Informal Science Experience, Attitudes, Future Interest in Science, and Gender of High-Ability Students: An Exploratory Study

The present study examined specific science‐related attitudes, informal science‐related experiences, future interest in science, and gender of young high‐ability students. The sample consisted of 111 high‐ability students between the ages of 9 and 13. Students completed the Test of Science Related A...

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Bibliographic Details
Published in:School science and mathematics 1999-12, Vol.99 (8), p.431-437
Main Authors: Joyce, Beverly A., Farenga, Stephen J.
Format: Article
Language:English
Subjects:
Academic Ability
Achievement Need
Attitudes
Career choice
Career Development
Children & youth
Demographic aspects
Elementary Secondary Education
Evaluation
Future
Learning
Science
Science Curriculum
Science Education
Science Interests
Scientists
Sex Differences
Sexes
Student Attitudes
Students
Study and teaching
Young Children
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Summary:The present study examined specific science‐related attitudes, informal science‐related experiences, future interest in science, and gender of young high‐ability students. The sample consisted of 111 high‐ability students between the ages of 9 and 13. Students completed the Test of Science Related Attitudes (TOSRA), the Science Experience Survey, and the Course Selection Sheet. Two regression models were developed to predict number of physical science and life science courses selected. In the first model, gender, TOSRA subscale Career Interest in Science, and informal physical science related experience predicted 42% of the variance related to number of physical science courses selected. The second model (R2= .24) predicted number of life science courses based on informal life science related experience, informal physical science related experience, and TOSRA subscale Enjoyment of Science Lessons. Recommendations were made recognizing differences regarding gender and ability level.
ISSN:0036-6803
1949-8594
DOI:10.1111/j.1949-8594.1999.tb17505.x