Publisher's Synopsis
This study examined if informal science learning had an effect on middle school students' science attitudes. This study also aimed to examine what effects informal science has on students' science attitudes.The study was conducted in four phases. Phase I, Project MISE, consisted of a year-long training program that educated teachers on informal science concepts. During Phase II the researcher administered the Test of Science Related Attitudes (TOSRA) part A and a questionnaire. Phase III, the observation phase, consisted of the gatekeeper observing and team teaching with the Project MISE teachers to insure that the concepts were being delivered correctly and effectively to the students. Finally, during Phase IV, the students were given TOSRA part B and an interview.Qualitative Data for this study were collected in the form of a questionnaire, a 35 question pretest, and a different 35 question post test and culminated with an interview. Thirteen Students were selected to participate in this study. The interview data were coded by identifying themes that were noticed while analyzing the interview and questionnaire data. Identified themes were (1) I love doing Experiments, (2) Science is my favorite Subject, (3) Hands on Stuff is fun, (4) Boys are More Smarter in Science than Girls, and (5) I liked This Science Class Better than Last Year. The TOSRA survey demonstrated an increase in social implications of science, normality of scientists, attitude to inquiry, adoption of science attitude, and leisure in science. There was a noticeable decrease in students' attitudes when it pertained to enjoyment of science lessons and careers in science. The decrease in the careers of science scale coincided with information obtained from the questionnaire that indicated many students were not interested in a science related career.
