The Effect of a Science Camp on Elementary Students’ Science Identity and Their Perceptions of Science, Scientists, and STEM Careers
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| Veröffentlicht in: | Education Sciences vol. 15, no. 10 (2025), p. 1367-1390 |
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| 024 | 7 | |a 10.3390/educsci15101367 |2 doi | |
| 035 | |a 3265873322 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Elsun, Seung |u Center for Science Education, Indiana State University, Terre Haute, IN 47809, USA | |
| 245 | 1 | |a The Effect of a Science Camp on Elementary Students’ Science Identity and Their Perceptions of Science, Scientists, and STEM Careers | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a This mixed-methods research investigated the impact of a summer science camp—developed in conjunction with an elementary science methods course—on elementary students’ science identity, perceptions of science, scientists, and STEM careers. Data were collected from a total of 40 students in Grades 2–6 who attended the camp. The pre- and post-camp science identity surveys and focus group interviews were conducted at both the beginning and end of the camp. Data were analyzed using paired-samples t-tests and the constant comparative method. Data analysis revealed a significant overall increase (p = 0.008) in participants’ science identity scores following their participation in the summer science camp. Additionally, participants began to focus more on the epistemic goals of scientific investigations, rather than merely viewing science as experimentation. Their understanding of scientists’ work became more sophisticated, reflecting improved awareness of various scientific fields, types of scientists, specific experiments, and equipment. Participants also reported that camp activities more closely resembled the work scientists do, compared to their typical school science experiences. Most participants appeared to develop a heightened interest in science through the camp, which in turn fostered more positive attitudes toward pursuing STEM careers. | |
| 653 | |a Higher education | ||
| 653 | |a Students | ||
| 653 | |a STEM professions | ||
| 653 | |a Scientists | ||
| 653 | |a Teaching methods | ||
| 653 | |a Careers | ||
| 653 | |a Curricula | ||
| 653 | |a STEM education | ||
| 653 | |a Inquiry method | ||
| 653 | |a Influence | ||
| 653 | |a Science education | ||
| 653 | |a Self-efficacy | ||
| 653 | |a Qualitative research | ||
| 653 | |a Attitudes | ||
| 653 | |a Learning | ||
| 653 | |a Data analysis | ||
| 653 | |a Data collection | ||
| 653 | |a Elementary education | ||
| 653 | |a Literature Reviews | ||
| 653 | |a High School Students | ||
| 653 | |a Construct Validity | ||
| 653 | |a Curriculum Development | ||
| 653 | |a Experiential Learning | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Active Learning | ||
| 653 | |a Hands on Science | ||
| 653 | |a Elementary School Science | ||
| 653 | |a Learning Experience | ||
| 653 | |a Cooperative Learning | ||
| 653 | |a Laboratory Experiments | ||
| 653 | |a Elementary School Students | ||
| 653 | |a Graduate Study | ||
| 653 | |a Ethnic Groups | ||
| 653 | |a Aspiration | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Grade 2 | ||
| 653 | |a Developmental Stages | ||
| 653 | |a Camps | ||
| 653 | |a Inquiry | ||
| 653 | |a Informal Education | ||
| 700 | 1 | |a Park Soonhye |u Department of STEM Education, North Carolina State University, Raleigh, NC 27695, USA; spark26@ncsu.edu | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 10 (2025), p. 1367-1390 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3265873322/abstract/embedded/J7RWLIQ9I3C9JK51?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3265873322/fulltext/embedded/J7RWLIQ9I3C9JK51?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3265873322/fulltextPDF/embedded/J7RWLIQ9I3C9JK51?source=fedsrch |