{"title":"论外延科学实验室的兴趣促进作用:外延科学实验室与学校学生实验兴趣的比较","authors":"Tim Kirchhoff, Matthias Wilde, Nadine Großmann","doi":"10.1007/s11165-023-10140-7","DOIUrl":null,"url":null,"abstract":"<p>Outreach science labs aim to promote students’ interest. Previous research has often suggested that performing experiments in such labs has a positive effect on their interest. However, these studies often lack a comparison to the effects of performing them at school. This research gap was addressed in the present study. The sample consisted of 402 upper-secondary level students (age: <i>M</i> = 16.53 years, <i>SD</i> = 0.80 years) who performed three experiments on the topic of enzymology either in an outreach science lab (<i>n</i> = 203) or at school (<i>n</i> = 199). Contrary to the assumption, experimentation at the outreach science lab did not outperform experimentation at school in terms of students’ psychological state of interest in the comparison to the school setting. Surprisingly, differences in the value-related component of the psychological state of interest were even found in favor of the school treatment.</p>","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":null,"pages":null},"PeriodicalIF":2.2000,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"On the Interest-Promoting Effect of Outreach Science Labs: A Comparison of Students’ Interest during Experimentation at an Outreach Science Lab and at School\",\"authors\":\"Tim Kirchhoff, Matthias Wilde, Nadine Großmann\",\"doi\":\"10.1007/s11165-023-10140-7\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Outreach science labs aim to promote students’ interest. Previous research has often suggested that performing experiments in such labs has a positive effect on their interest. However, these studies often lack a comparison to the effects of performing them at school. This research gap was addressed in the present study. The sample consisted of 402 upper-secondary level students (age: <i>M</i> = 16.53 years, <i>SD</i> = 0.80 years) who performed three experiments on the topic of enzymology either in an outreach science lab (<i>n</i> = 203) or at school (<i>n</i> = 199). Contrary to the assumption, experimentation at the outreach science lab did not outperform experimentation at school in terms of students’ psychological state of interest in the comparison to the school setting. Surprisingly, differences in the value-related component of the psychological state of interest were even found in favor of the school treatment.</p>\",\"PeriodicalId\":47988,\"journal\":{\"name\":\"Research in Science Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2023-11-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Research in Science Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s11165-023-10140-7\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research in Science Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11165-023-10140-7","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
On the Interest-Promoting Effect of Outreach Science Labs: A Comparison of Students’ Interest during Experimentation at an Outreach Science Lab and at School
Outreach science labs aim to promote students’ interest. Previous research has often suggested that performing experiments in such labs has a positive effect on their interest. However, these studies often lack a comparison to the effects of performing them at school. This research gap was addressed in the present study. The sample consisted of 402 upper-secondary level students (age: M = 16.53 years, SD = 0.80 years) who performed three experiments on the topic of enzymology either in an outreach science lab (n = 203) or at school (n = 199). Contrary to the assumption, experimentation at the outreach science lab did not outperform experimentation at school in terms of students’ psychological state of interest in the comparison to the school setting. Surprisingly, differences in the value-related component of the psychological state of interest were even found in favor of the school treatment.
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.
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