Out-of-School Time Science Activities and Their Association with Career Interest in STEM

International Journal of Science Education, Part B: Communication and Public Engagement

Volumn 2, Issue 1, 2012, Pages 63-79

  Dabney, Katherine P ^a   Tai, Robert H ^a   Almarode, John T ^b   Miller Friedmann, Jaimie L ^c   Sonnert, Gerhard ^c   Sadler, Philip M ^c   Hazari, Zahra ^d  

^a UNIVERSITY OF VIRGINIA   (United States)

^b JAMES MADISON UNIVERSITY   (United States)

^c HARVARD SMITHSONIAN CENTER FOR ASTROPHYSICS   (United States)

^d Clemson University   (United States)

Author keywords

Career; Interest; Mathematics; Out of school time; Science; STEM

Indexed keywords

EID: 85045282993     PISSN: 21548455     EISSN: 21548463     Source Type: Journal    
DOI: 10.1080/21548455.2011.629455     Document Type: Article

References (42)

1. Ainley, M., Hidi, S., and Berndorff, D., 2002. Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94: 545–561. doi:10.1037//0022-0663.94.3.545
2. Ames, C., 1992. Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84 (3): 261–271. doi:10.1037/0022-0663.84.3.261
3. Atwater, M. M., Colson, J., and Simpson, R. D., 1999. Influence of a university summer residential program on high school students’ commitment to the sciences and higher education. Journal of Women and Minorities in Science and Engineering, 5 (2): 155–173.
4. Bell, P., Lewenstein, B., Shouse, A. W., and Feder, M. A., 2009. Learning science in informal environments: People, places, and pursuits, Washington, DC: The National Academies Press.
5. Brown, S. D., and Krane, N. E. R., 2000. “ Four (or five) sessions and a cloud of dust: Old assumptions and new observations about career counseling ”. In Handbook of counseling psychology, Edited by: Brown, S. D., and Lent, R. W., 740–766. New York: Wiley.
6. Brown, S. D., Lent, R. W., and Larkin, K. C., 1989. Self-efficacy as a moderator of scholastic aptitude-academic performance relationships. Journal of Vocational Behavior, 35 (1): 64–75.
7. Bybee, R. W., 2001. “ Achieving scientific literacy: Strategies for insuring that free choice science education complements national formal science education efforts ”. In Free choice education: How we learn science outside of school, Edited by: Falk, J. H., 44–63. New York: Teachers College Press.
8. Dewey, J., 1979. “ Interest and effort in education ”. In The middle works, 1899–1924: Vol. 7: 1912–1914, Edited by: Boydston, J. A., 153–197. Carbondale, IL: Southern Illinois University Press. Retrieved February 3, 2011 from http://books.google.com/books
9. Dierking, L. D., Falk, J. H., Rennie, L., Anderson, D., and Ellenbogen, K., 2003. Policy statement of the ‘Informal Science Education’ ad hoc committee. Journal of Research in Science Teaching, 40: 108–111.
10. Eccles, J. S., and Barber, B. L., 1999. Student council, volunteering, basketball or marching band: What kind of extracurricular involvement matters?. Journal of Adolescent Research, 14: 10–43.
11. Fadigan, K. A., and Hammrich, P. L., 2004. A longitudinal study of the educational and career trajectories of female participants of an urban informal science education program. Journal of Research in Science Teaching, 41 (8): 835–860.
12. Falk, J. H., 2006. The impact of visit motivation on learning: Using identity as a construct to understand the visitor experience. Curator, 49 (2): 151–166.
13. Fouad, N. A., and Smith, L. P., 1996. A test of a social cognitive model for middle school students: Math and science. Journal of Counseling Psychology, 43 (3): 338–346. doi:10.1037/0022-0167.43.3.338
14. George, R., and Kaplan, D., 1998. A structural model of parent and teacher influences on science attitudes of eighth graders: Evidence from NELS: 88. Science Education, 82 (1): 93–109.
15. Gibson, H. L., and Chase, C., 2002. Longitudinal impact of an inquiry-based science program on middle school students’ attitude toward science. Science Education, 86 (5): 693–705. doi: 10.1002/sce.10039
16. Hackett, G., Betz, N. E., Cases, J. M., and Rocha-Singh, I. A., 1992. Gender, ethnicity, and social cognitive factors predicting the academic achievement of students in engineering. Journal of Counseling Psychology, 39: 527–538.
17. Hidi, S., and Harackiewicz, J. M., 2000. Motivating academically unmotivated: A critical issue for 21st century. Review of Educational Research, 70: 151–179. doi:10.3102/00346543070002151
18. Hidi, S., and Renninger, K. A., 2006. The four phase model of interest development. Educational Psychologists, 41 (2): 111–127.
19. Hulleman, C. S., and Harackiewicz, J. M., 2009. Promoting interest and performance in high school science classes. Science, 326: 1410–1412. doi:10.1126/science.1177067
20. Krapp, A., Hidi, S., and Renninger, K. A., 1992. “ Interest, learning, and development ”. In The role of interest in learning and development, Edited by: Renninger, K. A., Hidi, S., and Krapp, A., 3–25. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
21. Lavonen, J., Gedrovics, J., Byman, R., Meisalo, V., Juuti, K., and Uitto, A., 2008. Students’ motivational orientations and career choice in science and technology: A comparative investigation in Finland and Latvia. Journal of Baltic Science Education, 7 (2): 86–102.
22. Lent, R. W., 2000. “ A social cognitive view of career development and counseling ”. In Career development and counseling: Putting theory and research to work, Edited by: Brown, S. D., and Lent, R. W., 101–127. New York: Wiley.
23. Lent, R. W., Brown, S. D., and Hackett, G., 1994. Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45: 79–122. doi:10.1006/jvbe.1994.1027
24. Lent, R. W., Brown, S. D., and Larkin, K. C., 1984. Relation of self-efficacy expectations to academic achievement and persistence. Journal of Counseling Psychology, 31 (3): 356–362.
25. Lent, R. W., Brown, S. D., and Larkin, K. C., 1986. Self-efficacy in the prediction of academic performance and perceived career options. Journal of Counseling Psychology, 33 (3): 265–269.
26. Maines, D. R., 1983. Attrition processes out of mathematics for undergraduate students. Attrition from mathematics as a social process (Report No. NIE-G-81-0029), Evanston, IL: Program on Women: Northwestern University (ERIC Document Reproduction Service No. ED237342)
27. Maltese, A. V., and Tai, R. H., 2010. Eyeballs in the fridge: Sources of early interest in science. International Journal of Science Education, 32 (5): 669–685.
28. National Academy of Sciences. (2007). Rising above the gathering storm: Energizing and employing America for a brighter future. Retrieved November 3, 2010 from http://www.nap.edu/catalog.php?record_id=11463
29. National Science Teachers Association [NSTA]. 1998. Position statement: Informal science education. Science and Children, 35 (8): 30–31.
30. Nazier, G. L., 2010. Science and engineering professors: Why did they choose science as a career?. School Science and Mathematics, 93 (6): 321–327. doi:10.1111/j.1949-8594.1993.tb12253.x
31. Paris, S. G., Yambor, K. M., and Packard, B. W., 1998. Hands-on biology: Museum–school–university partnership for enhancing students’ interest and learning in science. The Elementary School Journal, 98 (3): 267–288.
32. Posner, J. K., and Vandell, D. L., 1999. After-school activities and the development of low-income urban children: A longitudinal study. Developmental Psychology, 35: 868–879.
33. Prokop, P., Prokop, M., and Tunnicliffe, S. D., 2007. Is biology boring? Student attitudes toward biology. Journal of Biological Education, 42 (1): 36–39.
34. Rennie, L. J., Fehrer, E., Dierking, L. D., and Falk, J. H., 2003. Toward an agenda for advancing research on science learning in out-of-school settings. Journal of Research in Science Teaching, 40: 112–120.
35. Rennie, L. J., and McClafferty, T. P., 1995. Using visits to interactive science and technology museums, aquaria, and zoos to promote learning in science. Journal of Science Teacher Education, 6: 175–185.
36. Simpkins, S. D., Davis-Kean, P. E., and Eccles, J. S., 2006. Math and science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42: 70–83.
37. Stake, J. E., and Mare, K. R., 2005. Evaluating the impact of science-enrichment programs on adolescents’ science motivation and confidence: The splashdown effect. Journal of Research in Science Teaching, 42 (4): 359–375. doi:10.1002/tea.20052
38. Szelenyi, K., and Inkelas, K. K., 2011. The role of living-learning programs in women's plans to attend graduate school in STEM fields. Research in Higher Education, 52 (4): 349–369. doi:10.1007/s11162-010-9197-9
39. Tai, R. H., Liu, C. Q., Maltese, A. V., and Fan, X., 2006. Planning early for careers in science. Science, 312: 1143–1144. doi:10.1126/science.1128690
40. Uitto, A., Juuti, K., Lavonen, J., and Meisalo, V., 2006. Students’ interest in biology and their out-of-school experiences. Journal of Biological Education, 40 (3): 124–129.
41. Zaff, J., & Redd, Z. (2001). Child trends: Out-of-school time programs: Logic models and outcomes for out-of-school time programs. Retrieved February 3, 2011 from http://www.childtrends.org/files/child_trends-2007_01_05_rb_logicmodels.pdf
42. Zoldosova, K., and Prokop, P., 2006. Education in the field influences children's ideas and interest toward science. Journal of Science Education and Technology, 15 (3): 304–313.