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Promoting the Physical Sciences among Middle School Urban Youth through Informal Learning Experiences
Abstract
Numerous reform efforts in STEM education have been targeted towards increasing the number of qualified STEM professionals in the U.S., which necessitates promoting science participation among secondary and post-secondary students. Some novel designs have focused on the middle school years, when students tend to lose interest in science and formulate opinions on science self-identification. This chapter describes the effectiveness of developing informal physical science experiences for middle school students in underserved urban communities. Several cohorts of students have participated in inquiry-based physics and chemistry weekend classes that incorporated authentic applications from the urban setting, field visits to scientists’ laboratories and museums, advanced educational technology tools, and learning complex scientific concepts. Participants reported significant improvements in their attitudes, knowledge, and appreciation of the physical sciences, suggesting that well designed constructivist physical science programs are potentially transformative in improving students’ academic self-efficacy, confidence, and persistence in science, and positional advantage. The potential of early, rigorous experiences with the physical sciences is explored as a means for improving science participation and diversifying the ranks of future scientists.
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