Out-of-school science-related experiences, science attitudes, and the selection of science mini-courses by high-ability, upper elementary students

The study examined reported out-of-school science-related experiences, science attitudes, and selected science courses by high ability students in grades 4, 5, and 6. The premise of the study paralleled Kahle, Parker, Rennie, and Riley's (1993) working model of the relationship between gender and science. The experimental tasks were to establish relationships among the variables of gender, science experiences, science attitudes, and selected science courses.; Students' science experiences were categorized and quantified. Significant (p {dollar}<{dollar}.001) differences were found between boys and girls on the number of reported physical science experiences. Significant (r =.25) relationships were found between reported science experiences and the total number of science courses selected. Specifically, physical science experiences were significantly (r =.41) related to the number of physical science courses selected and life science experiences were significantly (r =.25) related to the number of life science courses selected. Further, students' out-of-school science related experiences were significantly related to the following science attitudes: Leisure Interest in Science (r =.28); Career Interest in Science (r =.22); and Adoption of Scientific Attitudes (r =.31). Students' physical science experiences were significantly (r =.23) correlated with Career Interest in Science and life science experiences were significantly (r =.27) correlated with Adoption of Scientific Attitudes.; Patterns of students' course selections revealed significant (p. {dollar}<{dollar}.001) differences in the frequency of courses selected by boys and girls. A reciprocal relationship was identified between boys and girls in the number and type of science courses selected. Boys selected significantly (p. {dollar}<{dollar}.01) more science courses for themselves than they did for girls, while girls selected significantly (p. {dollar}<{dollar}.01) less science courses for themselves than they did for boys. The results suggest that both boys and girls perceive science as a more appropriate subject of study for boys. However, a detailed analysis indicates that both girls and boys perceive the physical sciences as subjects for boys to study and the life sciences as subjects for girls to study.; Multiple regression models were developed to assess the effect of students' science-related attitudes on selected science courses. The models suggest that different variables have an effect on the selection of science courses for boys and girls.