Robin Taylor Wilson1, Emma Watson1, Mark Kaelin2, Wendy Huebner3. 1. 1 Epidemiology Division, Department of Public Health Sciences, Pennsylvania State University College of Medicine, Hershey, PA, USA. 2. 2 Department of Public Health, College of Education and Human Services, Montclair State University, Montclair, NJ, USA. 3. 3 K-12 Epidemiology Education Services, Inc, Montclair, NJ, USA.
Abstract
OBJECTIVES: Early Preparation and Inspiration for Careers in the Biomedical Sciences (EPIC) is a university-high school partnership for increasing high school student interest and persistence in the biomedical sciences. EPIC includes a year-long, project-based learning intervention, the Think Like an Epidemiologist Challenge (Epi Challenge). We describe the main components of the Epi Challenge and report on short-term changes in scientific literacy and science-related motivations and beliefs. METHODS:From June 2014 through June 2015, a randomized sample of students with above-median interest in science from 5 high schools in Pennsylvania completed baseline and midyear assessments of scientific self-efficacy, beliefs regarding acquisition of scientific knowledge (personal scientific epistemology), and personal interest in science using 5-point Likert-type scales (with higher scores indicating stronger or more sophisticated beliefs). RESULTS: Of 984 students completing baseline assessments, 110 enrolled in the Epi Challenge, and 84 remained at midyear. At midyear, mean scores for scientific self-efficacy (change = 0.26, P < .001) and personal scientific epistemology (change = 0.19, P = .004) increased significantly, but personal interest in science (change = -0.17, P = .06) did not. Increases in personal scientific epistemology were greatest for African American (change = 0.47, P = .005), free/reduced-price lunch (change = 0.35, P = .001), underrepresented minorities in science (change = 0.27, P = .002), and female (change = 0.26, P = .01) students. CONCLUSIONS: Epi Challenge participation was associated with improvement in high school students' scientific self-efficacy and sophistication of epistemologic beliefs. Long-term follow-up of this cohort may shed light on whether such changes will be sustained and shape college major and career decisions.
RCT Entities:
OBJECTIVES: Early Preparation and Inspiration for Careers in the Biomedical Sciences (EPIC) is a university-high school partnership for increasing high school student interest and persistence in the biomedical sciences. EPIC includes a year-long, project-based learning intervention, the Think Like an Epidemiologist Challenge (Epi Challenge). We describe the main components of the Epi Challenge and report on short-term changes in scientific literacy and science-related motivations and beliefs. METHODS: From June 2014 through June 2015, a randomized sample of students with above-median interest in science from 5 high schools in Pennsylvania completed baseline and midyear assessments of scientific self-efficacy, beliefs regarding acquisition of scientific knowledge (personal scientific epistemology), and personal interest in science using 5-point Likert-type scales (with higher scores indicating stronger or more sophisticated beliefs). RESULTS: Of 984 students completing baseline assessments, 110 enrolled in the Epi Challenge, and 84 remained at midyear. At midyear, mean scores for scientific self-efficacy (change = 0.26, P < .001) and personal scientific epistemology (change = 0.19, P = .004) increased significantly, but personal interest in science (change = -0.17, P = .06) did not. Increases in personal scientific epistemology were greatest for African American (change = 0.47, P = .005), free/reduced-price lunch (change = 0.35, P = .001), underrepresented minorities in science (change = 0.27, P = .002), and female (change = 0.26, P = .01) students. CONCLUSIONS: Epi Challenge participation was associated with improvement in high school students' scientific self-efficacy and sophistication of epistemologic beliefs. Long-term follow-up of this cohort may shed light on whether such changes will be sustained and shape college major and career decisions.