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EVALUATION OF THE

EFFECTIVENESS OF ACARISS

PROJECT: NEW PERSPECTIVES

FOR DEVELOPING TALENTS

IN THE FIELD OF SCIENCE

SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS:

THE WAY FORWARD

FIRENZE, 21-22 OCTOBER 2013

A. Di Fabio, L. Palazzeschi, F. Ugolini, L. Massetti, F. Cecchi, Buselli, A.

Francini, A. Minnocci, M. Lanini, L. Pellegrino, G. Rossini, C. Screti, G.

Tagliaferri, L. Sebastiani, A. Raschi

INTRODUCTION

ACARISS (Increasing knowledge of the

environment and risks

related to pollution in the schools with

experimentation) promoted in Italy by

the Tuscany Region

aims to connect schools with

research laboratories,

developing innovative approaches

to improve learning of scientific

disciplines

INTRODUCTION

In recent years there has been a

declining interest of young people in

science and mathematics (Brandi, Cerbara, Misiti, & Valente, 2005)

It has emerged an increasingly attention to

the problem of decreased interest of the

younger generation for scientific

faculties (Ministry of Education Research -

Bureau of Statistics, 2008), including gender

differences, with males more interested in

science than females (Gouthier, Manzolis, &

Ramani, 2008; Stake & Nickens, 2005; Stevens,

Wang, Olivarez, & Hamman, 2007)

ACARISS project aims to

provide a significant

contribution regarding

this complexity

INTRODUCTION

It is essential to emphasize the

importance of direct and regular

contacts between young people and

the scientific community in order to

promote the progress of science

The principal aim of ACARISS

project consists of connecting

the world of education

(secondary school teachers in

middle and high school) with that

of research (researchers at the

University and CNR), developing

innovative approaches to

facilitate and make more

pleasant learning

scientific disciplines

The broader aim is to foster the growth of the research system in Tuscany,

promoting and transferring the results of research and new technologies in

schools, and consequently in the local community

INTRODUCTION

Another important aim of ACARISS project consists of stimulating the use of the

experimental method in the teaching of science to promote the active

participation of the student in the learning of scientific disciplines and particularly

the phenomena related to the environment

The method proposed in ACARISS project

is based on the direct observation of

phenomena, focusing on the discussion and

experimentation in the classroom, as an

essential complement for the transmission of

theoretical knowledge (Bybee et al., 2006;

Huber & Moore, 2001; Rocard Report, 2007)

This approach is beginning to spread and is

increasingly demanded by the

European Community programs on

science dissemination (Rocard Report, 2007)

INTRODUCTION

The researchers of the

CNR-IBIMET and the

Scuola Superiore Sant'Anna

cooperated with teachers in

a constructive way

for the production of training

modules applicable in class and

based on the method of inquiry

(Inquiry Based Learning).

This method of teaching is aimed

at to

formulate and

investigative solve

problems understand

phenomena ;

Huber Rocard

Report, participating

in

This method of teaching is aimed

at stimulating the students to

formulate questions and

investigative actions to solve

problems and understand

phenomena (Bybee et al., 2006;

Huber & Moore, 2001; Rocard

Report, 2007) actively participating

in the learning process.

INTRODUCTION

The Research and Intervention Laboratory of Psychology for Vocational

Guidance and Career Counseling of the Department of Education and

Psychology at the University of Florence, relying on its specific expertise

provided its contribution to the

construction of such modules in

accordance with the basic principles

of a

learning facilitation autonomy of

the student

INTRODUCTION

for innovative, participatory,

self-monitoring and

empowering didactics

to enhance process of

autonomy,

self efficacy and students’

agency in the learning

process

to enhance process of

autonomy,

self-efficacy and students’

agency in the learning

process

The Department of Education

and Psychology has also

promoted the enhancement of

relational skills of trainers

(teachers and researchers)

INTRODUCTION

The Research and Intervention Laboratory of Psychology for

Vocational Guidance and Career Counseling of the Department

of Education and Psychology at the University of Florence also

evaluated the

effectiveness of the intervention

using a pre and post-experimental design

with a control group

AIM AND HYPOTHESES OF THE PRESENT STUDY

HYPOTHESES

In the experimental group the intervention:

H1: will increase students’ positive attitudes towards science

(Kind, Jones, & Barmby, 2007)

H2 : will decrease career decision-making difficulties

(Gati, Krausz, & Osipow, 1996; Whiston, 2008)

H3: will increase career decision-making self-efficacy

(Gati et al.,1996; Whiston, 2008)

The aim of the present study was to

verify the effectiveness of the

intervention using a pre and post-

experimental design with a control

group to promote career choice in

the scientific field.

METHOD

PARTICIPANTS

The experimental group consists of 446 middle and

high schools students between 10 and 20 years of

age (M = 13.97, SD = 2.32) coming from different

provinces of the Tuscany Region

The control group consists of 474 middle and high

schools students between 11 and 19 years of age

(M = 14.68, SD = 1.97) coming from different


PARTICIPANTS









PARTICIPANTS









METHOD

5) Future participation in science

6) Importance of science

7) General attitudes towards school

MEASURES

Questionnaire for detecting students’ attitudes towards science (Kind et al., 2007) in the Italian version

by Di Fabio and Palazzeschi (in press):

Seven factors:

1) Learning science in school

2) Self-concept in science

3) Practical work in science

4) Science outside of school

Career Decision-Making Difficulties Questionnaire (Gati et al., 1996) in the Italian version by Di Fabio

and Palazzeschi (2013)

Career Decision Self-Efficacy Scale - Short Form (Betz, & Taylor, 2000) in the Italian version by Nota,

Pace and Ferrari (2008)

METHOD

Procedure

Administration of the

questionnaires

Experimental group


questionnaires

Control group

Usual teaching activity


questionnaires

Teaching activity according to

Inquiry Based Learning


questionnaires

• One-way Analysis of Variance (ANOVA)

to see if there were no statistically significant differences between the

mean scores on the measures between the experimental group and

the control group during pre-testing

DATA ANALYSIS

• A repeated measures analysis of

with one between-subjects

independent variable (experimental

group/control group) and one within-

subjects variable (time: T1/T2)

to assess group changes over time,

so to assess the effect of intervention

RESULTS: FIRST YEAR OF ACARISS PROJECT

statistically significant

differences emerged

between pre-test and

post-test in the

experimental group

From the repeated measures analysis with one between-subjects independent

variable (experimental group/control group) and one within-subjects variable

(time: T1/T2)

RESULTS: FIRST YEAR OF ACARISS PROJECT

Regarding the students’ positive attitudes towards science, an

increase emerged for:

• Learning science in school (F(3,916) = 5.03, p < .05, η2 = .05);

• Self-concept in science (F(3,916) = 5.37, p < .05, η2 = .06);

• Practical work in science (F(3,916) = 7.47, p < .01, η2 = .08);

• Future participation in science (F(3,916) = .28, p < .05, η2 = .06);

• Importance of science (F(3,916) = .87, p < .05, η2 = .05)

Regarding career decision-making difficulties a decrease

emerged for Inconsistent information (F(3,916) = 3.46, p < .05, η2 = .04)

Regarding career decision-making self-efficacy an increase

emerged: (F(3,916) = 5.19, p < .05, η2 = .05)

RESULTS: SECOND YEAR OF ACARISS PROJECT

From the repeated measures analysis with one between-subjects

independent variable (experimental group/control group) and

one within-subjects variable (time: T1/T2)

statistically significant differences emerged between pre-test and post-test

in the experimental group, confirming the results obtaining during the

first year of ACARISS project

RESULTS: SECOND YEAR OF ACARISS PROJECT

Regarding the students’ positive attitudes towards science, an

increase emerged for:

• Learning science in school (F(3,924) = 4.12, p < .05, η2 = .06);

• Self-concept in science (F(3,924) = 4.26, p < .05, η2 = .07);

• Practical work in science (F(3,924) = 6.34, p < .01, η2 = .09);

• Future participation in science (F(3,924) = 1.35, p < .05, η2 = .04);

• Importance of science (F(3,924) = 1.46, p < .05, η2 = .06)

Regarding career decision-making difficulties

a decrease emerged for Inconsistent information

(F(3,924) = 4.34, p < .05, η2 = .06)

Regarding career decision-making self-efficacy an

increase emerged: (F(3,924) = 6.43, p < .05, η2 = .07).

DISCUSSION

The intervention increased

students’ positive attitudes

towards science

(Learning science in school; Self-

concept in science; Practical work

in science; Future participation in

science; Importance of science)

The first

hypothesis was

confirmed

These results are particular significant because positive attitudes towards science are

related to more persistent science interest and involvement of students (Kind et al.,

2007; Krappa & Prenzel, 2011). Students with more positive attitudes towards science

could be more able to recognize their interest in science favoring a more congruent

career choice

DISCUSSION

The intervention reduced

career decision-making

difficulties, in particular

Inconsistent information

The second

hypothesis was

confirmed

After the intervention students

seem to perceive more reliable

information relative to possible

career paths and seems to

perceive lower conflicts

regarding what they want and

what others want for them in

relation to the development of

their scholastic and career path

(Gati et al., 1996)

DISCUSSION

The intervention increased

career decision-making

self-efficacy, the perception of

students to be more able in

decision-making process

The third

hypothesis was

confirmed

facilitating students in

developing a scholastic or

professional path

LIMITATIONS AND FUTURE PERSPECTIVES

Results obtained in a

specific sample of Italian

students from

the Tuscany region

Involve participants more

representative of the Italian

context, taking into consideration

students from other Italian regions

Replicate the study in other

international contexts

CONCLUSION

increase students’ awareness of their educational-vocational choice

for the construction of a congruent professional path, encouraging

the promotion of talents in scientific disciplines

increase students’ awareness of their educational-vocational choice

for the construction of a congruent professional path, encouraging

the promotion of talents in scientific disciplines

the intervention on the experimental

group could help to

If the results of the present study will be confirmed in future research If the results of the present study will be confirmed in future research

THANK YOU FOR YOUR ATTENTION

[email protected]

Date post:	11-Nov-2014
Category:	Education
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