Design Strategies for Hands-On Activities to Increase Interest, Relevance, and Self-Efficacy in Chemistry

Autor/inn/en	Anderson, Allison; Kollmann, Elizabeth Kunz; Beyer, Marta; Weitzman, Owen; Bequette, Marjorie; Haupt, Gretchen; Velazquez, Hever
Titel	Design Strategies for Hands-On Activities to Increase Interest, Relevance, and Self-Efficacy in Chemistry
Quelle	In: Journal of Chemical Education, 98 (2021) 6, S.1841-1851 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anderson, Allison) ORCID (Kollmann, Elizabeth Kunz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00193
Schlagwörter	Chemistry; Hands on Science; Science Activities; Science Interests; Relevance (Education); Self Efficacy; Program Design; Program Effectiveness; Outreach Programs; Science Teaching Centers; Museums; Attitude Change; Scientific Attitudes + Suchen Sie Ihr Suchwort? Chemie; Relevance; Relevanz; Self-efficacy; Selbstwirksamkeit; Programme design; Programmaufbau; Programmplanung; Jobcoaching; Museum; Museumswesen; Museen; Attitudinal change; Einstellungsänderung
Abstract	Chemistry is a vital and highly relevant field of science that is under-represented in science centers and museums. Amidst concerns that the public is ambivalent about the chemistry field, the "Explore Science: Let's Do Chemistry" project sought to understand how to design hands-on activities that could increase the feelings of interest, relevance, and self-efficacy around chemistry. Using design-based research, the team tested and refined a variety of activities while simultaneously creating a framework for future use about content and format strategies that increase interest, relevance, and self-efficacy. Science museum visitors tested these activities and were interviewed afterward to learn whether or not they had experienced any changes in their attitudes toward chemistry and what about the activity contributed to these feelings. Data indicated that the types of content embedded in an activity influence increased feelings that chemistry is relevant and interesting, while the format used in an activity contributes to increased interest and self-efficacy around chemistry. The design framework created from these findings can be used by other chemistry educators to develop additional chemistry outreach activities that support increased interest, relevance, or self-efficacy in participants. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01