This research explores the role of study abroad in science education. Previous research suggests that students who participate in programs that offer a study abroad component, are able to advance educationally more than those who do not. Study abroad participants report that they believe the experience improves their self-confidence and their ability to handle ambiguity. The abroad experience provides insight into participants' own value systems, and overall maturity.
Policy also reflects this belief in the benefits of study abroad. Policy makers believe that for the US to remain globally competitive they will have to train its citizens by providing global opportunities. Some research supports these beliefs, showing that students who study abroad develop a deeper understanding and respect for global issues, have more favorable attitudes toward other cultures, and gain stronger intercultural communication skills. However none of these benefits directly relates to science education specifically. So what is the role of study abroad in science education? How does study abroad improve a student’s confidence in using the scientific method or their theoretical knowledge?
This research employs a mixed methods approach by using multiple data sources that were collected concurrently through quantitative surveys and qualitative interviews. Data were gathered from both students who have participated in study abroad programs, and faculty coordinators organizing the experiences. This study uses data from the Zamorano Pan-American Agricultural School (Zamorano). Zamorano is a leading agricultural university located in rural Honduras that focuses on agricultural and natural resource sciences. The students, representing over 15 countries (most from Latin America), are required to participate in a study abroad experience called the pasantia. Many of the students apply to study abroad in countries other than Honduras, with many participating in the United States.
Key informant interviews were held with 4 coordinators of the pasantias, who have the responsibility of evaluating students before and after the abroad experience. Focus group discussions (FGD) with students were also used to gather data on the experience and how it impacted their science education. A quantitative survey instrument was also administered to students at Zamorano (N=136), all of whom had finished a study abroad requirement during 2017, at either a university or other organization. This unique dataset allows us to examine study abroad and its relationship to science education.
The results suggest that the greatest gains to education are related to previous reported findings. Participants reported that they feel more confident with scientific methods after having studied abroad, however the most gains in science knowledge were students that spent time in a science oriented organization.
With increased emphasis on study abroad as a way to enhance university education, it makes sense to question the role of these endeavors on science education. Our results suggest that study abroad can enhance scientific knowledge, theoretical understanding, and provide experiences that enhance confidence in engaging with the wider scientific community.
