Examining the effects of experiential science education in middle school classrooms
DOI:
https://doi.org/10.32674/m38kqg15Keywords:
citizen science, experiential education, mixed-method approach, place-based learning, science educationAbstract
This study investigated the impact of experiential science education on middle school teachers’ practices and efficacy, as well as students’ attitudes toward science. Teachers from four northeast Louisiana schools participated in a university-led professional development focused on the use of technology, data collection, and analysis through innovation in learning science, including school-based weather stations. Mixed methods were employed to examine classroom discourse and learning experiences within an interdisciplinary framework. Before intervention, analyses revealed no significant difference among schools, but showed varied (or heterogeneous) improvements afterward, demonstrating the site-specific/contextual effectiveness of the intervention. Post-hoc analyses revealed within-school variations across efficacy measures. Overall, findings post-intervention indicated reduced student anxiety toward science, enhanced perceptions of the societal value of science, and increased interest in pursuing science. The results highlight the potential of innovative, cross-disciplinary, experiential approaches to strengthen both teaching practices and student engagement in science education.
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