The ACARISS project aims to connect schools with research laboratories to improve science education using innovative teaching methods. An evaluation of the project's effectiveness found that among students who participated: 1) Positive attitudes towards science increased, such as enjoyment of learning science and interest in future science participation. 2) Career decision-making difficulties decreased, particularly inconsistent information. 3) Career decision-making self-efficacy increased, indicating greater confidence in their ability to make decisions. The results suggest the project's teaching approach is successful in promoting interest in science careers.

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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. THANK YOU FOR YOUR ATTENTION
adifabio@psico.unifi.it