Evaluation of the Long-Term Impact of a University High School Summer Science Program on Students' Interest and Perceived Abilities in Science
By Dina G Markowitz. 2004
162 citations recorded by the source corpus.
Subfields: Education, General Agricultural and Biological Sciences, Safety Research
View Paper: https://www.semanticscholar.org/paper/d6a0d739f7812afa1d5e5a36912c13cc6216d6de
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- P. Prokop
- Gerhard Sonnert
- Krístina Žoldošova
- Pei-Yi Lin
- Christian D. Schunn
- Joseph A. Kitchen
- Philip M. Sadler
- Mihyeon Kim
In General Agricultural and Biological Sciences
- Krístina Žoldošova
- Pei-Yi Lin
- Christian D. Schunn
- Gerhard Sonnert
- Joseph A. Kitchen
- Philip M. Sadler
- P. Prokop
- Mihyeon Kim
In Safety Research
- Krístina Žoldošova
- Pei-Yi Lin
- Christian D. Schunn
- Gerhard Sonnert
- Philip M. Sadler
- P. Prokop
- Mihyeon Kim
Citations in the corpus
- Education in the Field Influences Children’s Ideas and Interest toward Science (2006, background): “ Markowitz (2004) confirmed that two-three week lasting summer science courses reported by Knox et al. (2003) have significant, long-term outcomes on participants’ achievement and attitudes toward science.”
- A Meta-Analysis of the Effects of Enrichment Programs on Gifted Students (2016, background): “To evaluate the effects of various enrichment programs, researchers have explored academic achievement, attitude toward the subject, and career-related motivation (Lee, Olszewski-Kubilius, & Peternel, 2010; Markowitz, 2004; Reis & Boeve, 2009; Stake & Mares, 2001; Walsh, Kemp, Hodge & Bowes, 2012).”
- The impact of college‐ and university‐run high school summer programs on students’ end of high school STEM career aspirations (2018, background): “Studentswhoparticipated in a summer STEM program also tended to feel better prepared for STEM coursework or college-level courses (Exstrom &Mosher, 2000;Markowitz, 2004; Rohrbaugh &Corces, 2011).”
- The dimensions and impact of informal science learning experiences on middle schoolers’ attitudes and abilities in science (2016, background): “…2012; Renninger, 2007), perceived value of science (Kong et al., 2014), competency beliefs about themselves in doing science (Simpkins et al., 2006), and science achievement and reasoning (Gerber, Cavallo, & Marek, 2001), which in turn influence long-term participation in science (Markowitz, 2004).”