期刊名称：Journal of Higher Education Outreach and Engagement
印刷版ISSN：1534-6102
出版年度：2015
卷号：19
期号：3
页码：113-146
语种：English
出版社：University of Georgia
摘要：This study examined what undergraduate students gain and the ideas about science teaching and learning they develop from participating in K-12 science education outreach programs. Eleven undergraduates from seven outreach programs were interviewed individually about their experiences with outreach and what they learned about science teaching and learning. Emergent themes were identified from a content analysis of transcript data. Undergraduates reported career, academic, and personal gains. Undergraduates also recognized that understanding students, the nature of science and scientific practices, active learning, and student interest are important for science teaching and learning. These results were compared across outreach programs to determine how the type of program may affect undergraduate outcomes. This analysis indicated that although there were commonalities in undergraduates’ experiences independent of the type of program, program elements that may affect outcomes included corresponding coursework or additional duties and the degree of focus on scientific practices.
其他摘要：This study examined what undergraduate students gain and the ideas about science teaching and learning they develop from participating in K-12 science education outreach programs. Eleven undergraduates from seven outreach programs were interviewed individually about their experiences with outreach and what they learned about science teaching and learning. Emergent themes were identified from a content analysis of transcript data. Undergraduates reported career, academic, and personal gains. Undergraduates also recognized that understanding students, the nature of science and scientific practices, active learning, and student interest are important for science teaching and learning. These results were compared across outreach programs to determine how the type of program may affect undergraduate outcomes. This analysis indicated that although there were commonalities in undergraduates’ experiences independent of the type of program, program elements that may affect outcomes included corresponding coursework or additional duties and the degree of focus on scientific practices.
