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
Parents committed to bringing their children to zoos ascribed the value of the visits to promoting altruism to prepare their children for future social encounters; transferring their own environmental values; encouraging self-esteem; and inculcating cultural norms. This article suggests that ISE educators can attract/engage parents through appealing to moral development for children.
This article was written in the context of the science education reforms of the 1990s, such as the AAAS Project 2061, the NSTA science scope and sequence, and the NRC’s national standards for science education. While the researchers note that this reform movement was broad, progressive, and inclusive, they contend that, at the time of writing, it was being implemented in narrow and conventional ways: focusing on conceptual knowledge as the most important outcome, and opportunities to engage in practices of “real sciences” as the means to this end. This approach, they claimed, failed to appeal
Explanation and argument are often confused or blended in science education literature and policy documents, a problem the authors have noticed and attempted to address in this paper. The authors believe that distinguishing between the two is important for educators so that students are taught to accurately construct their own explanations and arguments and identify them in others, as both are abilities necessary for the creation and justification of new science knowledge. The authors describe the features of explanation and argument, the differences between them, and where they overlap.
A review of 94 studies indicates that small group science discussions function more purposefully and understanding improves most when leadership is strong, specific roles are allocated, and clear tasks set. A diversity of views is important, while single sex (generally friendship) groups work best. Training in leadership and argumentation is recommended.
This paper will be of value to ISE professionals interested in designing communication strategies to influence visitor behaviour. The author draws on persuasive communication theory to discuss the design and delivery of messages to target behaviours. This study reflects on the difficulties encountered during a process of identifying and prioritising behaviours to target in zoo contexts.
Collaborations between schools and ISIs potentially offer powerful learning opportunities, yet assessing the varying needs and perspectives of each partner is not always easy. In this research, Mosian presents an open and honest account of a collaborative project and provides a valuable insight into the important stages of effective collaboration.
In this paper the author proposes a theory of development that integrates society, institutional practice and the child's activity. The goal is to inform efforts to create more developmentally supportive settings and opportunities for children. The proposed theory focuses on the everyday practices of children that take place in specific institutional settings (e.g., schools, afterschools, families) reflecting dominant cultural-societal views and arrangements. The paper provides a theoretical lens that could be of interest to educators who are seeking to understand how the particular
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.
To acquire skills associated with decision-making on socioscientific issues, students need to understand the concepts of risk. Teaching about risk involves acknowledging the uncertainty and limitations of scientific knowledge. This study explores the ways in which risk may be addressed in science education.
Brooks uses Vygotskian theory to explain how drawing helps children to construct meaning and share their ideas with others. She argues that drawings help to bridge the gap between observation-bound thinking and more abstract, symbolic (i.e., scientific) thinking. The article offers ISE practitioners a clear introduction to Vygotskian theory and highlights the importance of drawing and visualisation when conducting inquiries and making sense of new concepts.
This study presents an interesting cross-national analysis of young people’s preferences, expectations, and perceptions of ability regarding STEM subjects. It finds that gender plays a significant role in students’ choices regarding STEM study and careers on the basis of comparison of students from four countries using the data from PISA, the international cross-comparison study. This study provides ISE educators with an insight into young people’s thinking regarding STEM. It also suggests possible strategies that may be implemented by ISE initiatives for greater gender equity in STEM.