The fact that inquiry-based science teaching has been defined in various ways makes claims about its effectiveness with students difficult to synthesize. In this meta-analysis, the authors generate a two-dimensional framework to analyze studies of the effectiveness of inquiry-based science instruction in improving student learning outcomes.
Through this review of research on public engagement with science, Feinstein, Allen, and Jenkins advocate supporting students as “competent outsiders”—untrained in formal sciences, yet using science in ways relevant to their lives. Both formal and informal settings can be well suited for work in which students translate scientific content and practices into meaningful actions.
Within learning environments kids talk can often be seen as disruptive or off task. However, Gutierrez et al reframe how teachers can engage kids talk and welcome diverse activities and linguistic practices to deepen learning and participation. This article explores how teachers allow students to offer local knowledge, reorganize activities, and make meaning that can connect to the official curriculum in unexpected ways.
This poster was presented at the 2016 Advancing Informal STEM Learning (AISL) PI Meeting held in Bethesda, MD on February 29-March 2. Makerspaces are social spaces with tools, where individuals and groups conceptualize, design, and make things using new and old technologies. Literacy practices are the ways people use representational texts to navigate and make sense of their worlds. They are used in particular contexts with particular goals. By “representational texts” we mean written words, talk, photographs, diagrams, videos, schematics, computer code, electrical circuit diagrams
This poster was presented at the 2016 Advancing Informal STEM Learning (AISL) PI Meeting held in Bethesda, MD on February 29-March 2. Science fairs have been taking place for more than 60 years. Yet in spite of their wide implementation and long history, there are few empirical studies that have examined the relationship between student participation in these fairs and their learning and interest in science. Additionally, there have been no studies to understand the real cost of these programs relative to the student benefits. Our 4-year study will be the first step to understanding the
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TEAM MEMBERS:
Abigail LevyJacqueline DeLisiMarian Pasquale
This study examined the validity of the Draw-A-Scientist Test (DAST), which is commonly used to capture students’ perceptions of scientists. Findings suggest that the DAST is not valid as a sole measurement. The originally identified stereotypical traits are no longer widely held by students.
Citizen science has grown significantly as an area of activity around the world with many different models of practice and forms of participation. Citizen involvement in science can be seen as part of a long history of the role of the amateur in science. Research in the USA and UK suggests that citizen science has a powerful potential to support participation in and the learning of science. Increasingly, research has sought to explore and measure the development of 'science literacy', science identity and learning outcomes through citizen science. The scale, focus, and organisation of projects
Current science education policy advocates for engaging students in scientific practices of inquiry as the best way for students to learn science. McConney et al.’s analysis of PISA data unexpectedly found a negative correlation between frequency of inquiry-based instruction and high levels of student scientific literacy. The analysis confirmed a positive correlation between frequency of inquiry-based instruction and high levels of interest and of engagement in science.
As infographics and other visual forms of data become increasingly common, many educators wonder how to best integrate them into learning activities. Polman and Gebre interviewed 10 experts in science representation to understand common practices they used for selecting and interpreting infographics. The authors build on study results to generate guidelines for educators' use of infographics.
Researchers examined how conducting an authentic science investigation in a bilingual classroom and weaving in discussions about the nature and culture of science affected students. They found that this process supported students’ growth in understanding of the scientific enterprise and made the culture of science more approachable.
For almost two decades, strict accountability measures have been in place across the country. In this literature review, Anderson investigated the effect of accountability on K–12 science instruction. He found that curricula have narrowed, less time is being dedicated to science, teacher morale is lower, and expectations for some student groups have increased.
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TEAM MEMBERS:
Jillian Luchner
resourceresearchProfessional Development, Conferences, and Networks
The new standards posit that “scientific argumentation,” in which students use data to argue from evidence, is a key practice for student science learning. However, a mismatch in expectations about the purpose of classroom discussions can inhibit productive forms of argumentation. Berland and Hammer compare forms of class discussions to identify how best to support students’ engagement in argumentation.