NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ866505
Record Type: Journal
Publication Date: 2009-Sep
Pages: 25
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-0950-0693
Students' Perspectives of a Science Enrichment Programme: Out-of-School Inquiry as Access
Luehmann, April Lynn
International Journal of Science Education, v31 n13 p1831-1855 Sep 2009
Science enrichment programmes housed outside traditional school settings can offer students from traditionally under-resourced schools valuable opportunities to access authentic scientific tools and practices. The present study contributes to our understanding of this potential and how it can best be realised through an analysis of the students' own perspectives on a specific out-of-school programme--a one-year partnership with a university-based science outreach programme, which culminated in a half-day laboratory experience for a total of 292 secondary students (ages 11-18 years). Extensive data were collected on this experience, including detailed field notes and video recordings of the classes' visits to the university as well as the planning meetings with teachers at the beginning and end of the school year, surveys of the participating students, and surveys and interviews of the teachers, and were analysed both qualitatively and quantitatively using a grounded theory approach. Building on the valuable perspectives of the participating students, and comparing them with those of their eight teachers, this study confirms that carefully designed collaborative out-of-school inquiry programmes have the potential to broaden students' (especially those from under-resourced schools) experiences of science as well as bridge them to school science. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York