Predicting pathways to optional summer science experiences by socioeconomic status and the impact on science attitudes and skills

Predicting pathways to optional summer science experiences by socioeconomic status and the impact on science attitudes and skills

Abstract Background Large achievement and motivation gaps exist in science between students from higher and lower socioeconomic status (SES) backgrounds. Middle and high school are an important time to address these disparities, as science motivation typically declines for all students at this time,...

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Bibliographic Details
Main Authors: Allison S. Liu, Christian D. Schunn
Format: Article
Language:English
Published: SpringerOpen 2020-09-01
Series:International Journal of STEM Education
Subjects:
Out of school experiences
Science attitudes
Science skill
Socioeconomic status
Summer learning
Online Access:http://link.springer.com/article/10.1186/s40594-020-00247-y

Internet

http://link.springer.com/article/10.1186/s40594-020-00247-y

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