Out-of-School Time Science Activities and Their Association with Career Interest in STEM

By Katherine P. Dabney, Robert H. Tai, John T. Almarode, Jaimie Miller-Friedmann, Gerhard Sonnert, Philip M. Sadler, Zahra Hazari. 2012

359 citations recorded by the source corpus.

Subfields: General Agricultural and Biological Sciences, Safety Research

View Paper: https://www.semanticscholar.org/paper/8d9db1f11a64dc1990c9046b65f467c8823a8dae

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In General Agricultural and Biological Sciences

In Safety Research

Citations in the corpus

A Model of Factors Contributing to STEM Learning and Career Orientation (2015, background): “There is mounting evidence of the impact of structured informal learning environments on stimulating youth interests, influencing academic achievement, and expanding students’ understanding of STEM career options (Dabney et al., 2012), as well as their interest and self-beliefs in science (Simpkins,”
Integrating Ethics and Career Futures with Technical Learning to Promote AI Literacy for Middle School Students: An Exploratory Study (2022, background): “Another impetus for engaging middle school students in AI education is that young adolescence is an important time for students to form identity in STEM (i.e., considering themselves as a STEM person) and start thinking about their future career interests (Dabney et al., 2012; Maltese & Tai, 2010).”
An Informal Science Education Program’s Impact on STEM Major and STEM Career Outcomes (2020, background): “However, to date, a paucity of studies has measured the impact of ISE OST programs on future engagement in a STEM trajectory (Bell 2009; Dabney et al. 2012).”
Developing Middle School Students' AI Literacy (2021, background): “Of the attendees 87% were from underrepresented groups in STEM and computing fields: 58% were Black, 13% were Hispanics/Latinos, 6% were Asian females, 10% were from two or more underrepresented groups in STEM and computing, and two students (6”
Can Education Institution Implement STEM? From Malaysian Teachers’ View (2017, background): “Various ways can be undertaken to increase students’ interest in STEM such as effective approaches (Gasiewski, Eagan, Garcia, Hurtado, & Chang, 2012; Lou, Shih, Diez, & Tseng, 2011) and related STEM extracurricular activity (Dabney et al., 2012; Dilivan & Dilivan, 2014; VanMeter-Adams et al., 2014).”
STEM Related After-School Program Activities and Associated Outcomes on Student Learning (2013, background): “Studies claim that allowing students to engage in authentic learning activities as they learn STEM subjects at school enhances their early interest in STEM (Dabney et al., 2012; Maltese & Tai, 2010; Tindall & Hamil, 2004).”
The dimensions and impact of informal science learning experiences on middle schoolers’ attitudes and abilities in science (2016, background): “…going to out-ofschool programmes/clubs, visiting a science museum, and playing in nature are essential to advance students’ science abilities and attitudes (Dabney et al., 2012; Henriksen, Jensen & Sjaastad, 2015; Knox, Moynihan, & Markowitz, 2003; Markowitz, 2004; Paris, Yambor, & Packard, 1998).”
The relationships among high school STEM learning experiences, expectations, and mathematics and science efficacy and the likelihood of majoring in STEM in college (2017, background): “Research indicates that there are several school level factors related to both formal and informal STEM activities and experiences that are associated with STEM college major selection and STEM career choice (Bottia, Stearns, Mickelson, Moller, & Parker, 2015; Bouvier & Connors, 2011; Dabney et al.,”