A self-reported instrument to measure and foster students' science connection to life with the CARE-KNOW-DO model and open schooling for sustainability

IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Alexandra Okada
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引用次数: 0

Abstract

National governments are concerned about the disconnection of young people from science, which hampers the development of a scientifically literate society promoting sustainable development, wellbeing, equity, and a green economy. Introduced in 2015 alongside Agenda 2030, the “open schooling” approach aims at enhancing students' science connections through real-life problem solving with families and scientists, necessitating solid evidence for scalability and sustainability. This study conceptualizes “science connection,” a term yet underexplored, as the integration of science's meaning and purpose into personal, social, and global actions informed by socioscientific thinking. It details a novel 32-item self-report questionnaire developed and validated from insights of 85 teachers into “science connection”-enhanced learning. A new consensual qualitative analysis method with visual and textual snapshots enabled developing quantitative measures from the qualitative findings with rigor. The multilanguage instrument provided just-in-time actionable data, enhancing the immediacy and applicability of the feedback to 2082 underserved students aged 11–18 across five countries participating in open schooling activities using the CARE-KNOW-DO model. This innovative feature supports open science and responsible open research, offering real-time insights and fostering immediate educational impact. Exploratory and confirmatory factor analyses revealed five components of science connection: Confidence and aspiration in science; Fun participatory science with teachers, family, and experts; Active learning approaches; Involvement in-and-outside school science activities; and Valuing science's role to life-and-society. Many students felt connected to science— Brazil: 80%, Spain: 79%, Romania: 73%, Greece: 70%, UK: 57%— with boys: 75%, girls: 73%, nonbinary students: 56%. These differences need in-depth research. Results suggest that science connections decline from the primary to secondary education, but the CARE-KNOW-DO model may reengage older students. A robust science connection enhances scientific literacy and builds science capital. This instrument aids policymakers, educators, and learners in identifying factors that facilitate or impede students' engagement with science for sustainable development efforts.

Abstract Image

利用 CARE-KNOW-DO 模式和可持续发展的开放式学校教育来衡量和培养学生与生活的科学联系的自我报告工具
各国政府对青少年与科学脱节的问题感到担忧,这阻碍了有科学素养的社会的发展,不利于促进可持续发展、福祉、公平和绿色经济。2015 年,"开放式学校教育 "方法与《2030 年议程》同时推出,旨在通过与家庭和科学家一起解决现实生活中的问题,加强学生与科学的联系,这就需要有确凿的证据来证明其可扩展性和可持续性。本研究将 "科学联系 "这一尚未得到充分探索的术语概念化,将其视为在社会科学思维的指导下,将科学的意义和目的融入个人、社会和全球行动。报告详细介绍了根据 85 位教师对 "科学联系 "促进学习的见解而开发和验证的 32 项新的自我报告问卷。新的共识定性分析方法采用了视觉和文字快照,从而能够从定性研究结果中得出严谨的定量指标。多语言工具提供了及时可操作的数据,增强了反馈的即时性和适用性,反馈对象是五个国家中参加开放式学校教育活动的 2082 名 11-18 岁学生,他们采用的是 CARE-KNOW-DO 模式。这一创新功能支持开放式科学和负责任的开放式研究,提供实时见解并促进即时教育影响。探索性和确认性因子分析揭示了科学联系的五个组成部分:对科学的信心和愿望;与教师、家人和专家一起参与有趣的科学活动;积极的学习方法;参与学校内外的科学活动;以及重视科学对生活和社会的作用。许多学生感到与科学有联系--巴西:80%,西班牙:79%,罗马尼亚:73%,希腊:70%,英国:57%--其中男生:75%,女生:73%,非二元学生:56%:56%.这些差异需要深入研究。研究结果表明,从小学到中学,科学联系有所减少,但 "关爱-KNOW-DO "模式可能会重新吸引高年级学生。强大的科学联系可以提高科学素养,建立科学资本。该工具有助于政策制定者、教育者和学习者确定促进或阻碍学生参与科学促进可持续发展努力的因素。
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来源期刊
Journal of Research in Science Teaching
Journal of Research in Science Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.80
自引率
19.60%
发文量
96
期刊介绍: Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.
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