Options
Use of enrichment programmes in science centres to foster understanding and interest in life sciences among students
Author
Dairianathan, Lourdes Mary Anne
Supervisor
Subramaniam, R. (Ramanathan)
Abstract
There has been substantial research over the past three decades on the learning outcomes from out-of-school trips and the factors that contribute to such learning. There is general agreement that such experiences can have a positive impact on students. Many of these studies have been conducted within science centres and focused on learning from exhibits. There is considerably less data available in the literature on non-exhibition based enrichment activities designed specifically to take advantage of the informal setting within science centres.
Inheritance (genetics) has been identified as a topic that students find difficulty in understanding and although interventions have been deployed in schools to teach the topic of inheritance in previous studies in other countries, there are few, if any, reports in the local literature on school interventions for inheritance. There do not appear to be any international or local studies on the use of out-of-school learning enrichment programmes in science centres to foster understanding of this particular topic among students.
The present study investigated the use of enrichment programmes developed by the Science Centre, to foster understanding and interest in students on the topic of inheritance. The impact of three different enrichment programmes was explored: a laboratory programme on forensic science (n=810), a lecture demonstration on cells and DNA (n=450), and a lecture demonstration on the human body (n=418). Each programme utilised one main mode of delivery: hands-on activities, demonstrations with exhibits, or demonstrations, combined with free exploration of selected relevant exhibits at the Science Centre. The students in the study were from primary five (11 year olds) and secondary two (14 year olds) levels for the first programme, and primary five levels for the other two programmes. The students came from mainstream schools in Singapore and were of mixed ability and gender.
Two instruments were developed for each programme; a cognitive test and a feedback form. The cognitive test for each programme was administered thrice: a pretest was conducted a few days before the programme, a posttest was done immediately after the programme and a delayed posttest was administered two weeks to two months after the programme. The survey to measure affective outcomes of the programme was administered with the posttest. The results of the study indicate that there were statistically significant cognitive gains for the experimental group. The gains were significant regardless of gender and stream. Significant enjoyment of the programmes was also recorded from the feedback according to gender, level and ability streams. There was no significant difference in scores for cognitive achievement or enjoyment between males and females at primary and secondary levels. At secondary level, there was a statistically significant difference in cognitive scores between streams (ability).
One significant contribution from the present study has been the focus on the use of enrichment programmes offered at science centres to aid learning. Such programmes do not appear to have been widely used in supporting the learning of genetics and inheritance in schools. The findings from this study demonstrate that such enrichment programmes, planned carefully, can be used to complement formal teaching and promote understanding of this difficult topic. The study also indicates that learning in such science centre programmes is complemented by high levels of student enjoyment of the experience.
Such enrichment programmes have a useful role in supporting content taught in schools. One recommendation from this study would be for schools to work closely with science centres to develop enrichment programmes or experiences to foster understanding in topics in science that are abstract and difficult for students to grasp. The enrichment programmes in science centres are often not considered seriously in terms of cognitive gains because they are of short duration and are perceived to have no lasting impact. This study shows that despite the short duration, these enrichment programmes have demonstrated that they can be used as appropriate interventions that leverage strongly on affective outcomes to aid learning and complement the formal school science curriculum.
Of noteworthy interest is that this study used a large sample of mixed ability students; nearly 1,700 students, one of the largest samples used in evaluating enrichment programmes. Validated cognitive test and survey instruments were developed and used for the study. Unlike most studies that examined science attitudes, this study focused on creating and measuring interest and enjoyment generated by the programme. Interest and enjoyment can be powerful mediators of change and motivation to learn.
Inheritance (genetics) has been identified as a topic that students find difficulty in understanding and although interventions have been deployed in schools to teach the topic of inheritance in previous studies in other countries, there are few, if any, reports in the local literature on school interventions for inheritance. There do not appear to be any international or local studies on the use of out-of-school learning enrichment programmes in science centres to foster understanding of this particular topic among students.
The present study investigated the use of enrichment programmes developed by the Science Centre, to foster understanding and interest in students on the topic of inheritance. The impact of three different enrichment programmes was explored: a laboratory programme on forensic science (n=810), a lecture demonstration on cells and DNA (n=450), and a lecture demonstration on the human body (n=418). Each programme utilised one main mode of delivery: hands-on activities, demonstrations with exhibits, or demonstrations, combined with free exploration of selected relevant exhibits at the Science Centre. The students in the study were from primary five (11 year olds) and secondary two (14 year olds) levels for the first programme, and primary five levels for the other two programmes. The students came from mainstream schools in Singapore and were of mixed ability and gender.
Two instruments were developed for each programme; a cognitive test and a feedback form. The cognitive test for each programme was administered thrice: a pretest was conducted a few days before the programme, a posttest was done immediately after the programme and a delayed posttest was administered two weeks to two months after the programme. The survey to measure affective outcomes of the programme was administered with the posttest. The results of the study indicate that there were statistically significant cognitive gains for the experimental group. The gains were significant regardless of gender and stream. Significant enjoyment of the programmes was also recorded from the feedback according to gender, level and ability streams. There was no significant difference in scores for cognitive achievement or enjoyment between males and females at primary and secondary levels. At secondary level, there was a statistically significant difference in cognitive scores between streams (ability).
One significant contribution from the present study has been the focus on the use of enrichment programmes offered at science centres to aid learning. Such programmes do not appear to have been widely used in supporting the learning of genetics and inheritance in schools. The findings from this study demonstrate that such enrichment programmes, planned carefully, can be used to complement formal teaching and promote understanding of this difficult topic. The study also indicates that learning in such science centre programmes is complemented by high levels of student enjoyment of the experience.
Such enrichment programmes have a useful role in supporting content taught in schools. One recommendation from this study would be for schools to work closely with science centres to develop enrichment programmes or experiences to foster understanding in topics in science that are abstract and difficult for students to grasp. The enrichment programmes in science centres are often not considered seriously in terms of cognitive gains because they are of short duration and are perceived to have no lasting impact. This study shows that despite the short duration, these enrichment programmes have demonstrated that they can be used as appropriate interventions that leverage strongly on affective outcomes to aid learning and complement the formal school science curriculum.
Of noteworthy interest is that this study used a large sample of mixed ability students; nearly 1,700 students, one of the largest samples used in evaluating enrichment programmes. Validated cognitive test and survey instruments were developed and used for the study. Unlike most studies that examined science attitudes, this study focused on creating and measuring interest and enjoyment generated by the programme. Interest and enjoyment can be powerful mediators of change and motivation to learn.
Date Issued
2010
Call Number
Q105.S55 Dai
Date Submitted
2010