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The impact of cryogenics-based enrichment programmes on attitudes towards science and the learning of science concepts
Abstract
The impact of two cryogenics-based enrichment programmes (CBEPs) held in out-of-school setting on the learning of science concepts and attitudes towards science was evaluated using both quantitative and qualitative methodologies. The findings presented in this study are based on a sample of 531 Primary Five and Six students from six schools in Singapore who had their class enrichment lessons at the Snow City.
In general, students reported large significant learning gains immediately and two-weeks after their CBEP experience. The learning gains in relation to the CBEP involving liquid nitrogen remained stable after around two weeks but those for the participants of the CBEP involving liquid oxygen slightly waned. About 93% of the participants of the former and 88% of the latter reported cognitive test scores above pretest level around two weeks after their respective CBEP experience. Greater learning gains due to participation in either CBEP were recorded for EM1 than for EM2 students. CBEPs did not have any differential impact on the learning gains of boys and girls.
Regardless of gender and stream, CBEPs produced fairly significant improvements in the attitudes towards science of the participants, specifically in relation to enjoyment of science and motivation to pursue science careers; however, no significant change was detected in the participants' perceptions of the social implications of science. Although satistical tests revealed that the retention of the said attitudinal gains did not occur for most if the students who took retention test, 13 to 20% of such students were found with at least a three-point improvement in scores in the given attitude areas. A substantial proportion of the participants shifted from negative or neutral responses to positive responses for at least two items in both enjoyment of science and career preference subscales two weeks after participating in CBEP. The contents of such items point to the possible "ripple effects" of CEBPs in the participants' future activities that could eventually lead to better achievement and more stable attitude change.
Learning gains derived from CBEPs were found to be basically determined by academic ability while attitudinal gains were predominantly influenced by initial attitude towards science. EM1 students have greater propensity to learn more from CBEPs than EM2 students. These who have initially more positively attitude towards science tend to maintain or improve such level of attitude after experiencing CBEPs. Gender did not have any significant in determining the cognitive and affective benefits that students derived from CBEPs.
Additionally , positive association bewteen post-CBEP attitude towards science and learning of cryogenics-related concepts was detected. The causal direction of the association appears to be from attitude towards cognitive: meaning positive attitude leads to greater learning gains and not the other way around.
At least 92% of the subjects liked the CBEPs covered in this study and expressed willingness to attend similar programmes in the future. The students expressed recognition of both entertainment and educational value of the programmes. The CBEPs appeared slightly more appealing for females than males for EM1 than EM2 subjects of the study. The complexity of the topic and the degree of students participation are two factors that are of importance in relation to the likeability of a particular CBEP.
This study served as an appraisal of Snow City's CBEPs, as well as a pioneering work on the evaluation of cryogenics-based programmes. Its results have provided empirical evidence that Snow City can be venue for a novel learning experience that can generate positive cognitive and effective impact on students. The findings of this study have shown that CBEPs can benefit the majority of its participants, at least for upper primary students, regardless of gender and academics ability.
In general, students reported large significant learning gains immediately and two-weeks after their CBEP experience. The learning gains in relation to the CBEP involving liquid nitrogen remained stable after around two weeks but those for the participants of the CBEP involving liquid oxygen slightly waned. About 93% of the participants of the former and 88% of the latter reported cognitive test scores above pretest level around two weeks after their respective CBEP experience. Greater learning gains due to participation in either CBEP were recorded for EM1 than for EM2 students. CBEPs did not have any differential impact on the learning gains of boys and girls.
Regardless of gender and stream, CBEPs produced fairly significant improvements in the attitudes towards science of the participants, specifically in relation to enjoyment of science and motivation to pursue science careers; however, no significant change was detected in the participants' perceptions of the social implications of science. Although satistical tests revealed that the retention of the said attitudinal gains did not occur for most if the students who took retention test, 13 to 20% of such students were found with at least a three-point improvement in scores in the given attitude areas. A substantial proportion of the participants shifted from negative or neutral responses to positive responses for at least two items in both enjoyment of science and career preference subscales two weeks after participating in CBEP. The contents of such items point to the possible "ripple effects" of CEBPs in the participants' future activities that could eventually lead to better achievement and more stable attitude change.
Learning gains derived from CBEPs were found to be basically determined by academic ability while attitudinal gains were predominantly influenced by initial attitude towards science. EM1 students have greater propensity to learn more from CBEPs than EM2 students. These who have initially more positively attitude towards science tend to maintain or improve such level of attitude after experiencing CBEPs. Gender did not have any significant in determining the cognitive and affective benefits that students derived from CBEPs.
Additionally , positive association bewteen post-CBEP attitude towards science and learning of cryogenics-related concepts was detected. The causal direction of the association appears to be from attitude towards cognitive: meaning positive attitude leads to greater learning gains and not the other way around.
At least 92% of the subjects liked the CBEPs covered in this study and expressed willingness to attend similar programmes in the future. The students expressed recognition of both entertainment and educational value of the programmes. The CBEPs appeared slightly more appealing for females than males for EM1 than EM2 subjects of the study. The complexity of the topic and the degree of students participation are two factors that are of importance in relation to the likeability of a particular CBEP.
This study served as an appraisal of Snow City's CBEPs, as well as a pioneering work on the evaluation of cryogenics-based programmes. Its results have provided empirical evidence that Snow City can be venue for a novel learning experience that can generate positive cognitive and effective impact on students. The findings of this study have shown that CBEPs can benefit the majority of its participants, at least for upper primary students, regardless of gender and academics ability.
Date Issued
2005
Call Number
Q183.4.S55 Cal
Date Submitted
2005