Factors influencing elementary school children's attitudes toward science before, during, and after a visit to the UK National Space Centre

By Tina Jarvis, A. Pell. 2005

241 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Museology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8e6474fd2b4e2b336b8f5a14791a5329a6ab4c60

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In Developmental and Educational Psychology

In Museology

In Social Psychology

Citations in the corpus

Student Attitudes Toward and Recall of Outside Day: An Environmental Science Field Trip (2012, background): “Most of the measures of field trip influence on students’ affect have been designed to assess student attitudes toward these events (Bamberger & Tal, 2008 ; Falk & Balling, 1982 ; Jarvis & Pell, 2005 ; Orion, 1993 ; Orion & Hofstein, 1994 ).”
Augmented reality in science laboratories: The effects of augmented reality on university students' laboratory skills and attitudes toward science laboratories (2016, background): “Attitudes toward science labs affect the efficiency of lab training (Palic & Pirasa, 2012), and are also important in relation to continuing science research and to pursuing a career in the field (Cavallo & Laubach, 2001; Jarvis & Pell, 2005).”
Does Practical Work Really Motivate? A study of the affective value of practical work in secondary school science (2009, background): “(Mrs Ramsgill) In a recent study on learning experiences outside the classroom it was found that, amongst some teachers who perceived such experiences ‘… as only a "fun" day out’ (Jarvis & Pell, 2005, p. 79), there was a similar low expectation that any meaningful learning would occur.”
A Short Review of School Field Trips: Key Findings from the Past and Implications for the Future (2008, background): “…not on all students.1 Affective impacts in this study were also influenced by teacher activities: Students whose teachers were enthusiastic about science and engaged in more extensive follow-up activities expressed more positive attitudes than students in other classes (Jarvis & Pell, 2005).”
Big Ideas: A review of astronomy education research 1974–2008 (2010, background): “Less frequently occurring frameworks included sociocultural theories (e.g. Engeström, 1991) and attitudes (e.g. Jarvis & Pell, 2005), while the theories used least were combined into a category “Other” which included PCK, modelling, and humour.”
The Effect of an Experiential Learning Program on Middle School Students’ Motivation Toward Mathematics and Science (2011, background): “Exposure to voluntary, interest driven learning experiences can increase students’ interest in and enthusiasm for science (Jarvis & Pell, 2005; Parker & Gerber, 2000) and can result in changes that continue over time (Rennie, 1994; Wolins, Jensen, & Ulzheimer, 1992).”