Abstract
Two studies examined students’ science motivation at two supplemental science programs, After School Science (N = 22) and Summer Science Camp (N = 33). We surveyed students at each program and interviewed staff members to understand each program’s goals and activities. Findings suggest that the two programs differentially influence interest and motivation, and the staff’s goals for students differed by program. Results have implications for the design of supplemental science education programs.

Key words author
Science Education, supplemental education, middle school, after school programs, achievement motivation.

Key words plus
Science education.

Transference to practice
When matching student to program, school administrators and counselors might best place students with little interest in science into shorter, intensive programs like the two week structure of Summer Science Camp to provide time for sustained examination of complex concepts that encourage their interests. Students with a preexisting interest in science may be better placed in a less structured program similar to the After School Science program that provides more freedom to pursue personal interests.

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