The Effects of School-Related and Home-Related Optional Science Experiences on Science Attitudes and Knowledge

Autor/inn/en	Liu, Allison S.; Schunn, Christian D.
Titel	The Effects of School-Related and Home-Related Optional Science Experiences on Science Attitudes and Knowledge
Quelle	In: Journal of Educational Psychology, 110 (2018) 6, S.798-810 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Allison S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000251
Schlagwörter	Science Education; Longitudinal Studies; Grade 6; Grade 8; Urban Schools; Suburban Schools; Knowledge Level; Student Attitudes; Probability; Experiential Learning; Leisure Time; Middle School Students; Student Surveys; Pretests Posttests; Self Efficacy; After School Programs; Science Activities; Family Environment; Pennsylvania (Pittsburgh); California (San Francisco) + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Wissensbasis; Schülerverhalten; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Experiental learning; Erfahrungsorientiertes Lernen; Freizeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerbefragung; Self-efficacy; Selbstwirksamkeit; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Familienmilieu
Abstract	Science learning is most often examined within formal education contexts, even though students spend more of their lives outside of the classroom. Students may interact with scientific phenomena during these out-of-school experiences, providing additional opportunities for learning to take place. Prior studies have found that optional science experiences have positive effects on science knowledge and attitudes. However, these studies do not always account for initial differences between students who are able to participate in many optional experiences and those who cannot. Moreover, many studies focus on high-quality science programs, which may not be representative of the average out-of-school experience. Using a longitudinal dataset of 3,700 6th and 8th grade students in urban and suburban schools from two regions in the United States, the current study investigates the effects of typically occurring optional science experiences during the school year on the development of science knowledge and attitudes. Using propensity score matching, we matched participating and nonparticipating students for characteristics that drive self-selection into these experiences, then analyzed separately for effects of school-related versus home-related science learning experiences. Stable patterns across analytic models reveal growth in science attitudes with both school- and home-related science experiences, but a greater relative decline in science knowledge with school-related science experiences. Thus, typically occurring optional science experiences can influence students' attitudes and knowledge, but the effects can vary by the type of experience that students attend. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01