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<p>Science interest is critical in creating a scientifically literate public. However, students’ science interest begins to wane early in their education and this study shares findings from an innovative intervention that aims to mitigate the decline in science interest. The intervention provides students with hands-on science experiences and the program effects are measured using a holistic set of measures that operationalize science interest, including students’ attitudes towards science, Epistemological Understanding of Science (EUS), perceptions of scientists (Draw-A-Scientist Test; DAST), and science identity. The measures indicated the program had the largest positive effect on students’ science attitudes, an affective measure of interest, and EUS, a cognitive measure of interest. With respect to gender, girls’ EUS scores were higher overall. Further, the program had the largest effect on 2nd graders’ science interest, suggesting that early elementary is a critical time for intervention.</p>

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Theory Informed Intervention and Evaluation: A Study of a Phenomena-Based Science Outreach Program on Students’ Science Interest

  • 期刊论文

  • 发表日期：

    2026年3月30日

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  • Vanessa Woods,
  • Tarek Azzam,
  • Louka Moutarlier,
  • Jack Strelich,
  • Elise Hill,
  • Ryan T Helsel,
  • Lindsey Dickerson,
  • Darby Feldwinn

摘要

Science interest is critical in creating a scientifically literate public. However, students’ science interest begins to wane early in their education and this study shares findings from an innovative intervention that aims to mitigate the decline in science interest. The intervention provides students with hands-on science experiences and the program effects are measured using a holistic set of measures that operationalize science interest, including students’ attitudes towards science, Epistemological Understanding of Science (EUS), perceptions of scientists (Draw-A-Scientist Test; DAST), and science identity. The measures indicated the program had the largest positive effect on students’ science attitudes, an affective measure of interest, and EUS, a cognitive measure of interest. With respect to gender, girls’ EUS scores were higher overall. Further, the program had the largest effect on 2nd graders’ science interest, suggesting that early elementary is a critical time for intervention.