The Evaluation of a Holiday Programme on Natural Science

Author(s):

Kati Trempler(presenting / submitting)Judith Schellenbach-Zell Cornelia Gräsel

Conference:

ECER 2011

Network:

3. Curriculum Innovation by Schools and Teachers

Format:

Paper

Session Information

03 SES 08 A, Creativity in the Curriculum

Paper Session

Time:

2011-09-15

08:30-10:00

Room:

JK 31/227,1 FL., 30

Chair:

Nienke M. Nieveen

Contribution

This Contribution is based on the evaluation of the programme Forscher Ferien (“ResearcherHolidays”), which was designed and realized by the Leibniz-Institute for Science and Mathematics Education (IPN) at the University of Kiel and the University of Bochum. The programme aims at the support of scientific competences and motivation of students from socially deprived backgrounds. The Evaluation project analyses the efficacy of the Forscher Ferien and its permanent impact on students. In detail, the evaluation focuses on student’s social competences (Kunter, Schürmer, Artelt et al., 2002), scientific competences (Prenzel, Geiser, Langeheine et al., 2003) and different dimensions of learning motivation, i.e. academic self-concept (Dickhäuser, Schöne, Spinath et al., 2002) and motivational orientations (Prenzel, Kristen, Ettle et al., 1996; Schöne, Dickhäuser, Spinath et al., 2004).

For this presentation, we pursue the following research question: Do the Forscher Ferien programme have an influence on social and scientific competences and some dimensions of learning motivation of students?

Method

For that reason we conducted a quantitative survey with 479 students at 8 schools on three times of measurement (pre-post-follow-up-design): Students have been questioned before the start of the holiday programme, shortly after the programme has been carried out and half a year after the programme took place. For this survey we used two instruments: The first questionnaire contains the dimensions of learning motivation and items that refer to social competences, and the second questionnaire deals with scientific competences of students.

Expected Outcomes

Preliminary analyses indicate an enhancement of scientific competences of girls who participated in the programme. Furthermore, all children, who participated in the Forscher Ferien, estimated themselves as more competent when dealing with scientific methods and cognitions and the students that took part in the programme show a higher interest in science (i.e. the selection of a scientific leisure activity) than the non-participating reference group.

References

Dickhäuser, O., Schöne, C., Spinath, B., & Stiensmeyer-Pelster, J. (2002). Die Skalen zum akademischen Selbstkonzept. Konstruktion und Überprüfung eines neuen Instrumentes. Zeitschrift für Differentielle und Diagnostische Psychologie, 23(4), 393-405. Kunter, M., Schürmer, G., Artelt, C., Baumert, J., Klieme, E., & Stanat, P. (2002). PISA 2000. Dokumentation der Erhebungselemente. Berlin: Max-Planck-Institut für Bildungsforschung. Prenzel, M., Geiser, H., Langeheine, R., & Lobemeier, K. (2003). Das naturwissenschaftliche Verständnis am Ende der Grundschule. Münster: Waxmann. Prenzel, M., Kristen, A., Ettle, R., & Beer, T. (1996). Selbstbestimmt motiviertes und interessiertes Lernen in der kaufmännischen Erstausbildung. Zeitschrift für Berufs- und Wirtschaftspädagogik, Beiheft 13, 108-127. Schöne, C., Dickhäuser, O., Spinath, B., & Stiensmeyer-Pelster, J. (2004). Zielorientierung und Bezugsnormorientierung: Zum Zusammenhang zweier Konzepte. Zeitschrift für Pädagogische Psychologie, 18(2), 93-99.

Author Information

Kati Trempler (presenting / submitting)

University of Wuppertal

Wuppertal

Judith Schellenbach-Zell

University of Wuppertal, Germany

Cornelia Gräsel

University of Wuppertal, Germany

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