Building a Constructivist Learning Environment in a University Science Internship for High School Students

• In Event: Roundtable Session 25
  In Roundtable Session: Exploring Teachers' and Students' Beliefs, Values, and Learning Behaviors

Abstract

Working with scientists has been suggested as an effective way for high school students to learn authentic science. However, little research has investigated students’ perceptions on such a science learning environments of a university internship. This study was designed to investigate high school students’ perceptions of the unique learning environment of a university internship. The results show that students who learned science in a university internship have more constructive learning perceptions than those who learned science in school. Particularly, students perceived that they have more opportunities to exercise meaningful and deliberate control over their learning activities, and can think independently of the teacher and other students. Implications of the study’s results are discussed.

Authors

• Pei-Ling Hsu, University of Texas - El Paso

• Penelope P. Espinoza, The University of Texas - El Paso