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ERIC Number: EJ1300891
Record Type: Journal
Publication Date: 2021-Jun
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-9584
EISSN: N/A
Available Date: N/A
Design Strategies for Hands-On Activities to Increase Interest, Relevance, and Self-Efficacy in Chemistry
Anderson, Allison; Kollmann, Elizabeth Kunz; Beyer, Marta; Weitzman, Owen; Bequette, Marjorie; Haupt, Gretchen; Velazquez, Hever
Journal of Chemical Education, v98 n6 p1841-1851 Jun 2021
Chemistry is a vital and highly relevant field of science that is under-represented in science centers and museums. Amidst concerns that the public is ambivalent about the chemistry field, the "Explore Science: Let's Do Chemistry" project sought to understand how to design hands-on activities that could increase the feelings of interest, relevance, and self-efficacy around chemistry. Using design-based research, the team tested and refined a variety of activities while simultaneously creating a framework for future use about content and format strategies that increase interest, relevance, and self-efficacy. Science museum visitors tested these activities and were interviewed afterward to learn whether or not they had experienced any changes in their attitudes toward chemistry and what about the activity contributed to these feelings. Data indicated that the types of content embedded in an activity influence increased feelings that chemistry is relevant and interesting, while the format used in an activity contributes to increased interest and self-efficacy around chemistry. The design framework created from these findings can be used by other chemistry educators to develop additional chemistry outreach activities that support increased interest, relevance, or self-efficacy in participants.
Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A