Students working in small groups during a field trip to a nature center prioritized the maintenance of social roles within groups of friends rather than exhibiting the behaviors that educators might desire a well-functioning group to engage in for science learning. ISE professionals may consider teaching strategies to help students learn to work through disagreements and discussion within a group, which students perceive as having long-lasting negative social consequences.
In this study, researchers investigated links between choice, interest, and learning. They found that providing students with choices about how to initially engage with a given topic had a positive effect on their interest in learning more about the topic. The study provides concrete examples for how educators can design lessons that tap into learners' diverse interests and experiences by providing learners the opportunity to choose from multiple entry points into a given subject matter.
Do video games have positive impacts on the academic K–12 curriculum? The authors of this paper conducted a literature review of more than 300 research articles on the use of video games in the classroom. Their analysis found minimal evidence that video games have positive effects on mathematics and science learning.
Learning how to communicate and engage in scientific discourse has become a significant goal of science education. Argumentation, or the practice of persuasion using evidence, is identified as a core epistemic practice of science and this study aims to identify some of the essential characteristics and skills students need to engage in scientific argumentation. For ISE professionals teaching science communication, the description and outcomes of this study encompass goals and techniques that might be applied to their own programs.
This study reports on how high school students use scientifically correct language to articulate the concept of ‘force’. Although the analysis is somewhat complex, the importance of this study is its research of how the students engage with scientific concepts and language, and moreover, how they use and apply it.
Based on the data from the international student assessment study PISA, this research examines student interest in science as pointed out by measures of knowledge, affect, and value, and compares findings between four countries with contrasting cultural values. The authors argue that whilst levels of knowledge, value, and affect need to be understood in relation to the students’ cultural context, in general, an individual’s motivation for future participation in science, whatever their nationality, seems to be indicated by their current levels of enjoyment of science.
Scientists regularly use interactive visualizations and models of abstract phenomena in their work. There is a growing body of evidence showing students could also benefit from interactive visualizations. This study compared the impact of inquiry-based science instruction incorporating interactive visualizations with that of traditional instruction on students’ knowledge integration across science courses.
This design experiment integrated students’ everyday discourses and knowledge into classroom scientific practice, thereby allowing for the creation of hybrid spaces, where students were able to meaningfully apply science learning to their everyday lives. This research shows that providing students with opportunities to co-author their learning can engage students more deeply.
This study investigates the relationship between science learning, science learning identities, and student agency. To support the development of science learning identities, the authors argue for the need to provide children/youth with opportunities to engage with science in ways that meaningfully blend the world of science with students' social worlds. This paper can help ISE educators leading youth programs consider the ways they listen to voices and interests of children/youth in order to affirm and support their development of identities as productive science learners.
Previous research studies have found that many new teachers feel inadequately prepared to teach science (cf. Kelly, 2000). This situation may be attributable to a number of factors, although the nature of teacher preparation courses is clearly significant. This research describes a teaching training initiative in which teacher candidates are engaged in internships in an afterschool programme. The findings, comprising the teacher candidates’ drawings and interviews, indicate that the experience positively influenced the participants’ professional identity development as science teachers.
How do students understand through talk and interaction with their resources? This series of articles reviews conceptual change through social interaction, learning opportunities that support students’ gaining understanding of genetics, and institutional constraints that influence students’ discussions.
This study is a summary of the review of the research literature of afterschool quality frameworks. It presents the debates on program effectiveness to help organizations, policymakers, funders, and evaluators make decisions about afterschool programming. This review is of help to ISE educators and program directors in understanding the current trends in outcomes-based programming, while grounding the conversation in the complexity and range of relevant developmental tasks.