Children enjoy, but could use more practice with, nature-based scientific researchThe purpose of this study was to investigate how engagement in scientific research activities influenced children's perceptions of scientists and scientific literacy. The secondary purpose of the study was to determine what effect, if any, children's prior attitudes towards and experiences with science had on those outcomes.
Participants in the study (n = 136) engaged in multiple laboratory site visits, received educational instruction on predation and marine biology, and completed two scientific experiments. The participants were all fourth graders ages 9-10 years with a fairly even distribution of males (45%) and females (55%). Previous habits, conceptions about scientists, and scientific literacy were assessed via three questionnaires, one pre and two post program, and varying levels of direct and indirect observation. A content analysis of questionnaire responses was performed and a multiple correspondence analysis was utilized to distinguish the effect of prior habits on conceptions and literacy. Three groups were generated based on the nature and extent of respondents prior habits (e.g. how regularly they visit museums or view scientific media) and outcomes were analyzed within these groupings.
There were no statistically significant differences between groups in terms of scientific literacy or perceptions of scientists and the scientific method. The majority of participants (96%) indicated that they liked sciences because they were amusing, interesting, or allowed them to learn new things. While children were able to state hypotheses and make observations, they struggled to appropriately interpret and explain the results or conclusions and causal mechanisms.
The authors recommend early youth engagement in the scientific method as a meaningful learning activity and positive exposure for children, but suggest that further steps be taken (e.g. follow up activities in the classroom) to help students overcome some of the difficulties faced during the program. This study differed from previous studies in that it incorporated a younger, larger population and promoted engagement in inquiry-based activity. While group sizes were small, appropriate statistical tests were conducted and accurately reported, including Cronbach's alphas for the two dimensions of prior habits.
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