Outside School Time: An Examination of Science Achievement and Non-Cognitive Characteristics of 15-Year Olds in Several Countries

Autor/in	Suter, Larry E.
Titel	Outside School Time: An Examination of Science Achievement and Non-Cognitive Characteristics of 15-Year Olds in Several Countries
Quelle	In: International Journal of Science Education, 38 (2016) 4, S.663-687 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1147661
Schlagwörter	Science Achievement; Evidence; International Assessment; After School Programs; Scientific Attitudes; National Surveys; Institutional Characteristics; Attendance; Correlation; Comparative Education; Adolescent Attitudes; Student Characteristics; Achievement Tests; Foreign Countries; Secondary School Students; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Evidenz; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Anwesenheit; Korrelation; Vergleichende Erziehungswissenschaft; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler
Abstract	Elementary and secondary students spend more hours outside of class than in formal school and thus have more time for interaction with everyday science. However, evidence from a large international survey, Program of International Student Assessment (PISA) (OECD 2012), found a negative relationship between number of hours attending after-school science and science assessment scores in many countries, raising questions about why. The secondary analysis of the 2006, 2009, and 2012 PISA surveys found that in most Western countries the longer students attended after-school science programs (in a typical week), the lower their PISA standardized science test score, but the higher their positive attitudes toward future science careers, interest in science, and self-confidence in science. Several potential hypotheses for this relationship are examined and rejected. Further analysis of a causal relationship between frequent attendance in after-school programs and student achievement and attitudes should clearly identify the content of the program so that the analysis could distinguish experiences closely related to regular school curricula from the informal science activities that are not. A new analysis also should include carefully designed longitudinal surveys to test the effectiveness of informal experiences on later life choices in career and study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01