Through a study of 14 preschool classrooms serving low-income children from diverse ethnic backgrounds, the authors illustrate how carefully incorporating play-based learning into curricula can improve both literacy and social competence skills. The results illuminate how to more deeply engage learners with informal science education.
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.
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.
Integrating technology with reformed-based science instruction that facilitates student inquiry can be challenging for teachers. Campbell, Longhurst, Wang, Hsu, and Coster propose a professional development model that helps teachers use the latest technologies to engage students in authentic science practices.
Why do some people move into science while others move away? Salehjee and Watts collected 12 personal biographies that provide rich descriptions of the different paths—direct or more wavering—that individuals follow. The implications of this study suggest that the informal science sector needs to “keep doors open” for individuals at transition points.
Wallace and Brooks examined the culture of an elementary science education methods course conducted in a summer science camp, along with the professional identity development of the preservice teachers during their participation in the course.
Adams, Gupta, and Cotumaccio examine the STEM interest and identity development of a small group of young women of color who participated in a multi-year, museum-based, out-of-school time program as middle and high school students. Through their positive experiences in the program, participants developed positive STEM identities, which supported their persistence as STEM college majors.
Many youth consider participation in environmental science “unthinkable.” This study challenges the view that scientific practices must be “thinkable” before engagement is possible. Over the course of a four-week summer enrichment ecology program, students addressed their fears, operated outside of their comfort zones, and productively engaged with science.
How can technology be used to support inquiry in the classroom? In this study, Rehmat and Bailey probe the effects of a science methods course for preservice elementary teachers that explicitly includes technology integration. The preservice teachers in this course broadened their definition of classroom technology, increased their technology use, and gained a more positive outlook on technology integration.
Current science education reforms emphasize the ways in which students’ scientific practices, such as experimenting, collecting data, and interpreting results, develop over time. Bricker and Bell suggest that practices develop not only over time, but also across multiple settings and opportunities. Their study shows how, over several years, one youth’s identification with science was shaped by many everyday moments, social configurations, and collaborators.
Researchers examined whether engineering activities and lessons can help students apply science and math content in real-world contexts and gain insights into the professional activities and goals of engineers.