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ERIC Number: ED562134
Record Type: Non-Journal
Publication Date: 2015-Oct
Pages: 7
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: N/A
Examining the Effects of Field Trips on Science Identity
Mills, Leila A.; Katzman, William
International Association for Development of the Information Society, Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (12th, Maynooth, Greater Dublin, Ireland, Oct 24-26, 2015)
The purpose of this work-in-progress study is to examine science identity of elementary school students in relation to participation in science. The questions asked in this initial analysis were: How will a field trip to a science research and learning center affect students' desires to learn and participate in science and does interviewing scientists alter this effect? A total of 151 elementary school (Grade 5) students (76 female and 75 male) participated in an experimental study. Participants were randomly assigned to two different experimental groups: 1) The experiment group attended the field trip and had the opportunity to meet and interview scientists. 2) The control group attended the field trip and did not meet and interview scientists. Results showed that all field-trip participants reported greater interest in their desire to become a scientist and participate in science after the field trip. Additionally, after the field trip, students who interviewed scientists were significantly higher in their desire to become a scientist than students who did not. [For the full proceedings, see ED562093.]
International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
IES Grant or Contract Numbers: PHY0917587|PH0757058