Assessing Science Motivation among High School Students Participating in a Supplemental Science Programme: The Emerging Scholars Environmental Health Sciences Academy

Autor/inn/en	Covert, Hannah; Ilunga Tshiswaka, Daudet; Ramkissoon, Ishara; Sisskin, Enid; Lichtveld, Maureen; Wickliffe, Jeffrey
Titel	Assessing Science Motivation among High School Students Participating in a Supplemental Science Programme: The Emerging Scholars Environmental Health Sciences Academy
Quelle	In: International Journal of Science Education, 41 (2019) 17, S.2508-2523 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Covert, Hannah) ORCID (Ilunga Tshiswaka, Daudet) ORCID (Ramkissoon, Ishara) ORCID (Lichtveld, Maureen) ORCID (Wickliffe, Jeffrey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1689308
Schlagwörter	High School Students; Learning Motivation; Science Education; Supplementary Education; Environmental Education; Health Education; Summer Science Programs; Learning Strategies; Self Determination; Self Efficacy; Occupational Aspiration; Grades (Scholastic); Inquiry; Active Learning; Career Awareness; Louisiana; Alabama; Florida + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Motivation for studies; Lernmotivation; Naturwissenschaftliche Bildung; Ergänzungsunterricht; Umweltbildung; Umwelterziehung; Umweltpädagogik; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstbestimmung; Self-efficacy; Selbstwirksamkeit; Berufsneigung; Berufsziel; Notenspiegel; Aktives Lernen; Karrierebewusstsein
Abstract	Motivation to learn science plays an important role in the persistence, achievement, and career aspirations of students studying science, technology, engineering and math (STEM). Several studies have focused on how supplemental summer programmes build science motivation in undergraduate STEM students, but few studies have focused on how such programmes build motivation in high school students. This study assessed how the Emerging Scholars Environmental Health Sciences Academy, a supplemental summer science programme for public high school students in Louisiana, Alabama, and Florida in the southern United States, influenced participants' science motivation, as measured by the Science Motivation Questionnaire II (SMQII). The SMQII assesses five motivation factors for learning science: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. Participants (n = 45) completed the SMQII before and after completing the academy, which allowed students to learn, apply, and experience environmental health science. Results indicated a statistically significant increase in motivation to learn science among participants, particularly for self-determination and career motivation. Inquiry-based learning, individual mentoring, and exposure to environmental health careers may explain why the academy was effective in positively influencing participants' self-determination and career motivation. Finally, practical lessons learned for implementing a supplemental science programme for high school students are provided. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01