Junior and High School Students' Perceptions of the Effects of Attending Science Camp: One-Year Follow-Up

• In Event: 70.055 - Toward Social Justice Through Expansion of STEM Opportunities: The Influence of After-School and Summer Programs

Abstract

Informal science education (ISE) can be a critical motivating experience for sparking interest in science, technology, engineering and mathematics (STEM) (Foster & Shiel-Rolle, 2011). Many opportunities exist for youth to engage in ISE programs, however, research on the effects of ISE programs is still relatively lacking (NRC, 2009). Furthermore, research on the long-term impact of these types of programs is even more limited (Gibson & Chase, 2002). While students might rate a program highly immediately after participation, ultimately program developers hope for more long-term impacts. Thus the goal of this research was to examine the impact of an ISE summer program approximately one year after students participated.

Junior and high school students who had participated in a forensic science summer camp were mailed a survey at the end of the academic year. Crime scenarios provide a natural context by which authentic situations may be solved using an inquiry-based approach.

The authors designed the survey to assess students’ perceptions of the impact of the program. Students rated a series of statements, using a five-point Likert-type scale (5 = strongly agree). Students were given the option to select “don’t remember,” and those students were not included in the following analysis (only two students selected that option).

Results revealed students rated the impact of the program highly after a year, and t-tests showed all ratings were significantly above the neutral point of the scale (ps < .001). For instance, students agreed that “CSI camp increased my knowledge of science”, M = 4.4, “CSI camp increased my interest in doing science”, M = 4.1, and “Going to CSI camp increased my interest in going to college”, M = 4.1.

Next, students were asked if going to the camp affected their confidence in school. Sixty-four percent agreed that they were more confident in school that year because of their experience. When asked to explain their response, students responded with statements such as, “I felt like if I can handle special tools and experiments in a lab environment that I could surely succeed at schoolwork.” Eighty-six percent agreed the experience made them more confident specifically in STEM. One student commented “CSI camp proved to me that I can understand things I previously thought would be too hard.” Finally, 93% agreed the experience had a lasting impact. As one student explained “The lessons and activities we had were very interesting. They helped me see which field I may be interested in learning more about.” Chi-square goodness of fit tests indicated the percentage of “yes” answers were significantly higher than “no” or “don’t remember” (ps < .001).

Even one year later, students had a highly positive perception of their summer camp experience and reported it had increased their confidence to do well in school and specifically in STEM. Confidence in the ability that one will be successful, is a crucial element in career decisions. Additional work is planned to continue to follow these students through their academic and career paths.

Authors

• Karen L. Yanowitz, Arkansas State University

• Debbie L. Hahs-Vaughn, University of Central Florida

• Tanja McKay, Arkansas State University

• Carol Ann Ross, retired