Exploring the effect of science 'wonder' videos on high school student attitudes in science

Abstract

Student attitudes toward science affect their engagement with required learning in STEM courses, future career choices, and basic science literacy. My study worked with high school students enrolled in two classes each of Chemistry 1 and Integrated Chemistry-Physics and looked at the effect of a regular weekly program of a short, 'wonder' science video combined with a reflection journal to promote positive attitudes toward science and to develop student curiosity about science topics. Data was gathered through a variety of Likert-like surveys and written reflections about the videos. The results showed a definite increase in curiosity as evidenced by an increase in student-initiated questions and in positive responses to the surveys for both boys and girls in both classes but were especially strong for the girls. Additional effects included an increase in student discussion of science topics outside of class and an improvement in student perception of their ability to learn science. There was little observed effect on career plans as a result of this program. In conclusion, a regular program of weekly wonder science videos that present engaging science topics outside normal curricular topics is a minimally intrusive but effective way to increase student curiosity about science, to provide an opening for promoting and addressing student-initiated questions and to develop student science literacy.