EURASIA Journal of Mathematics, Science and Technology Education, 2022, 18(3), em2084

ISSN:1305-8223 (online)
OPEN ACCESS Research Paper https://doi.org/10.29333/ejmste/11709

The Influence of a Science Camp Experience on Pupils Motivating to Study

Natural Sciences
Petra Ivánková 1 , Zuzana Halakova 1* , Denisa Čolláková 1
1 Department of Science Education, Faculty of Natural Sciences, Comenius University in Bratislava, SLOVAKIA

Received 10 November 2021 ▪ Accepted 31 January 2022

Abstract
One of the main goals of the work of teachers is to increase and maintain the motivation of pupils
to learn. However, many studies have confirmed that traditional teaching, without problems that
activate students and with the use of only the teacher’s interpretation of the topic, does not
increase, or even reduce motivation. Pupils behave passively, they are losing interest in learning.
Natural sciences are perfect for teaching outside, for outdoor education, and science camp is one
of the nonformal education forms. Pupils study science naturally there, technical disciplines
history, or foreign languages as well. The Vebor Science Camp was held for two following
summers before the pandemic situation in the world. Forty-five pupils attended the camp. We
were searching for the impact of a science camp, as a form of experiential learning and outdoor
education, on the motivation of the pupils to learn natural sciences. They took a pre-and a post-
test, a pre- and a post-interview that focused on their reasons for participating in the camp, and
then, after a year, data were provided about their school outcomes and interests. After the science
camp, more than 60% of pupils improved their school outcomes in science, 20% were intensively
interested in natural sciences, and more than 15% of pupils improved their English.
Keywords: informal learning, motivation, outdoor education

the combination between thinking and active

INTRODUCTION experimentation (Wurdinger & Carlson, 2009). Kolb
Nowadays, experiential learning is a very attractive (2015) reminds the integration of action and reflection
and challenging approach for many science educators. that play an important role in the learning process (cycle)
The idea to eliminate a number of words in the undouptably. It does not go without the hands-on
classroom, to strengthen practices, and to implement learning, a problem solving process, real-world
them to school, the idea of learning-centered education problems, student interaction with each other and the
came from Dewey (1938). Many scholars help to content, without direct experiences, or interdisciplinary
establish principles, pillars, and initial ideas of this learning (Wurdinger & Carlson, 2009). The Experiential
educational approach (Roberts, 2015). The experience in Learning Theory (ELT) (Kolb, 2015) was deeply
learning as an important component of science elaborated by Kolb and Kolb (2017) using and explaining
education has been emphasized in curricula and many concepts: learning cycle, learning style, and learning
educational programs since the 1970s. space. Wurdinger and Allison (2017) consider active
Roberts (2015) defines experiential education as a learning, problem-based learning, project-based
broader field of inquiry and experiential learning as a learning, service learning, and place-based learning as
specific modality that can be applied in a variety of the teaching approaches appropriate for experiential
contexts. According to Keeton and Tate (1978) the learning. These skills are enhanced: critical thinking,
learner is directly in touch with the realities being problem solving, creativity, communication,
studied. But the experience is not enough. The collaboration, time management, responsibility,
connection between theoretical background and the perseverance, work ethic, and self-direction.
experience has to be underlined. It is a cognitive process,

© 2022 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of
the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
[email protected] [email protected] (*Correspondence) [email protected]
Ivánková et al. / Science Camps Motivate to Study Natural Sciences

Contribution to the literature

• The study contributes to the implementation of science camps into pupils' preparation for future careers
and it proposes a nontraditional way how to learn science with interest, curiosity, attractivity,
entertainment, and fun.
• Science camps as experiential nonformal education forms can help to improve pupils’ view on science
learning according to their interview responses and test scores and their school outcomes in science
subjects.
• Pupils consider science camps an important motivation factor for their further study of natural sciences
that affects their future career choices.

The experiential learning stands on the opposite side inquiry-based methods (Lindner & Kubat, 2014). Most of
of the traditional learning, teacher-centered approach them are resident science camps with duration from 1 to
which is tightly associated with memorizing facts, 24 days, usually one or two weeks in average 5-7 days
listening to teacher speech inactively, discussing without with full day activity. Nearly all camps ask for
any experience, etc. participation fee (Lindner & Kubat, 2014). The main
focus group is young people closer to their career
CONCEPTUAL FRAMING decision. Some science camps are directly focussed on
girls or as special courses for gifted students.
Science Camps Foster and Shield-Rolle (2011) consider short-term
science camps as alternative learning environments,
One of the entertaining approaches to experiential strategies for informal science education sometimes
learning is the realization of science camps. The prior science experience. Several researchers examine
knowledge about science camps and their the effectiveness of science camps on changing students’
implementation was a worldwide trend in outdoor outlook and improving scientific understanding (Fields,
learning before the pandemic situation. Nonformal, 2009). Foster and Shield-Rolle (2011) affirm that these
inquiry-based science education is not new and has been studies showed a positive impact on the perceptions and
supported in many countries for a long time (Gibson & learning achievements of the students, whether it
Chase, 2002). An appraising with nature is an interesting pertains to reading proficiency (Schacter & Jo, 2005),
way, how children can learn science in comparison with computing (Doerschuk et al., 2007), laboratory skills
transmitting methods while sitting in the classroom. If development (Knox et al., 2003), or hands-on research
the student is active in searching for the answers in experience (Fields, 2009). Science camps belong to them
chemistry, biology, geography, or physics, he/she will and help to increase the intrinsic motivation for learning
be more interested in learning it (Zhang, 1997). Andrews science.
(2001) denoted these activities as extra educational
curriculum programs. The aim of the science camps was Motivation to Study Science
to make science more attractive for young people for
a career as scientists to strengthen scientific literacy. There has been paid great attention, to what
motivates teenagers to study science (Schumm &
Lindner and Kubat (2014) consider science camps Bogner, 2016). The pupils´ motivation to learn is one of
more effective way than classroom science lessons, the main teachers´ priorities. Youth do not consider the
because of several characteristics such as special educational process attractive and interesting. The
location, staff, time, program, entertainment, target results of the long-term Programme for International
group, collaboration. They are often organized as Student Assessment (PISA), which analyses the literacy
a collaboration between schools and companies, of 15-year-olds (Sadler & Zeidler, 2009), indicate that
universities, science centre, public organizations. It is not their commands of science are insufficient. Informal
necessary to provide science camps only as outdoor science education is known and has been supported in
activities even indoors in laboratories, production cells, many countries for a longer time (Gibson & Chase, 2002).
manufacturing units, etc. Science camps can provide Discovering nature outdoors is an interesting way of
both researchers and teachers with the opportunity to teaching natural sciences to pupils, in contrary to passive
disseminate important scientific findings and concepts memorizing of facts while sitting in a classroom. If
to a broad audience (Foster & Shiel-Rolle, 2011) and students spend time in nature actively seeking answers
positive learning experiences for participants too for chemistry, biology, geography, or physics problems,
(Lindner & Kubat, 2014). Science camps do not usually they will want to learn more about objects in nature
take place in schools, they are located in attractive (Zhang, 1997). Andrews (2001) presents these activities
surroundings with excursions, laboratory activities, as extra educational programs, including science camps.
discussions with experts, interviews, lectures, etc. using They offer a variety of activities for young people to

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Table 1. Demographic data of the research respondents Table 2. Characteristics of camp staff
Name Age (in the 1st phase) Gender Name Position Experience
Anna 10 Female Jarmila Leader PhD student chemistry didactic
Ema 10 Female Júlia Leader PhD student chemistry
Hana 10 Female Romana Leader PhD student chemistry didactic
Lucia 11 Female Žaneta Leader Student, multiple leader in camps
Kamila 12 Female Pavlína Manager PhD student chemistry didactic
Boris 10 Male Monika Medic Student of medicine
Miroslav 11 Male Laco Engineer Mechanical engineer
Jakub 11 Male Matej Helper Professor of biology & geography
Róbert 12 Male Vladimír Leader Student of theology, multiple leader
Jozef 12 Male
Oto 12 Male
Participants
enhance knowledge, to develop their skills in Pedagogical research involves human participants
technology, engineering, and mathematics (STEM) (pupils). Their parents agreed with participation and
(Sveegaard, 2014). SciCamp helps young people find publication of the research results. Twenty children
scientists and technicians as followers and tries to make attended the first camp. There were twenty-five children
science and technology more attractive for girls attending next year. In this contribution we are focused
(SciCamp Consortium, 2015), to change attitudes and on research connected with children attending both
behavior in relation to the environment (Collado et al., camps, eleven of respondents, their names were changed
2013; Dresner & Gill, 1994). Metin and Leblebicioglu for research purposes (Table 1). Table 2 is a summary of
(2011) noticed that the science camp modifies children’s the participation of camp staff.
ideas about natural sciences. In the US, Canada, and
other countries around the world, 300-400 camps are Procedure and Data Collection
held annually at the national level, focusing on, for
example, marine biology, astronomy, mathematics, The research was conducted during two summers in
chemistry, information technology. Many others are science camps for children in two Slovakian regions in
organized on a local basis as a daily camp or lasting one central Europe, and subsequently, the data were
week to three months, for pupils of different ages, some collected electronically during the next two years after
of them are held in cooperation with universities and the realization of the camp. In the first year, at the start
research institutions (Fields, 2009). Aydede-Yalcin (2016) of the first camp, the respondents completed a test and
compared camp activities with pupils’ opinions on answered questions in an anamnestic interview. Tests
scientific knowledge and skills. and interviews were repeated at the end of the camp. A
year later, the respondents reported their school
outcomes through an online form. Several children
METHODOLOGY attended the camp again and participated in the research
for the second time. Subsequently, they presented their
The Aim and Research Questions school outcomes one year later. Next year, the
The aim was to find out the motivation of pupils´ to respondents replied to the online questionnaire about
participate in a science camp and their ideas about their their school outcomes and repeat the initial test.
professional career. Our research focused on the BouJaoude and Abd-El Khalick (1995), Metin and
possibilities and limits of science education through Leblebicioglu (2011), and Sutherland and Dennick (2002)
science camps. There were assigned research questions: also recommended a similar methodology for evaluating
pupils’ views on science. The chronology is presented in
1. How does the science camp affect pupils’ internal
Figure 1.
motivation to learn natural sciences?
The test was performed individually by each of the
2. How does the science camp affect pupils’ career
respondents and the performance was evaluated by a
choices?

Figure 1. Chronology of research

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Table 3. Description of specific children’s activities

Activity Description
Hidden wealth of water Making hay infusions and their observation using classic and digital microscope
Astronomers Finding parts for building a telescope and observing the night sky with expert commentary
using a classic and digital telescope
The secret of water Analysis of local water resources using analytical instruments
Liquid gold Experiments on carbohydrates and honey
Herbalism Determination of plants collected during the hike using plant guides
Trips Visiting a beekeeper and mead production, visiting a castle, a cave, waterfalls, an organic farm
Organic farm Making cheese from fresh milk which the children milked a cow.

Table 4. Criterion validity of tests according to Spearman correlation coefficient

1st test 2nd test 3rd test 1st school account 2nd school account 3rd school account
1 test
st 1
2nd test 0.3321 1
3rd test -0.0101 0.2147 1
1st school account 0.3509 -0.1031 -0.1331 1
2nd school account 0.3464 0.5000 0.1745 -0.0747 1
3rd school account 0.2982 0.1667 0.7358 -0.0228 0.2728 1
Higher criterion validity while comparing test score in the 3 rd phase in the research and school outcomes is in bold

teacher. The scoring was predetermined, which helped used consisting of prepared science-oriented questions,
to the objective of the assessment. We studied the change but there was also the possibility of free improvisation
knowledge of the science of the pupils and their from both sides at that moment. The interview was
progress. To determine the reliability of the test, we conducted individually with each respondent, and there
repeated the test at the end of the camp and compared was time to discuss reasons for attending the science
the results. However, we repeated the test up to four camp, expectations, and thoughts about a professional
times with different time intervals, as shown in Figure 1. career. Interviews were conducted in a quiet room
separately from the rest of the camp to avoid disruptive
external influences and to provide a relaxing place for
Instruments
truthful answers. The results of this interview helped to
The test consisted of twenty biological, chemical, understand campers´ mental processes, the ways of
physical, and geographical tasks, and was designed thinking. The interview was repeated three times.
according to the state educational program for a certain
level of education. These were predominantly open- Activities at the Camps
ended tasks, checking out the initial knowledge of the
Table 3 shows the different activities the children
respondents in chemistry, biology, physics, and
experienced at the camps.
geography. Pupils filled in one or two concepts. The
items with open-ended solutions are appropriate for
finding out the level of recalling (knowledge of factual
RESULTS
information) and of assessing the important level of The initial validity of the test is lower because the
thought operations, calculations, etc. (Chráska, 2007). respondents of different ages were in the research
We used these types of items to identify mental sample. The younger ones had a lack of knowledge to
processes of the respondents. pass the test. Although, we were not primarily focused
Other types of task used were multiple choice on the pupils´ knowledge. The question was whether the
questions and graphical tasks (the respondents were respondents have an internal motivation to learn more
drawing an answer as a diagram or in the diagram, or than it is their duty. We used the criterion validity of the
they used a blank map). For example, the campers filled test and compared the results of the initial test with the
the names of human organs into a picture of the human school outcomes of the respondents. We used the
body and described their functions. Another task was to Spearman’s correlation coefficient of variables to
sign the parts of a microscope, to compare plant and determine criterion validity. This method was used
animal cells, to think about the influence of gravitation because of different types of variables and a small
or about the change of seasons, to write what is solvent sample size. The results can be seen in Table 4.
or solution, what kind of the chemical reaction is To determine the reliability of the test, we decided to
burning. use the pre-test and post-test design. The results can be
An anamnestic interview was used as a supporting seen in Table 5. Based on these results, we could use this
research method. To research the motivation of pupils to test as one of the research bases.
study natural science, a semi-structured interview was Normality test is performed in Table 6.

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Table 5. Reliability of the test

1st test 1st retest 2nd retest 3rd retest 4th retest
1 test
st 1
1st retest 0.84854 1
2nd retest 0.54703 0.27139 1
3rd retest 0.86788 0.80904 0.63496 1
4th retest 0.02723 0.24173 0.22010 0.24397 1
Reliability values above 0.6 in bold indicate a high correlation

Table 6. Normality test Table 7. Percentage of test results

Skewness Kurtosis Test 1st 2nd 3rd
1st test -0.63 0.05 pre post pre post only one
1st retest -0.16 -1.06 Biology 63% 96% 71% 100% 87%
2nd retest 0.90 1.83 Chemistry 41% 92% 58% 96% 74%
3rd retest -0.92 0.76 Geography 56% 87% 73% 100% 85%
4th retest -0.55 -1.13 Physics 27% 83% 45% 67% 59%

Table 8. School outcomes of respondents

1st 2nd 3rd
Account B Ch G Ph B Ch G Ph B Ch G Ph
1 3 2 3 2 3 3 8 2 8 6 10 7
2 2 1 3 3 4 3 3 3 3 4 1 3
3 5 5 4 6 4 5 0 6 0 1 0 1
4 1 3 1 0 0 0 0 0 0 0 0 0
5 0 0 0 0 0 0 0 0 0 0 0 0
Average 2.4 2.9 2.3 2.6 2.0 2.2 1.3 2.3 1.3 1.5 1.1 1.5
Median 3 3 2 3 2 2 1 3 1 1 1 1
A value of 1 is best and a value of 5 is the worst. B (Biology), Ch (Chemistry), G (Geography), & Ph (Physics)

The results are shown in the following three tables. respondents in the e-way when they sent us their end-
Table 7 shows the results of the test before and after the of-year school outcomes in science next years. The
camp. In this table, an improvement of pupils’ success rate of the test is lower than in the first post-test,
knowledge is seen. The test success rate is given as a but this has probably been caused by two years since
percentage. camp realization. It is important that the success rate is
Respondents consider biology simple. The score of higher than during pre-tests and thus points out the
the biology test is relatively high (%), test in physics only potential positive impact of the camp on the
27% of success. However, the final test at the end of the preservation of scientific knowledge on increasing
camp shows very favourable results (Table 7). internal motivation to pursue science studying.
Subsequently, after a year there is a slight decrease in To increase the validity of the entire research, we
knowledge or success rate in the solution of the test. This asked the respondents to share their school science
decline is probably caused by the process of outcomes, from the beginning when the research started
forgetfulness, not using that knowledge from summer till the end of the research. The representation of the
camp. However, there was still a better success rate than individual assessment scales is expressed and averaged
in the first initial test. in Table 8. A value of 1 is the best result (A-level) and a
In the biology test, they reached 71% after a year and value of 5 is the worst (compared to FX-level). Research
100% at the end of the second camp. They achieved the shows the positive impact of the science camp on the
same success rate with an even greater difference in science school results of the respondents. The most
geography, where they went from the first 56% to 100%. visible progress was detected in chemistry, where the
This difference in result is also statistically significant at average value from 2.9 moved to 2.2 and 1.5. Overall, the
a significance level of p=0.05. The greatest success rate average assessment in geography moved from 2.3 to 1.1,
can be seen in the chemistry results, where the difference and in physics, the jump was from 2.6 to 1.5. Similar
in success rate is 55%. From the first 41%, up to 96%. It progress was made in biology, where the average
was statistically significant at a significance level of assessment increased from 2.4 to 1.3 (Table 8).
p=0.05. In the first repetition of the test, there was High statistical significance was observed at p=0.01.
statistically significant progress in physics, where the The results are provided in Table 9. The normality test
respondents moved from 27% to 83%. and Cohen´s d value are performed in Table 10.
These results motivated us to continue research and The test was also enriched with an initial interview
to find out the development of the knowledge of the with the respondents and with a final interview at the

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Table 9. p-value of the student t-test

p-value p-value p-value p-value
B 1st-2nd 0.493 Ch 1st-2nd 0.017* G 1st-2nd 0.012* Ph 1st-2nd 0.192
B 2 -3
nd rd 0.000*** Ch 2nd-3rd 0.045* G 2nd-3rd 0.340 Ph 2nd-3rd 0.004**
B 1 -3
st rd 0.014* Ch 1st-3rd 0.010** G 1st-3rd 0.007** Ph 1st-3rd 0.005**
B, Ch, G, & Ph are designations for biology, chemistry, geography, & physics; 1 st-2nd is a comparison of school outcomes between the first
two phases of research; 2nd-3rd is a comparison of school outcomes between the second two phases of research; 1 st-3rd is a comparison of
school outcomes between the first and the third phases of the research

Table 10. Normality test and Cohen´s d value

Skewness Kurtosis Cohen´s d Skewness Kurtosis Cohen´s d
B 1st-2nd -0.23 -1.13 0.3062 Ch 1st-2nd -0.74 -0.35 0.6799
B 2nd-3rd -0.19 -1.49 1.2728 Ch 2nd-3rd -0.41 -1.62 0.8489
B 1st-3rd 1.19 -0,76 1.4343 Ch 1st-3rd 0.93 0.08 1.4757
G 1st-2nd 0.05 -1.00 1.3339 Ph 1st-2nd -0.85 -0.76 0.0
G 2nd-3rd 1.19 -0.76 r=0,5164 Ph 2nd-3rd -0.85 -0,76 1.27
G 1st-3rd 3.31 11 r=0,5677 Ph 1st-3rd 1.32 0.98 1.27
Cohen´s d value in case of the data normal distribution, r value in other cases

Table 11. The most popular responses in interview

1st phase 2nd phase
Interview
Pre Post Pre Post
What do you like to do? Football, dance, & Nature, sports, & Sports, biology, & Science & sports
literature chemistry chemistry
What do you want to be as an I don’t know Doctor, teacher I don’t know, Doctor, teacher, astronomer,
adult? doctor, & teacher scientist, & psychologist
Why did you join the camp? Parents wanted Yes I wanted it Yes
Will you go to next year again?

end of the camp. There were repeated twice within the profession (Bhattacharyya et al., 2011). According to the
research (two initial and two final ones) in the first and later interview, improving the school assessment was
the second phases. Table 11 shows the most common related to the increased internal motivation of the
responses from the pupils during the pre-and post-camp respondents to study science.
interviews. The most common pupils´ responses during the pre-
In Table 12, there is a qualitative analysis of and post-camp interviews were recorded in Table 11.
individual respondents. Their development in their The interest of the pupils in science can be observed to
mental processes, success in tests, or school results. have slightly changed, especially their reason for
participating in the science camp. During the interview,
DISCUSSION AND CONCLUSIONS the respondents mostly cited parents’ wishes as their
main reason for joining the science camp, parents´
We have been looking for the answers and the orders, choice, or decision. The respondents showed
explanations on two research questions provided in the their interest in participating in science camp again at the
methodology part. end of their first experience. In many cases, they also
made this decision and joined the camp one year later. In
How Does the Science Camp Affect Pupils’ Internal the second camp, at the initial interview, they cited their
Motivation to Learn Natural Sciences? own decision, their own initiative to participate, as the
The criterion validity of the test was steadily main reason for joining the science camp. One of the
increasing (the first test–marks: 0.3321; the second test– main results of the research is a positive change of
marks: 0.5; the third test–marks: 0.7358), which is caused external motivation or orders and fulfilment of
by the aging of the respondents, their widening school, expectations to internal motivation, fulfilment of their
and the higher score in the test (Table 4). The test was own goals, and the desire to learn something new.
enriched with an initial interview with the respondents Through the interview, we were able to investigate the
and with a final interview at the end of the camp. There motivation of the pupils to pursue subjects such as
were repeated twice within the research (two initial and chemistry or physics. Before the science camp they were
two final ones) in the first and the second phases. Similar mostly influenced by external motivation, their parents,
methods were also used at the Louisiana Science Camp, society, friends influenced them in learning these
where researchers looked for the effects of a science subjects, after the camp, their motivation slowly
camp on African-Americans on choosing their transformed from external to internal.

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Table 12. Qualitative analysis of the results of specific respondents

1st phase 2nd phase 3rd phase
R A G DT DT
SR SR DT SR
Pre Post Pre Post
10 F 54% 95% 1.7 66% 96% 1.5 88% 1
INpr: Mom lived, she has no time for INpr: I asked my mother to go again. In a moment I choose high school & I
Anna

me. INpo: I want to go again next year. would like to be a veterinary surgeon.
INpo: I really liked it here, I would like I will never forget the organic farm.
to come again.

10 F 55% 98% 2.7 63% 96% 2.2 96% 1.2

INpr: I enjoy science. INpr: I look forward to learning the I’m statute that I’ve improved so much
INpo: It was great. new. at school. I like it.
Ema

INpo: When I’m big, I want to do

things like you.
One of the youngest participants, full of appetite for work and learning.
Her internal motivation to learn deepened even more.
10 F 54% 95% 2.5 61% 95% 1.5 95% 1
INpr: I’d like to be a doctor. But I INpr: I liked the stars very much last
Hana

guess I can’t. time, so I’m here again. I’m going to high school. I have
INpo: I still want to be a doctor, but INpo: I want to be a doctor or a improved a lot and I believe.
even the stars were great. veterinary surgeon.
With this respondent, it was beautiful to feel her self-esteem lifted thanks to better school results
11 F 57% 95% 3.2 86% 98% 1.2 93% 1.2
INpr: I signed up myself. I hope it INpr: I would like to be a doctor. I was admitted to high school. I can
Lucia

helps me to improve. INpo: I want to be a doctor, a teacher, see how it goes there. I’m excited.
INpo: I’ll go next time. or a psychologist.
There is a progress in school outcomes from an average of 3.2 to 1.2, which is a great success
12 F 50% 89% 1.2 64% 93% 2.5 88% 1
INpr: I enjoy science and everything INpr: I will probably come here all the I found that I enjoy physics and
connected with it. time. biology. I would like to do something
Kamila

INpo: I want to be a scientist, it’s such INpo: Do you do it next year? When combined.
a wow. can I also be a leader?
From the beginning, there was a strong inner motivation. Participation in the camp only confirmed that the respondent was
moving in the right direction
10 M 45% 88% 2.7 79% 93% 2 95% 1.7
INpr: I do not like school. This will be INpr: I told our I wanted to come here. I still enjoy physics.
boring. INpo: I’d like to be an astronaut. Or at I’m glad I had to go to camp.
Boris

INpo: It wasn’t bad here. I would least a star.

probably come next year.
Recognizing that the camp started motivation to educate is an important outcome
11 M 52% 89% 3 71% 88% 2 89% 1.2
INpr: My parents think I need to learn INpr: My friends checked in, so I’m I’m going to sports high school.
Miroslav

more. going too. I may not be a scientist, but thanks to

INpo: It was nice here, I have new INpo: I like sports, but I know that it the results I got here.
friends. can be well connected with science.
This respondent was negatively attuned from the beginning, but his change of thinking is noticeable. And not only that but
also school success is visible.
11 M 38% 84% 3.5 66% 88% 1.5 95% 1
INpr: I’m not giving you a chance, but INpr: My parents checked in again. I took part in the Chemical Olympics.
Jakub

I’m here. INpo: It was great again. I will Who would have said it to me.
INpo: It was great. volunteer three times.
Again a negative approach with highly positive results.
12 M 32% 86% 3.2 46% 80% 2.5 93% 1.2
INpr: I want to be unemployed. INpr: My mom said it was good for I’m at a technical school.
INpo: Maybe I would like to produce me, so she registered me. Maybe someday I’ll make a machine
Róbert

something. Like the mead. INpo: I don’t know, I would like to be like we used.
a teacher. But as they are here. Such
fun to do.
The conversion of external motivation to internal motivation was the main objective of the research and this was obviously
achieved by this respondent

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Table 12 (Continued). Qualitative analysis of the results of specific respondents

1st phase 2nd phase 3rd phase
R A G DT DT
SR SR DT SR
Pre Post Pre Post
12 M 43% 84% 3.5 61% 88% 2.5 88% 1.5
INpr: I will not learn. INpr: I enjoyed it here so I chose this When I look at it, I have improved a
INpo: I don’t feel like we’re learning camp again. lot in marks. Well, thank you.
Josef

here. But I remember a lot. INpo: The milking and cheese making
was mega. I will never forget this.
Recognizing that we have helped to trigger the desire to educate is one of the most important findings of research
12 M 46% 88% 1 59% 88% 2.2 64% 2.5
INpr: Learning is terribly easy. INpr: I broke the marks. So I do not do everything, I was not
INpo: I don’t have to learn in life. It INpo: I enjoy it but I don’t want to do accepted on secondary grammar
goes for myself. it. school. I guess I had to learn more,
Oto

what already.
This respondent was negatively attuned all the time and very phlegmatically approached education. Its great potential has
been declining more and more. Whether he rises after his failure is a question of his inner motivation. The result can be
found later.
R: Respondent; A: Age; G: Gender; T: Success rate in didactic test in %; SR: School results at the end of the school year;
IN: Initial and final interview, the most important statements (pr-pre, po-post)

The positive impact of experiential learning on pupils How do you imagine your future, what would you like
and its implementation in an outdoor environment is to do as an adult? At the beginning of the research was I
also proven in the research of Berman and Davis-Berman do not know; I do not know what I am going to do; I did
(2005). However, experiential learning offers a not think about it; I am not interested in anything yet; the
considerable number of ways for its implementation, first clues of dream careers and fields they would like to
e.g., in an outdoor environment. A person is physically pursue later appeared at the end of the first camp.
forced to do something, to learn something, many Starting the camp No 2, the most of respondents retained
aspects of his personality participate in the event, so the their desires and the decision to become a doctor or
process is touching him, and the results are meaningful teacher, for example. At the end of that camp, the range
and personal (Howden, 2012). Learning in laboratories is of scientific professions expanded, and respondents
very attractive for children and effects their interest, dreamt about becoming an astronomer, doctors,
knowledge, and motivation and is connected with teachers, or chemists. The research aimed to point out
positive attitude toward science (Lindner & Kubat, many spheres of the scientific world and to attract pupils
2014). Fortus and Touitou (2021) studied the factors that to such fields. The choice of the teaching profession was
influence children’s motivation toward learning science. a surprise, but obviously, it is common to choose it as a
The environment plays an important role in this process, goal to work with children just as we collaborated with
the influence of parents, teachers, and school culture. them. It was an unplanned effect of the science camp, but
The values and emphasis of other people around (e.g. the with great benefit.
experts) influence their goal orientation. Similar There was also remarkably interesting to study
experience with pupils´ motivation had Foster and profiling of respondents’ interests. They stated their
Shield-Rolle (2011). After the one-week camp the interests mainly as several types of sports in the initial
numbers increased by 28.5% with 85.6% of students interview. The first hints of scientific interests, such as
indicating they enjoyed learning about science. One nature and chemistry, appeared after their first camp.
third agreed their understanding of science improved Many of them have maintained their modified hobbies
during the camp. According to Lindner and Kubat and joined the second camp with these new hobbies.
(2014), science camps are designed to strengthen the Respondents mentioned not only the sport but also
intrinsic motivation for decision to develop pupils´ science in all cases in the final interview. The camp
interest in science learning. They consider science camps showed them many interesting possibilities, what
more effective way for learning science than classroom science can offer. The science camp affects the choice of
science lessons. Pupils feel more confident, curious, professions that pupils would like to pursue, according
fearless than in the classroom. to their answers in the interview and confirmed by the
results of the test.
How Does the Science Camp Affect Pupils’ Career One remarkably similar research was conducted in
Choices? the United States between 1999 and 2002 when 4-year
By analysing the results, it has been found that there research at a summer school was conducted at the
is a change in respondents’ ideas about their professional University of Rochester. They made 2-4 weeks of stay for
careers. While the most common answer to the question: secondary school students, where 20-39 students

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participated in individual camps only once and their gender may be applied generally as extracurricular
gradual development of thought processes, and their activities (Warren et al., 2014). We did not make gender
development of internal motivation were not monitored. differences in our research, but according to Breakwell
Similarly, the research was conducted through a semi- and Beardsell (1992), there are differences in attitudes
structured interview (Knox et al., 2003). A camp using toward science between boys and girls.
m-learning was run in Taiwan (Lai et al., 2013) with The limitation of our research is the small number of
activities that considered several factors such as the age respondents (because it focused only on pupils who
of the participants or the atmosphere in the camp or the were in camp twice). The research was limited by several
placement of the camp in a pleasant, undisturbed natural factors: the location of the camp (the camp was in hard-
environment. Similar research in the field of outdoor to-reach natural terrain), the accommodation, the
education assessment was conducted in the United financial costs (respondents paid only the board), the
Kingdom (Dillon et al., 2006). Hungarian research, number of head teachers of each team (since the camp is
bringing the positive and negative aspects of outdoor run outside school and is all day, for better cooperation
education, is also interesting. One of the most interesting with pupils, it is appropriate to have one head teacher
results was the discovery of different perceptions of for about five pupils; therefore, we had 5 supervisors at
extracurricular activities by teachers and students. the camp with 25 children). Providing this number of
Although teachers considered them as a supplement to head volunteers, teachers was difficult, without any
an education, pupils perceived them as trips. However, financial reward, etc. The results of our research show
a deeper examination revealed that, despite their that a science camp is a concept for attracting pupils and
sensation of the trip, their knowledge expanded and students to science and technology. This research has the
deepened in a natural way (Fűz, 2018). We also used potential to be extended to more respondents, with long-
many new technical tools in the camp to show how we termed period and see if the results actually show the
can now explore the field using digital technology. positive impact of the science camp on pupils’
Comparison of results/observations using a classic and motivation to learn science and find a career in natural
digital telescope was probably one of the most sciences.
interesting usages of digital technology in the science
In conclusion, the experiential learning is an effective
camp. Outdoor teaching in the US (Hougham et al., 2018)
approach on academic achievement and scientific
showed that, on average, students’ confidence in using
process skill. Foster and Shiel-Rolle (2011) consider
mobile technology also increased.
short-term science camps as a means to promote
The interest in science camps raises among young scientific education and to enhance scientific literacy.
people and the opportunity reflects career decisions and Short-term outreach activities can have a positive impact
training in practical skills for laboratory work, hands-on on the scientific literacy and long-term career goals of the
science activities (Lindner et al, 2014). Retrospective participants. They also found out that more than half of
research of those students who chose technical studies or the students (57%) interested in a science career looking
jobs in technology and science showed a similar effect: ahead of their future career. The implementation of
those students who had already been engaged in science experiential learning and monitoring its impact on
camps or extracurricular science activities report, that youngsters is good idea that can be elaborated in many
they had been interested before (Lindner & Kubat, 2014) research focuses. It would be interesting to investigate
on career decisions. According to the Crombie et al. the influence of science camps on pupils´ scientific
(2007), science camps support the confidence, values, inquiry and developing of skills and knowledge
and future intentions of female and male campers. Kong (Antink-Meyer et al., 2014).
et al. (2014) found out that students who participated in
Author contributions: All authors have sufficiently contributed to
science summer camps before or in the first year of the the study, and agreed with the results and conclusions.
study, compared to students who did not, are Funding: No funding source is reported for this study.
significantly more likely to report science and Declaration of interest: No conflict of interest is declared by
engineering as their future career field in the second year authors.
of the study. According to Lindner and Kubat (2014), Ethical declaration: Pedagogical research involves human
science camps support the pupils´ decision for a career participants (pupils). Authors declare that their parents agreed
with participation and publication of the research results.
as scientist or technician, but also raise the scientific
literacy (OECD, 2003).
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