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首页> 外文期刊>International Journal of STEM Education >Predicting pathways to optional summer science experiences by socioeconomic status and the impact on science attitudes and skills
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Predicting pathways to optional summer science experiences by socioeconomic status and the impact on science attitudes and skills

机译：预测社会经济地位的可选夏季科学体验的途径及对科学态度和技能的影响

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Background Large achievement and motivation gaps exist in science between students from higher and lower socioeconomic status (SES) backgrounds. Middle and high school are an important time to address these disparities, as science motivation typically declines for all students at this time, leading to particularly low science interest and achievement for lower SES students on average when the gaps are left unaddressed. Students’ control over their free time also increases at this time, providing opportunities for optional science experiences that may improve science attitudes and skills to combat these achievement and motivation gaps. Using a longitudinal dataset of 2252 middle and high school students from two regions in the USA, we investigate (1) disparities between higher and lower SES students in participation in optional summer science experiences and post-summer science attitudes and skills; (2) whether the child and family characteristics that predict participation in home-related, nature-related, and STEM camp experiences in the summer differ for higher and lower SES students; and (3) how participation in these types of optional summer science experiences contribute to post-summer science attitudes and skills when controlling for self-selection biases. Results Higher SES students reported greater participation in optional summer science experiences and higher post-summer science attitudes and sensemaking skills. Fascination for science was more important for participation in home-related and nature-related experiences for higher SES participants, whereas science competency beliefs were more important for lower SES participants. For STEM camp experiences, higher SES participants with higher competency beliefs and lower SES participants with lower scientific sensemaking skills were more likely to participate. After controlling for self-selection biases that may influence participation in these experiences, we found that home-related and nature-related experiences had a positive impact on students’ attitudes toward science. Conclusions Our findings suggest two pathways for increasing participation in optional summer science experiences for higher SES and lower SES students. Specifically, it may be helpful to support interest in science for higher SES students and competency beliefs for lower SES students. Greater participation in home-related and nature-related summer science experiences can also increase science attitudes during middle and high school.
机译：背景技术从高等社会经济地位（SES）背景中学生之间的科学中存在大的成就和动机差距。中学和高中是解决这些差异的重要时间，因为当时科学动机通常对所有学生的拒绝，导致差距留下差距的差距特别低的科学兴趣和成绩，平均留下差距。学生在空闲时间的控制也在此时增加，为可选的科学体验提供了可能提高科学态度和技能的可选科学体验，以打击这些成就和动机差距。使用来自美国两个地区的2252名中高中生的纵向数据集，我们调查（1）高级和下半年学生参与可选夏季科学经验和暑期科学态度和技能的差异; （2）夏季预测与家庭有关，自然相关和干营地经验的儿童和家庭特征是否有较高和下部学生的不同; （3）如何参加这些类型的可选夏季科学经验在控制自我选择偏见时促进暑期科学态度和技能。结果较高的SES学生报告更多地参与可选的夏季科学体验和更高的暑期科学态度和传感技巧。对科学的迷恋对参与高级SES参与者的家庭相关和自然相关经验更为重要，而科学能力信仰对下部SES参与者来说更为重要。对于Stem Camp经验，具有更高竞争力信仰和降低科学敏感技能的竞争力信仰和下部SES参与者的高层参与者更有可能参加。在控制可能影响参与这些经验的自我选择偏差之后，我们发现与家庭相关和自然相关的经验对学生对科学的态度产生了积极影响。结论我们的研究结果表明，两个途径，用于增加较高SES和下部SES学生的可选夏季科学体验。具体而言，支持对较高SES学生的兴趣和降低SES学生的能力信仰可能有助于。更多参与家庭相关和与自然相关的夏季科学体验也可以在中高中增加科学态度。

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