Longitudinal impact of an inquiry‐based science program on middle school students' attitudes toward science

By Helen L. Gibson, C. Chase. 2002

590 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/5e9428cbe06178e28c425e2686b48741f6595382

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In Developmental and Educational Psychology

In Education

In General Agricultural and Biological Sciences

Citations in the corpus

Evaluation of Short-Term Impact of a High School Summer Science Program on Students' Perceived Knowledge and Skills (2003, background): “Programs like SSA can be key motivating factors in student’s attitudes toward science ( Gibson and Chase, 2002 ) and their perceived ability to succeed in advanced science courses (such as AP biology), as well as increasing their enthusiasm toward pursuing a career in science.”
Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study (2016, unknown): “Many studies on inquiry-based curricula report positive effects on attitudes as well as achievement (Furtak et al., 2012; Gibson & Chase, 2002); ICT-rich learning environments (ict).”
Scaffolding science teachers in open-inquiry teaching (2009, background): “Gibson and Chase ( 2002 ) pointed out that middle school students enjoy being involved in open‐ended laboratory tasks, asking their own questions, finding ways to answer those questions, and realise the learning value of different inquiry approaches.”
Understanding and Engagement in Places of Science Experience: Science Museums, Science Centers, Zoos, and Aquariums (2014, background): “MCZAs seem to be highly suitable to communicate science-related topics because they offer a platform to provide opportunities for a wide audience to see or experience scientific phenomena (Gibson & Chase, 2002).”
Education in the Field Influences Children’s Ideas and Interest toward Science (2006, background): “This can be realised through extra-curricular programs such as field trips or various summer courses (e.g. Fernández-Manzanal et al., 1999; Gibson and Chase, 2002; Knox et al., 2003, for a review see Dillon et al., 2006; Leeming et al., 1993).”
Out-of-School Time Science Activities and Their Association with Career Interest in STEM (2012, background): “All of these studies impress upon the reader that structured OST has the ability to impact motivation, interest, academic achievement, and career choice (Atwater, Colson, & Simpson, 1999 ; Falk, 2006 ; Gibson & Chase, 2002 ; Simpkins, Davis-Kean, & Eccles, 2006 ; Stake & Mare, 2005 ).”
Greek Students’ Science‐related Interests and Experiences: Gender differences and correlations (2006, background): “Other researchers have reached similar conclusions in respect to science as taught in school (Gibson & Chase, 2002; Gough, 2002; Kelly, 2000; Millar & Osborne, 1998; Osborne & Collins, 2001; Osborne, Simon, & Collins, 2003; Ryder, 2002; Sjøberg, 2002).”
Investigating the Effectiveness of Inquiry Instruction on the Motivation of Different Learning Styles Students (2005, background): “Our study supported previous research ( Gibson & Chase, 2002; Shimoda et al., 2002) that inquiry activity can enhance students’ positive attitude toward science learning.”
‘Am I Like a Scientist?’: Primary children's images of doing science in school (2014, background): “Although research has shown that hands-on activities contribute to students’ interest in learning about science (Gibson & Chase, 2002; Roberts & Wassersug, 2009), it is critical to have students ‘to interact intellectually as well as physically, involving hands-on investigation and minds-on…”
Traditional and Inquiry-Based Learning Pedagogy: A Systematic Critical Review (2018, background): “Gibson and Chase (2002) noted that “these findings suggest that when science is taught using inquiry-based approach, students remain interested and become motivated to put more efforts into their studies” (p.694).”
The Association Between Science Summer Camps and Career Interest in Science and Engineering (2014, methodology): “Some researchers maintain that students who participate in science summer camps may have the tendency to choose more science courses in high school than those who do not (Gibson & Chase, 2002; Robbins & Schoenfisch, 2005).”
Gender study on the relationships between science interest and future career perspectives (2018, background): “…interest in science, and indicate their interest in STEM (Science, Technology, Engineering, and Math) careers more frequently than others who have less or no participation at all in such experiments (e.g. Kang & Keinonen, 2017; Jocz, Zhai, & Tan, 2014; Potvin & Hasni, 2014; Gibson & Chase, 2002).”
Evaluation of the Long-Term Impact of a University High School Summer Science Program on Students' Interest and Perceived Abilities in Science (2004, background): “Recognizing the difficulty for science teachers to keep up with new developments in science and technology and the growing trend in science illiteracy among middle school and high school students (NCES, 2000), many biomedical research universities have established outreach programs providing a multi”