IntroductionStudent interest in science tends to decline as the students advance through school (Ipsos Reid, 2010). Once the students reach high school, many do not see science as relevant for their future careers, overlooking the fact that science courses are required to enroll in seemingly non-science career paths such as culinary arts, technical theatre, or fitness (Hurd, 2013). Students also need science literacy to participate wisely and function as a contributing member within society (Martin, Sexton, & Franklin, 2009). At the same time, determined from the Programme for International Student Assessment (PISA) statistics, 15 year-olds in the United States rank 16 out of 26 countries in science literacy (National Science Board, 2010). Gottfried and Williams (2013) recognized that government, industry, and parents are pressuring school systems to respond to the perceived gap of decreased student scientific literacy and stagnant numbers of students pursuing science related career paths. To close the gap, the Next Generation Science Standards (NGSS) provide guidance for the formal classroom setting, but classroom activities alone may not be sufficient. To bridge the divide, Gottfried and Williams (2013) identified an improvement of student achievement in the science, technology, engineering, and mathematics (STEM) areas when students participated in informal learning activities, particularly when belonging to STEM related extracurricular clubs.This study examined one very active, 122-member rural high school Science Club program that thrives in spite of increasingly busy student schedules, decreasing school budgets, and a demanding standardized curriculum. This study was not about how to set up or run a Science Club, but instead the objective was to explore what the two teacher-advisors did to make this Science Club vital to the students. Why did the students connect to the program?Definition of Science ClubScience Clubs are organizations or programs intended to provide students opportunities to directly explore and participate in science-related activities. The clubs are usually supported and run by a school, educational facility, or parent group; in the case of this study, the Science Club was a sanctioned organization in a high school. Each club is different, defined by its purpose and advisor's philosophy and goals. Looking specifically at school-based Science Club programs, the meetings may take place during school, after school, or during the weekends (Primary Science Teaching Trust, 2014). Activities are usually student oriented to generate and nurture interest in science, to gain science related experiences that are not part of the regular school curriculum, and to simply inspire students to have fun exploring and experiencing new things. Some clubs are general, and some clubs may focus on a specific area of science such as astronomy, technology, or nature (Science Clubs of South Africa, 2014). School based Science Clubs are typically open to the full student body, although some clubs may target subset populations, such as female students (Chandler & Parsons, 1995; Watermeyer, 2012). In some instances, in spite of Science Club being open to the full population, only segments of the student population join. For example, Carter (2012) observed that his Science Club membership consisted primarily of "boisterous boys" who did not necessarily do well academically but enjoyed participating in the activities.There is minimal recent research illustrating the state of Science Clubs in modern high schools. Anecdotal evidence and personal observations suggest that, in general, Science Clubs are experiencing decreasing memberships or dissolution. In contrast, the benefits of an afterschool Science Club program are well documented from past and present researchers (Dunbar & Schafer, 1930; Gottfried & Williams, 2013; Hauenstein & Makki, 2012; LeDee, Mosser, Gamble, Childs, & Oberhauser, 2007, Reusser, 1934; Twillman, 2006; Webb, 1931). …

Background: Photovoice is one method that enables an educator to view an experience from a student's perspective. This study examined how teachers might use photovoice during an informal learning experience to understand the students' experiences and experiential gain.Design and methods: Participants in this study consisted of six students, three male and three female, ranging from ninth through twelfth grade at a rural Ohio high school, who attended a field trip to a biological field station for a four-day immersive science experience. Students were provided cameras to photograph what they believed was important, interesting, or significant during an immersive four-day science trip to a biological field station, individualizing their observations in ways meaningful to them, and enabling them to assimilate or accommodate the experiences to their schema.Results: Analysis identified five positive benefits to use photovoice as an evaluation tool: teachers were provided qualitative evidence to evaluate student interaction on the field trip; teachers could evaluate the students' photographs and captions to determine if the field trip met the learning objectives; students were empowered to approach the goals and objectives of the field trip by making the field trip personally relevant; students assimilated and accommodated the new observations and experiences to their own schema; students automatically reflected upon the learning experience as they captioned the photos.Conclusions: Through photovoice, the teachers were enabled to qualitatively assess each student's experience and learning from the field trip by illustrating what the students experienced and thought was significant; providing the teachers a method to evaluate all participating students, including those who are secretive or do not normally contribute to class discussions.

The purpose of this case study is to explore how high school students experienced a four-day field trip at Stone Laboratory Biological Field Station, from a visiting student’s perspective, in order to understand the value of that field station and its impact on science, science education, and students’ lives. Chosen from a population of fifty students, six rural high school student participants attended a four-day field trip, involving of two days and three nights at Stone Laboratory and excursions to two neighboring islands. Participants were given cameras to record their experiences during the field trips to record anything they found significant or meaningful. After the trip, students were asked to select the five most significant images and write a paragraph, describing the significance of each image. Each participant was interviewed three times in semi-structured and unstructured formats. Analysis consisted of open coding using apriori and emergent codes. Significant findings included: 1) Stone Lab provided a unique and novel venue where the equipped laboratories, the managed shorelines, and the natural areas provided the ingredients for awe and wonder; 2) The field station’s unique setting inspired curiosity and motivation among students; 3) In reference to science education, the payoff for these experiences was increased interest in science; 4) Three of the six participants redefined their career goals after their four day immersive Stone Lab field experience; 5) Students developed a sense of appreciation for the Lake Erie environment. Key words: Stone Laboratory Biological Field Station; Informal Learning; Experiential Learning; Photovoice

The purpose of this paper is to examine the importance of science field trips as educational tools to connect students to classroom concepts. Experiential learning at formal and informal field trip venues increases student interest, knowledge, and motivation. The teacher's role in preplanning, implementation, and reflection often dictates the impact that the field trip will have on students. Science teacher education programs do not traditionally instruct preservice teachers how to plan or coordinate a field trip. Once teachers are empowered and learn how to develop and orchestrate a successful field trip, they will enable students to develop interest in science, which may lead to improved learning or improved science literacy. Because some school systems are limiting science field trips, this paper concludes by examining inexpensive or costfree field trip ideas.