Hispanic Elementary Students' Improved Perceptions of Science and Scientists upon Participation in an Environmental Science Afterschool Club

Autor/inn/en	Hite, Rebecca L.; White, Jill
Titel	Hispanic Elementary Students' Improved Perceptions of Science and Scientists upon Participation in an Environmental Science Afterschool Club
Quelle	In: Applied Environmental Education and Communication, 21 (2022) 1, S.73-86 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hite, Rebecca L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-015X
DOI	10.1080/1533015X.2021.1986431
Schlagwörter	Hispanic American Students; Clubs; Conservation (Environment); Grade 4; Grade 5; Elementary School Students; Student Attitudes; Student Participation; Scientists; Science Interests; Minority Group Students; STEM Education + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Club; Klub; Conservation; Environment; Konservierung; Bewahung; Umwelt; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Scientist; Wissenschaftler; STEM
Abstract	Researchers examined the outcomes of a year-long, after-school environmental club for Hispanic 4th and 5th grade students. Two instruments, the Student Attitudes toward STEM Survey and Draw a Scientist Test, were administered to students to assess their perceptions of science and scientists before and after club participation. After participation, students significantly drew more female scientists and held modest (non-significant) science interest and positive views toward scientific endeavor. Students began to draw themselves as scientists and related activities to the work of environmental scientists. The present study offers important insight to improving environmental science perceptions among underserved elementary Hispanic students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01