Tel-Hai Magazine 2023-2024

and closed-ended questionnaires and interviews with mentors was employed. The study drew a comparison between two groups: firstly, 262 students from 11th and 12th grades, who were actively engaged in the STEM Research Apprenticeship Program (STEM-RAP), and secondly, a group of 57 students, who exclusively studied a high-school STEM subject as their major. The research sought to answer educational questions regarding the unique encounter between scientists from academia and high school students. What is the special value of such a meeting? Does it contribute to shaping the academic-occupational

outlook of the young students, and, if so, in what way? The outcomes of the study illuminate noteworthy trends observed within the STEM-RAP participants' responses. Specifically, these participants displayed elevated levels of self-efficacy in science, intrinsic motivation, and a heightened sense of control over their learning experiences. Additionally, their aspirations toward pursuing careers in STEM fields were notably robust. However, it is important to underscore that significant fluctuations were identified across different junctures of the program.

During the middle phase of the students' apprenticeship research project, a dip in positive attitudes became apparent. Yet, as the project advanced towards its culmination, a distinct resurgence of positive attitudes was evident, particularly concerning self-efficacy in science and the inclination towards STEM careers (see Figure 1). This evolution in attitude can be attributed to the exposure these students had to the practical realities of scientific work and its outcomes. Their direct involvement in intricate laboratory experiments, rooted in high level scientific reasoning, required them to tackle intricate research inquiries and engage in advanced reading and writing tasks. This experiential immersion appears to underlie the observed shifts in self efficacy regarding science and the enthusiasm for STEM careers amongst certain participants. It is crucial for educators in the realm of science to recognize the temporary decrease in positive outlooks that some students exhibit during the middle phase of their two-year research engagement. Such awareness warrants a proactive approach, necessitating amplified support and encouragement for students to persist in their projects, ultimately mitigating the attrition rate. Students referred to the contribution of the program to their academic future in the field of STEM. Examples include: "The research helps me understand what I want to learn in science in the future." [Student 21]; "I feel ready for academia. I have developed an academic way of thinking that I did not have before the program.” [Student 73]; "Before the program, I wanted to learn something different and not in the science field, but after entering this program I feel that I have the ability to study, and also succeed in this field in the future." [Students 85]; "The program presents the world of science outside of theoretical studies. It will help me in getting a job in the field" [Student 26]; and "It is significant to

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