Background: As the need to involve more students in STEM learning and future careers becomes more pressing, identifying successful methods of engaging students in meaningful scientific learning that increases their interest in science is essential. Student self-efficacy (their confidence or belief in their ability to accomplish tasks) is closely tied to student interest in science, as is student future scientific possible selves.

Material and Methods: This manuscript presents the findings of a study that evaluated the Clean Air and Healthy Homes Program (CAHHP), which provides students the opportunity to design and implement authentic scientific research on indoor air quality issues. The program’s influence on student self-efficacy, scientific research and experimental design skills, and future scientific possible selves was examined. Students (n=169) from six schools completed a pre- and post-assessment at the beginning and end of the program.

Results: Results showed the greatest impact on student research self-efficacy, along with improvement in student research and experimental design skills.

Conclusions: We conclude that programs promoting authentic learning opportunities aligned with the most recent national science standards show great promise in improving both student interest and skills in science.

Adams, E., Ward, T., Vanek, D., Marra, N., Noonan, C., Smith, G., Jones, D., Henthorn, M., & Striebel, J.  (2008).  Air Toxics Under the Big Sky:  A Real-World Investigation to Engage High School Science Students. Journal of Chemical Education, 85(22), 221-224. https://doi.org/10.1021/ed085p221

Adedokun, O. A., Bessenbacher, A. B., Parker, L. C., Kirkham, L. L., & Burgess, W. D. (2013). Research Skills and STEM Undergraduate Research Students’ Aspirations for Research Careers: Mediating Effects of Research Self-Efficacy. Journal of Research in Science Teaching, 50(8), 940-951. https://doi.org/10.1002/tea.21102

Asay, L. D., & Orgill, M. (2010). Analysis of Essential Features of Inquiry Found in Articles Published in “The Science Teacher,” 1998-2007. Journal of Science Teacher Education, 21(1), 57-79. https://doi.org/10.1007/s10972-009-9152-9

Bandura, A. (1986). Social Foudations of Thought and Action. Englewood Cliffs, NJ: Prentice-Hall.

Bandura, A. (1997). Self-Efficacy: The exercise of control. New York: W.H. Freeman.

Bandura, A. (2012). On the Functional Properties of Perceived Self-Efficacy Revisited. Journal of Management, 38(1), 9-44. https://doi.org/10.1177/0149206311410606

Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.

Delaloye, N., Adams, E., Hester, C., Ware, D., Vanek, D., Holian, A., & Ward, T. J. (2016). The Clean Air and Healthy Homes Program: A Model for Authentic Science Learning. Science Education and Civic Engagement, 8(2), summer 2016.

Forum, B.-H. E. (2010). Increasing the Number of STEM Graduates: Insights from the US STEM Education and Modeling Project. Retrieved from Washington DC:

Hong, J., & Greene, B. (2011). Hopes and Fears for Science Teaching: The Possible Selves of Preservice Teachers in a Science Education Program. Journal of Science Teacher Education, 22(6), 491-512.

Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance (Vol. 45, pp. 79-122).

Marra, N., Vanek, D., Hester, C., Holian, A., Ward, T., Adams, E., & Knuth, R. (2011). Evolution of the Air Toxics Under the Big Sky Program. Journal of Chemical Education, 88(4), 397–401. https://doi.org/10.1021/ed1007316

Mills, L. (2014). Possible Science Selves: Informal Learning and the Career Interest Development Process. Paper presented at the 11th International Conference on Cognition and Exploratory Learning in Digital Age, Porto, Portugal. Paper presented at the International Conference on Cognition and Exploratory Learning in Digital Age retrieved from

National Science and Technology Council, C. o. S. E. (2013). Federal Science, Technology, Engineering, and Mathematics (STEM) Education 5-Year Strategic Plan. Retrieved from Washington DC:

NRC. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas: National Academies Press. 500 Fifth Street NW, Washington, DC 20001.

NRC. (2013). Next Generation Science Standards: For States, by States: National Academies Press. 500 Fifth Street NW, Washington, DC 20001.

Nugent, G., Barker, B., Welch, G., Grandgenett, N., Wu, C., & Nelson, C. (2015). A Model of Factors Contributing to STEM Learning and Career Orientation. International Journal of Science Education, 37(7), 1067-1088. https://doi.org/10.1080/09500693.2015.1017863

Oyserman, D., Bybee, D., & Terry, K. (2006). Possible Selves and Academic Outcomes: How and When Possible Selves Imple Action. Journal of Personality and Social Psychology, 91(1), 188-204. https://doi.org/10.1037/0022-3514.91.1.188

Packard, B. W.-L., & Nguyen, D. (2003). Science Career-Related Possible Selves of Adolescent Girls: A Longitudinal Study. Journal of Career Development, 29(4), 251-263. https://doi.org/10.1023/A:1022939512735

Potvin, P., & Hasni, A. (2014). Interest, Motivation and Attitude towards Science and Technology at K-12 Levels: A Systematic Review of 12? Years of Educational Research. Studies in Science Education, 50(1), 85-129. https://doi.org/10.1080/03057267.2014.881626

Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy Development of achievement motivation. (pp. 15-31): Academic Press, San Diego, CA. https://doi.org/10.1016/B978-012750053-9/50003-6

Surr, W., Loney, E., Goldston, C., Rasmussen, J., & Anderson, K. (2016). What Ever Happened to Scientific Inquiry? A Look at Evolving Notions of Inquiry within the Science Education Community and National Standards. Retrieved from http://dpi.wi.gov/sites/default/files/imce/science/Evolving Notions of Scientific Inquiry August 2016_EXT version.pdf

Swarat, S., Ortony, A., & Revelle, W. (2012). Activity Matters: Understanding Student Interest in School Science. Journal of Research in Science Teaching, 49(4), 515-537. https://doi.org/10.1002/tea.21010