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'I Actually Contributed to Their Research': The Influence of an Abbreviated Summer Apprenticeship Program in Science and Engineering for Diverse High-School Learners

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Title: 'I Actually Contributed to Their Research': The Influence of an Abbreviated Summer Apprenticeship Program in Science and Engineering for Diverse High-School Learners
Language: English
Authors: Burgin, Stephen R., McConnell, William J., Flowers, Alonzo M., III
Source: International Journal of Science Education. 2015 37(3):411-445.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 35
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: High Schools
Secondary Education
Descriptors: High School Students, Summer Programs, Apprenticeships, STEM Education, Program Effectiveness, Scientific Research, Fuels, Inquiry, Scientific Principles, Questionnaires, Interviews, Self Concept, Chemistry, Engineering, Case Studies, Qualitative Research, Aspiration, Self Esteem
DOI: 10.1080/09500693.2014.989292
ISSN: 0950-0693
Abstract: This study describes an investigation of a research apprenticeship program that we developed for diverse high-school students often underrepresented in similar programs and in science, technology, engineering, and math (STEM) professions. Through the apprenticeship program, students spent 2 weeks in the summer engaged in biofuels-related research practices within working university chemistry and engineering laboratories. The experience was supplemented by discussions and activities intended to impact nature of science (NOS) and inquiry understandings and to allow for an exploration of STEM careers and issues of self-identity. Participants completed a NOS questionnaire before and after the experience, were interviewed multiple times, and were observed while working in the laboratories. Findings revealed that as a result of the program, participants (1) demonstrated positive changes in their understandings of certain NOS aspects many of which were informed by their laboratory experiences, (2) had an opportunity to explore and strengthen STEM-related future plans, and (3) examined their self-identities. A majority of participants also described a sense of belonging within the laboratory groups and believed that they were making significant contributions to the ongoing work of those laboratories even though their involvement was necessarily limited due to the short duration of the program. For students who were most influenced by the program, the belonging they felt was likely related to issues of identity and career aspirations.
Abstractor: As Provided
Number of References: 77
Entry Date: 2015
Accession Number: EJ1051074
Database: ERIC
FullText Text:
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  Data: 'I Actually Contributed to Their Research': The Influence of an Abbreviated Summer Apprenticeship Program in Science and Engineering for Diverse High-School Learners
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  Data: <searchLink fieldCode="AR" term="%22Burgin%2C+Stephen+R%2E%22">Burgin, Stephen R.</searchLink><br /><searchLink fieldCode="AR" term="%22McConnell%2C+William+J%2E%22">McConnell, William J.</searchLink><br /><searchLink fieldCode="AR" term="%22Flowers%2C+Alonzo+M%2E%2C+III%22">Flowers, Alonzo M., III</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Science+Education%22"><i>International Journal of Science Education</i></searchLink>. 2015 37(3):411-445.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: 35
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  Data: 10.1080/09500693.2014.989292
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  Data: This study describes an investigation of a research apprenticeship program that we developed for diverse high-school students often underrepresented in similar programs and in science, technology, engineering, and math (STEM) professions. Through the apprenticeship program, students spent 2 weeks in the summer engaged in biofuels-related research practices within working university chemistry and engineering laboratories. The experience was supplemented by discussions and activities intended to impact nature of science (NOS) and inquiry understandings and to allow for an exploration of STEM careers and issues of self-identity. Participants completed a NOS questionnaire before and after the experience, were interviewed multiple times, and were observed while working in the laboratories. Findings revealed that as a result of the program, participants (1) demonstrated positive changes in their understandings of certain NOS aspects many of which were informed by their laboratory experiences, (2) had an opportunity to explore and strengthen STEM-related future plans, and (3) examined their self-identities. A majority of participants also described a sense of belonging within the laboratory groups and believed that they were making significant contributions to the ongoing work of those laboratories even though their involvement was necessarily limited due to the short duration of the program. For students who were most influenced by the program, the belonging they felt was likely related to issues of identity and career aspirations.
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  Data: 2015
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  Data: EJ1051074
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        Type: general
      – SubjectFull: Summer Programs
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      – SubjectFull: Apprenticeships
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