Secondary School Apprenticeship Research Experience: Scientific Dispositions and Mentor-Student Interaction

Abstract

This study investigated the impact of a secondary school science, technology, engineering, and mathematics (STEM) research apprenticeship program (STEM-RAP) as part of active learning pedagogy on students’ performance. We examined students’ (a) scientific dispositions—self-efficacy, intrinsic goal orientation, and sense of control over learning, (b) STEM career choice, and (c) mentor-student interaction. Research tools included open- and closed-ended questionnaires, as well as interviews with a sample of students and mentors. The questionnaire was administered to 319 11th and 12th grade students majoring in science and technology in Israeli high schools. Of these, 262 participated in STEM-RAP and 57 took part only in studying a high-school STEM subject as a major. The results show highly positive scientific dispositions. A significant difference was found in intrinsic goal orientation in favor of the STEM-RAP students, who also had different contextual images of their mentors as ‘research partners’. The mentor interviews revealed several interaction themes, including content, procedural, and epistemic knowledge development, partnership, and emotional support. The findings emphasize the importance of research activities as part of active learning pedagogy for developing students’ motivation to study science.