What keeps an individual interested and motivates long-term engagement in a practice? This Azevedo article presents a grounded theory of long-term, self-motivated participation based on data gathered through an ethnography of hobbyists’ participation in model rocketry. The author emphasizes that long-term engagement depends on the connection of the activity to the participant’s “larger life.”
Students with strong religious views may adopt a variety of positions on the scientific concept of evolution. The attempts students make to address potential mismatches between their religious and scientific viewpoints influence their learning approaches. This Yasri and Mancy paper presents five ways in which young people reconcile evolution and religion,and discusses the implications for educators.
In this study, the researchers investigated opportunities and challenges English language learners (ELLs) faced while learning the scientific practices of argumentation and communication of findings (NGSS practices 7 and 8; NGSS Lead States, 2013). Specifically, they asked how the teacher engaged ELLs in argumentation and communication and how the ELLs actually used these practices.
Despite increasing interest in the educational potential of outdoor learning experiences, limited research has focused on assessing and identifying “good” outdoor education practice. In this paper, the authors propose a theoretically based practical framework for assessing field trips in nature parks and other outdoor settings. The framework was developed and refined during the course of observations of 22 field trips and interviews with 41 students.
This article discusses intellectual activities in African American culture that privilege mathematical thinking. It is a helpful reference for educators and researchers who want to shift from deficit-oriented perspectives about non-dominant or marginalized groups’ performance to additive perspectives that build on out-of-school cultural knowledge and practices to support student learning in school. The authors suggest how educators might value forms of mathematical thinking that are usually not recognized in school. This recognition can support diverse students’ participation and achievement
This study examines student choices relating to the selection of STEM courses for high school and university study. The main focus here is on the subjective value of the choice as perceived by the individual, and the individual’s expectation of success in the subject or the study. The argument put forward in this study is supported by a broad and international body of literature, and highlights a number of key factors affecting students’ (and especially girls’) engagement with STEM subjects. This discussion will have particular significance for ISE educators currently working to promote youth
The Australian Museum, Sydney, has been working with students aged 5–18 from a coalition of around 20 schools to gain advice on the development of exhibitions, programs, and the design of learning experiences, particularly regarding the use of digital environment. This paper discusses some of the results of this working relationship.
This study, conducted in New Zealand, is an analysis of the questions that students in their final year of high school were anticipated asking, and asked, during a visit to a biomedical research institute. The analysis highlights, along with the interview findings, the ways in which students developed an understanding of biomedical research, saw science as a process, and acknowledged a commonality of values between themselves and the scientists. This study will be of interest to ISE educators who facilitate interactions between students and scientists and who organize opportunities for
Dorion’s research, exploring the use of drama in science teaching, puts forth the concept of mime and role-play to help students to explore abstract scientific models. In addition, drama may support visualization of complex models. Drama can also change the dynamics within classroom talk and support a sense of community amongst students fostered by collaboration, social interaction, and fun.
This study analyzes the impact of the wonderment questions of students on the teacher and student discourse in the classroom. It also points out that handling the different types of questions is a challenge for both the ISE professionals and the schoolteachers; this is particularly true because the “wonderment” types of questions are encouraged and expected in informal learning settings.
Educators have long been urged to facilitate inquiry as a way of enhancing learners’ understanding of science beyond that of basic concepts and skills. But in what ways do educators themselves understand the nature of inquiry and specifically the key terms of hypothesis and experiment? In this study, the authors report on a study examining 12 secondary-school teachers’ understanding of inquiry and related terms, and also their use of such practices in their everyday teaching. The findings indicate that ambiguity exists amongst teachers regarding key terms in contemporary reform documents.
This study explores the role of out-of-school time (OST) programming, which if completed over a long period of time, may influence Latina/o adolescents’ trajectory towards college. The author explores the academic achievement of Latina/o students from varied learning backgrounds to better understand the relationship of academic progress with students’ culture, identity, and experience.