Education in the Field Influences Children’s Ideas and Interest toward Science

By Krístina Žoldošova, P. Prokop. 2006

123 citations recorded by the source corpus.

Subfields: Education, Museology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d03010b5b0cc6d4881455da52e95cb44477a259c

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Citations in the corpus

Out-of-School Time Science Activities and Their Association with Career Interest in STEM (2012, background): “Several studies show the ability of students to form situational interest through informal science opportunities (Paris, Yambor, & Packard, 1998 ; Zoldosova & Prokop, 2006 ).”
Plants have a chance: outdoor educational programmes alter students' knowledge and attitudes towards plants (2011, unknown): “2004 ; Stern, Powell, and Ardoin 2008 ; Žoldosova and Prokop 2006 ).”
Influence of a Field Trip on the Attitude of Schoolchildren toward Unpopular Organisms: An Experience with Snakes (2012, background): “…studies have shown the positive impact of outdoor learning to increase appreciation, concern, and knowledge about biological diversity and for conservation purposes, none involved young children catching and handling unpopular organisms in the field (Bogner, 1998; Zoldosova and Prokop, 2006).”
Student Attitudes Toward and Recall of Outside Day: An Environmental Science Field Trip (2012, background): “Research reveals that field trips can be instrumental in increasing student interest (Nazier, 1993; Zoldosova & Prokop, 2006) and knowledge (Rennie, 2007).”
The dimensions and impact of informal science learning experiences on middle schoolers’ attitudes and abilities in science (2016, background): “As such, it can serve as a critical starting point for developing more scientific ways of thinking, engaging in an adaptive process to progressively reconstruct experiences and ideas (Savolainen, 1993), and to connect experiments, arguments, and representations in science (Lehrer et al., 2001).”
"Disgusting" Animals: Primary School Children's Attitudes and Myths of Bats and Spiders (2008, background): “Žoldosova and Prokop (2006) for example showed that lasting field trips about five day resulted in increased interest from elementary school children (10 – 14 year) toward cannibalism in the animal kingdom.”
STEM Related After-School Program Activities and Associated Outcomes on Student Learning (2013, background): “To trigger individuals’ interest in STEM, many researchers suggest offering after-school program activities coupled with supplementary schooling experiences (Bell, Lewenstein, Shouse, & Feder, 2009; NRC, 2009; Zoldosova & Prokop, 2006).”
High School Students’ Attitudes Towards Spiders: A cross‐cultural comparison (2010, methodology): “[Zcaron] oldo [scaron] vá and Prokop (2006), researching the effect of a five-day field trip on cannibalism in spiders on primary school children (10–14 years), noticed that the fieldwork generated an increased interest in the topic among the participants.”