An exploratory study comparing students' science identity perceptions derived from a hands-on research and...

Area of Science:

• STEM Education
• Science Identity Development
• Adolescent Learning

Background:

• Many US schools struggle to improve student science proficiency.
• Effective interventions are needed to enhance science learning experiences.
• Understanding factors influencing science identity is crucial for academic success.

Purpose of the Study:

• To evaluate the impact of a one-week summer science program on high school students.
• To compare two interventions: one with experimental procedures and one without.
• To explore influences on students' scientific competence, performance, and recognition through the lens of science identity.

Main Methods:

• Two groups of high school students participated in distinct one-week summer learning experiences.
• One group engaged in experimental procedures; the other used models and observed lab environments.
• Data collected through reflexive diaries, interviews, and science identity assessments.

Main Results:

• Both groups showed increased science identity scores; the non-experimental group had a higher change index.
• Students in both groups reported significant learning gains in science competence.
• Mentorship was identified as a key factor for competence and performance development by both groups.

Conclusions:

• Short-term scientific learning experiences positively impact students' perception of scientific competence and performance.
• Exposure to lab environments and models, alongside mentorship, can foster science identity, even without hands-on experiments.
• Further research into short, engaging scientific learning programs is warranted.