SE and their ability to fit in
with these fields
Slide 19
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