Exploring the Associations of Afterschool Science Participation and Friendships with Science Identities

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Research in Science Education Pub Date : 2024-06-20 DOI:10.1007/s11165-024-10173-6

Patricia Wonch Hill, Grace M. Kelly, Julia McQuillan, Jorge Ledesma, Miranda Melson, G. Robin Gauthier

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Abstract

Building on previous research that demonstrates the association of youth experiences in afterschool science and higher science identities, this paper presents a network study of 421 middle school students that examines afterschool science participation, friendship ties, and science identities. Participation in afterschool science clubs is associated with higher science identity, but the mechanisms and order of causality are unclear. Youth form friendships inside and outside of school, and peers may influence participation in afterschool activities, as empirical research on friendships shows that they are associated with youth interests. These peer interactions also have the potential to shape identity development during adolescence. In this study, we explore associations among youth participation in afterschool science clubs, peer friendship groups, and science identity. We find that youth who participate in afterschool science clubs have higher science identities than those who do not participate. Additionally, having friends in afterschool science clubs is associated with higher science identity, even among students who report not participating in clubs themselves. Results suggest that afterschool science clubs support youth science identities, even beyond those who directly participate.

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探索课外科学参与和友谊与科学身份的关联

以往的研究表明，青少年的课后科学活动经历与较高的科学认同感之间存在关联，本文在此基础上，对 421 名初中生进行了一项网络研究，探讨了课后科学活动的参与、友谊关系和科学认同感。参与课后科学俱乐部与较高的科学认同感有关，但因果关系的机制和顺序尚不清楚。青少年在校内外结成友谊，同伴可能会影响他们对课后活动的参与，因为对友谊的实证研究表明，友谊与青少年的兴趣有关。这些同伴间的互动也有可能影响青少年的身份发展。在本研究中，我们探讨了青少年参与课后科学俱乐部、同伴友谊团体和科学认同之间的关联。我们发现，与不参加课后科学俱乐部的青少年相比，参加课后科学俱乐部的青少年具有更高的科学认同感。此外，有朋友参加课后科学俱乐部也与较高的科学认同感有关，即使是那些表示自己没有参加俱乐部的学生也是如此。结果表明，课后科学俱乐部支持青少年的科学认同，甚至超越了那些直接参与的青少年。

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来源期刊

Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

8.70%

发文量

期刊介绍： 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.