SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS:
THE WAY FORWARD

EVALUATION OF THE
EFFECTIVENESS OF ACARISS
PROJECT: NEW PERSPE...
INTRODUCTION
ACARISS (Increasing knowledge of the
environment and risks
related to pollution in the schools with
experimen...
INTRODUCTION
In recent years there has been a
declining interest of young people in
science and mathematics
(Brandi, Cerba...
INTRODUCTION
It is essential to emphasize the
importance of direct and regular
contacts between young people and
the scien...
INTRODUCTION
Another important aim of ACARISS project consists of stimulating the use of the
experimental method in the te...
INTRODUCTION
The researchers of the
CNR-IBIMET and the
Scuola Superiore Sant'Anna
cooperated with teachers in
a constructi...
INTRODUCTION
The Research and Intervention Laboratory of Psychology for Vocational
Guidance and Career Counseling of the D...
INTRODUCTION
The Department of Education
and Psychology has also
promoted the enhancement of
relational skills of trainers...
INTRODUCTION
The Research and Intervention Laboratory of Psychology for
Vocational Guidance and Career Counseling of the D...
AIM AND HYPOTHESES OF THE PRESENT STUDY

The aim of the present study was to
verify the effectiveness of the
intervention ...
METHOD
PARTICIPANTS

PARTICIPANTS

The experimental group consists of 446 middle and
high schools students between 10 and ...
METHOD


1)
2)
3)
4)




MEASURES
Questionnaire for detecting students’ attitudes towards science (Kind et al., 2007) ...
METHOD
Procedure
Experimental group
Administration of the
questionnaires

Teaching activity according to
Inquiry Based Lea...
DATA ANALYSIS
• One-way Analysis of Variance (ANOVA)
to see if there were no statistically significant differences between...
RESULTS: FIRST YEAR OF ACARISS PROJECT
From the repeated measures analysis with one between-subjects independent
variable ...
RESULTS: FIRST YEAR OF ACARISS PROJECT
 Regarding the students’ positive attitudes towards science, an
increase emerged f...
RESULTS: SECOND YEAR OF ACARISS PROJECT

From the repeated measures analysis with one between-subjects
independent variabl...
RESULTS: SECOND YEAR OF ACARISS PROJECT
 Regarding the students’ positive attitudes towards science, an
increase emerged ...
DISCUSSION
The first
hypothesis was
confirmed

The intervention increased
students’ positive attitudes
towards science
(Le...
DISCUSSION

The second
hypothesis was
confirmed

The intervention reduced
career decision-making
difficulties, in particul...
DISCUSSION

The third
hypothesis was
confirmed

The intervention increased
career decision-making
self-efficacy, the perce...
LIMITATIONS AND FUTURE PERSPECTIVES

Results obtained in a
specific sample of Italian
students from
the Tuscany region

In...
CONCLUSION
If the results of the present study will be confirmed in future research

the intervention on the experimental
...
THANK YOU FOR YOUR ATTENTION

adifabio@psico.unifi.it
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  1. 1. SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS: THE WAY FORWARD EVALUATION OF THE EFFECTIVENESS OF ACARISS PROJECT: NEW PERSPECTIVES FOR DEVELOPING TALENTS IN THE FIELD OF SCIENCE A. Di Fabio, L. Palazzeschi, F. Ugolini, L. Massetti, F. Cecchi, Buselli, A. Francini, A. Minnocci, M. Lanini, L. Pellegrino, G. Rossini, C. Screti, G. Tagliaferri, L. Sebastiani, A. Raschi FIRENZE, 21-22 OCTOBER 2013
  2. 2. INTRODUCTION ACARISS (Increasing knowledge of the environment and risks related to pollution in the schools with experimentation) promoted in Italy by the Tuscany Region aims to connect schools with research laboratories, developing innovative approaches to improve learning of scientific disciplines
  3. 3. INTRODUCTION In recent years there has been a declining interest of young people in science and mathematics (Brandi, Cerbara, Misiti, & Valente, 2005) It has emerged an increasingly attention to the problem of decreased interest of the younger generation for scientific faculties (Ministry of Education Research Bureau of Statistics, 2008), including gender differences, with males more interested in science than females (Gouthier, Manzolis, & Ramani, 2008; Stake & Nickens, 2005; Stevens, Wang, Olivarez, & Hamman, 2007) ACARISS project aims to provide a significant contribution regarding this complexity
  4. 4. INTRODUCTION It is essential to emphasize the importance of direct and regular contacts between young people and the scientific community in order to promote the progress of science The principal aim of ACARISS project consists of connecting the world of education (secondary school teachers in middle and high school) with that of research (researchers at the University and CNR), developing innovative approaches to facilitate and make more pleasant learning scientific disciplines The broader aim is to foster the growth of the research system in Tuscany, promoting and transferring the results of research and new technologies in schools, and consequently in the local community
  5. 5. INTRODUCTION Another important aim of ACARISS project consists of stimulating the use of the experimental method in the teaching of science to promote the active participation of the student in the learning of scientific disciplines and particularly the phenomena related to the environment The method proposed in ACARISS project is based on the direct observation of phenomena, focusing on the discussion and experimentation in the classroom, as an essential complement for the transmission of theoretical knowledge (Bybee et al., 2006; Huber & Moore, 2001; Rocard Report, 2007) This approach is beginning to spread and is increasingly demanded by the European Community programs on science dissemination (Rocard Report, 2007)
  6. 6. INTRODUCTION The researchers of the CNR-IBIMET and the Scuola Superiore Sant'Anna cooperated with teachers in a constructive way for the production of training modules applicable in class and based on the method of inquiry (Inquiry Based Learning). This method of teaching is aimed at stimulating the students to formulate questions and investigative actions to solve problems and understand phenomena (Bybee et al., 2006; ; Huber & Moore, 2001; Rocard Report, 2007) actively participating in the learning process.
  7. 7. INTRODUCTION The Research and Intervention Laboratory of Psychology for Vocational Guidance and Career Counseling of the Department of Education and Psychology at the University of Florence, relying on its specific expertise provided its contribution to the construction of such modules in accordance with the basic principles of a learning facilitation autonomy of the student
  8. 8. INTRODUCTION The Department of Education and Psychology has also promoted the enhancement of relational skills of trainers (teachers and researchers) for innovative, participatory, self-monitoring and empowering didactics to enhance process of autonomy, self-efficacy self efficacy and students’ agency in the learning process
  9. 9. INTRODUCTION The Research and Intervention Laboratory of Psychology for Vocational Guidance and Career Counseling of the Department of Education and Psychology at the University of Florence also evaluated the effectiveness of the intervention using a pre and post-experimental design with a control group
  10. 10. AIM AND HYPOTHESES OF THE PRESENT STUDY The aim of the present study was to verify the effectiveness of the intervention using a pre and postexperimental design with a control group to promote career choice in the scientific field. HYPOTHESES In the experimental group the intervention: H1: will increase students’ positive attitudes towards science (Kind, Jones, & Barmby, 2007) H2 : will decrease career decision-making difficulties (Gati, Krausz, & Osipow, 1996; Whiston, 2008) H3: will increase career decision-making self-efficacy (Gati et al.,1996; Whiston, 2008)
  11. 11. METHOD PARTICIPANTS PARTICIPANTS The experimental group consists of 446 middle and high schools students between 10 and 20 years of age (M = 13.97, SD = 2.32) coming from different provinces of the Tuscany Region The experimental group consists of 563 middle and high schools students between 11 and 18 years of age (M = 13.20, SD = 1.81) coming from different provinces of the Tuscany Region The control group consists of 474 middle and high schools students between 11 and 19 years of age (M = 14.68, SD = 1.97) coming from different provinces of the Tuscany Region The control group consists of 365 middle and high schools students between 11 and 19 years of age (M = 13.52, SD = 1.79) coming from different provinces of the Tuscany Region
  12. 12. METHOD   1) 2) 3) 4)   MEASURES Questionnaire for detecting students’ attitudes towards science (Kind et al., 2007) in the Italian version by Di Fabio and Palazzeschi (in press): Seven factors: Learning science in school 5) Future participation in science Self-concept in science 6) Importance of science Practical work in science 7) General attitudes towards school Science outside of school Career Decision-Making Difficulties Questionnaire (Gati et al., 1996) in the Italian version by Di Fabio and Palazzeschi (2013) Career Decision Self-Efficacy Scale - Short Form (Betz, & Taylor, 2000) in the Italian version by Nota, Pace and Ferrari (2008)
  13. 13. METHOD Procedure Experimental group Administration of the questionnaires Teaching activity according to Inquiry Based Learning Administration of the questionnaires Control group Administration of the questionnaires Usual teaching activity Administration of the questionnaires
  14. 14. DATA ANALYSIS • One-way Analysis of Variance (ANOVA) to see if there were no statistically significant differences between the mean scores on the measures between the experimental group and the control group during pre-testing • A repeated measures analysis of with one between-subjects independent variable (experimental group/control group) and one withinsubjects variable (time: T1/T2) to assess group changes over time, so to assess the effect of intervention
  15. 15. RESULTS: FIRST YEAR OF ACARISS PROJECT From the repeated measures analysis with one between-subjects independent variable (experimental group/control group) and one within-subjects variable (time: T1/T2) statistically significant differences emerged between pre-test and post-test in the experimental group
  16. 16. RESULTS: FIRST YEAR OF ACARISS PROJECT  Regarding the students’ positive attitudes towards science, an increase emerged for: • Learning science in school (F(3,916) = 5.03, p < .05, η2 = .05); • Self-concept in science (F(3,916) = 5.37, p < .05, η2 = .06); • Practical work in science (F(3,916) = 7.47, p < .01, η2 = .08); • Future participation in science (F(3,916) = .28, p < .05, η2 = .06); • Importance of science (F(3,916) = .87, p < .05, η2 = .05)  Regarding career decision-making difficulties a decrease emerged for Inconsistent information (F(3,916) = 3.46, p < .05, η2 = .04)  Regarding career decision-making self-efficacy emerged: (F(3,916) = 5.19, p < .05, η2 = .05) an increase
  17. 17. RESULTS: SECOND YEAR OF ACARISS PROJECT From the repeated measures analysis with one between-subjects independent variable (experimental group/control group) and one within-subjects variable (time: T1/T2) statistically significant differences emerged between pre-test and post-test in the experimental group, confirming the results obtaining during the first year of ACARISS project
  18. 18. RESULTS: SECOND YEAR OF ACARISS PROJECT  Regarding the students’ positive attitudes towards science, an increase emerged for: • Learning science in school (F(3,924) = 4.12, p < .05, η2 = .06); • Self-concept in science (F(3,924) = 4.26, p < .05, η2 = .07); • Practical work in science (F(3,924) = 6.34, p < .01, η2 = .09); • Future participation in science (F(3,924) = 1.35, p < .05, η2 = .04); • Importance of science (F(3,924) = 1.46, p < .05, η2 = .06)  Regarding career decision-making difficulties a decrease emerged for Inconsistent information (F(3,924) = 4.34, p < .05, η2 = .06)  Regarding career decision-making self-efficacy an increase emerged: (F(3,924) = 6.43, p < .05, η2 = .07).
  19. 19. DISCUSSION The first hypothesis was confirmed The intervention increased students’ positive attitudes towards science (Learning science in school; Selfconcept in science; Practical work in science; Future participation in science; Importance of science) These results are particular significant because positive attitudes towards science are related to more persistent science interest and involvement of students (Kind et al., 2007; Krappa & Prenzel, 2011). Students with more positive attitudes towards science could be more able to recognize their interest in science favoring a more congruent career choice
  20. 20. DISCUSSION The second hypothesis was confirmed The intervention reduced career decision-making difficulties, in particular Inconsistent information After the intervention students seem to perceive more reliable information relative to possible career paths and seems to perceive lower conflicts regarding what they want and what others want for them in relation to the development of their scholastic and career path (Gati et al., 1996)
  21. 21. DISCUSSION The third hypothesis was confirmed The intervention increased career decision-making self-efficacy, the perception of students to be more able in decision-making process facilitating students in developing a scholastic or professional path
  22. 22. LIMITATIONS AND FUTURE PERSPECTIVES Results obtained in a specific sample of Italian students from the Tuscany region Involve participants more representative of the Italian context, taking into consideration students from other Italian regions Replicate the study in other international contexts
  23. 23. CONCLUSION If the results of the present study will be confirmed in future research the intervention on the experimental group could help to increase students’ awareness of their educational-vocational choice for the construction of a congruent professional path, encouraging the promotion of talents in scientific disciplines
  24. 24. THANK YOU FOR YOUR ATTENTION adifabio@psico.unifi.it

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