Science Enrichment Programs for Gifted High School Girls and Boys: Predictors of Program Impact on Science Confidence and Motivation

January 1st, 2001 | RESEARCH

The impact of two science enrichment programs on the science attitudes of 330 gifted high school students was evaluated using a multimethod, multiperspective approach that provided a more comprehensive evaluation of program impact on science attitudes than did previous assessments of science programs. Although pre-post comparisons did not indicate positive impact on science attitudes, other measures provided strong evidence of program effectiveness. Program benefits were greater among girls, those who had more supportive families and teachers, and those who entered the programs with greater general confidence in their abilities. Implications for science enrichment programs and their evaluation are discussed.


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Team Members

Jayne Stake, Author, University of Missouri, St. Louis
Kenneth Mares, Author, University of Missouri, St. Louis


Publication: Journal of Research in Science Teaching
Volume: 38
Number: 10
Page(s): 1065

Related URLs

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Audience: Educators | Teachers | Families | Museum | ISE Professionals | Scientists | Undergraduate | Graduate Students | Youth | Teen (up to 17)
Discipline: Engineering | Health and medicine | Life science | Mathematics | Physics
Resource Type: Peer-reviewed article | Research Products
Environment Type: Laboratory Programs | Public Programs | Summer and Extended Camps