Children lose confidence in their potential to "be scientists," but not in their capacity to "do science"

Area of Science:

• Child Development
• Science Education
• STEM Engagement

Background:

• Interest and self-efficacy in science often decline during middle childhood.
• This decline disproportionately affects underrepresented groups, including girls and minority children.
• Existing research highlights the need for interventions to sustain science engagement.

Purpose of the Study:

• To investigate how framing science activities influences children's interest and self-efficacy.
• To compare the impact of "doing science" versus "being a scientist" on engagement.
• To explore the role of inclusivity in children's perceptions of science.

Main Methods:

• Longitudinal and cross-sectional study with 306 children aged 6-11.
• Assessed children's interest and efficacy beliefs regarding science.
• Utilized mediation analyses to examine the effects of action-focused language.

Main Results:

• Children showed declining interest in "being scientists" but maintained interest in "doing science."
• Action-focused language ("doing science") fostered greater interest and efficacy than identity-focused language ("being a scientist").
• Perceived inclusivity of science practitioners mediated the positive effects of action framing.

Conclusions:

• Framing science through action and participation, rather than identity, enhances engagement.
• Action-focused language promotes a more inclusive view of science, benefiting diverse learners.
• Educational strategies should emphasize "doing science" to foster sustained interest and efficacy.