Enclothed Cognition: Putting Lab Coats to the Test

Autor/inn/en	Jones, M. Gail; Lee, Tammy; Chesnutt, Katherine; Carrier, Sarah; Ennes, Megan; Cayton, Emily; Madden, Lauren; Huff, Pamela
Titel	Enclothed Cognition: Putting Lab Coats to the Test
Quelle	In: International Journal of Science Education, 41 (2019) 14, S. 1962-1976Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jones, M. Gail) ORCID (Ennes, Megan) ORCID (Cayton, Emily) ORCID (Madden, Lauren)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1649504
Schlagwörter	Forschungsbericht; STEM Education; Clothing; Science Laboratories; Grade 5; Elementary School Students; Student Interests; Self Efficacy; Professional Identity; Elementary School Teachers; Occupational Aspiration; Family Influence; Science Instruction + Suchen Sie Ihr Suchwort? STEM; Kleidung; School year 05; 5. Schuljahr; Schuljahr 05; Studieninteresse; Self-efficacy; Selbstwirksamkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Berufsneigung; Berufsziel; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Although there has been some success with programmes that aim to increase STEM involvement by women and underserved minorities, science educators continue to seek ways to promote students' interest in STEM. This study builds on social cognitive career theory (SCCT) and the theory of enclothed cognition to assess the impact of wearing lab coats on 5th-grade students. Students were assigned to a treatment group (that wore lab coats, n = 106) or a control group (that did not wear lab coats, n = 110) for 10 science classes taught by their classroom science teacher. Students were assessed pre and post to the intervention with a survey designed to measure science interest, recognition from others as a science person, science self-efficacy, and STEM career goals. Results showed students' interest in science was not significantly changed due to wearing the lab coat, but the lab coats did have significant effects on students' perceived recognition by others as being a science learner. Furthermore, those treatment students with low self-efficacy (compared to those with high self-efficacy) and those with who did not report having access to a parent with a STEM career had significant increases in perceptions of self-efficacy in science. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01