Connected science learning最新文献

{"title":"Creating Equity for Black Science Students","authors":"Diane Marie Vrobel","doi":"10.1080/24758779.2023.2296746","DOIUrl":"https://doi.org/10.1080/24758779.2023.2296746","url":null,"abstract":"","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"72 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140485587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Redesigning an Environmental Curriculum for Student Engagement","authors":"Anne Burke, Benjamin Boison, Magdalyn Knopp, Ayla Lawlor","doi":"10.1080/24758779.2023.2300499","DOIUrl":"https://doi.org/10.1080/24758779.2023.2300499","url":null,"abstract":"","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"157 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140485120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Becoming Botanical Garden Educators: Using Flip to Engage High School Students in Botany","authors":"Alexander Eden","doi":"10.1080/24758779.2023.2292364","DOIUrl":"https://doi.org/10.1080/24758779.2023.2292364","url":null,"abstract":"","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"52 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140487287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Heat Maps as a Fun and Instructive Way to Gauge Student Perceptions on Skill Development","authors":"Claudia McLaughlin Ludwig","doi":"10.1080/24758779.2023.12318611","DOIUrl":"https://doi.org/10.1080/24758779.2023.12318611","url":null,"abstract":"Capturing student perspectives and growth in a quick, engaging way has long been a goal for many STEM educators. The STEM program, Systems Education Experiences (SEE), works directly with high school students and teachers in informal settings that feed into curriculum development for formal classrooms (Baliga Lab 2023; Day et al. 2021; Orellana et al. 2020; Ludwig et al. 2015; Ludwig and Baliga 2008). In this Brief, we share a fun, effective way of quickly gathering student perspectives on skill development over days, weeks, or months. This technique was first developed and tested in our online informal high school program, and is now being used in classrooms across 12 states (with the highest use respectively in Washington State, California, New Jersey, Oregon, Maryland, Texas, and Iowa) and eight countries.Keywords: High SchoolInformal EducationAssessmentComputer ScienceScience and Engineering PracticesTeaching Strategies ConclusionGuiding students through using heat maps as a data visualization tool—and as a way to track and reflect on their own skill development—is a meaningful educational activity. This activity led to a high amount of engagement, elevated student voice, and gave students a way of seeing how their input led to pedagogical shifts. There is potential for expanding this activity into a more rigorous assessment to be used in both high school and community college courses. Because this is highly adaptable and engaging, we encourage you to use our template or create your own for use in your setting!AcknowledgmentThank you Rachel Calder (of Institute for Systems Biology (ISB) and OMNY Health) who used her data analysis skills to create and launch the first heat map template. Thank you to teacher Elizabeth Rider (North Kitsap High School Poulsbo, Washington) for helping launch this online in 2020 with 42 students in our first round of testing. Thank you Dr. Becky Howsmon (Ballard High School in Seattle, Washington) and Barbara Steffens (ISB) for helping to build this assessment into our curriculum module Systems are Everywhere and to the entire team of students and teachers for creating the module (see the reference below). Thank you also to Dr. Becky Howsmon, Dr. Jennifer Eklund, and Caroline Kiehle (ISB) who shared this assessment with hundreds of teachers and broadened its use to formal high school classrooms and community colleges. Thank you to Miranda Johnson and Sara Calder, AmeriCorps fellows who use it with students in our informal programming currently and shared it at the 2023 NSTA conference in Atlanta, Georgia. And thank you especially to Dr. Nitin S. Baliga for founding this program within his systems biology lab group. Since 2003 his leadership and support have enabled the translation of STEM content and skills into hands-on learning for millions of students. This work was funded by the Boeing Foundation and by the National Science Foundation (DBI-1565166 & 2042948).Additional informationNotes on contributorsClaudia Mc","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135735150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What’s New in NSTA Journals for 2024?","authors":"Pete Lindeman","doi":"10.1080/24758779.2023.12318604","DOIUrl":"https://doi.org/10.1080/24758779.2023.12318604","url":null,"abstract":"As you may have read, NSTA is partnering with Routledge/Taylor & Francis (T&F) to publish its five journals: Science & Children, Science Scope, The Science Teacher, Journal of College Science Teaching, and Connected Science Learning. Beginning in January 2024, NSTA’s journals will be hosted on the T&F Online platform. NSTA’s journals will be an excellent addition to T&F’s world-leading education journals portfolio and will receive dedicated support and attention to ensure their success. Keywords: Informal Education","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135735161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Yours need to be more like mine!” What does competition look like in informal engineering design activities?","authors":"ChangChia Liu, Dorothy Bennett","doi":"10.1080/24758779.2023.12318605","DOIUrl":"https://doi.org/10.1080/24758779.2023.12318605","url":null,"abstract":"AbstractExplore competitive learning environments, children's competitive behaviors, and the influence of these behaviors on engaging children and families in engineering learning.Keywords: Informal EducationEngineeringInclusionScienceEngineering PracticesSTEM ConclusionThe purpose of this study is to explore the role that goal orientation can play in better understanding and conceptualizing children’s and their families' engagement with engineering design activities in informal learning environments. Our aim is to depict the diverse ways in which children engage with engineering design processes and practices and to highlight potential factors that may influence their experiences. The results indicate the complexity of children’s goal orientations and potential contextual factors that may influence their goal orientations and yield new insights for future researchers and educators to better support children and their families to engage with engineering in informal learning environments.Notes1. Some motivation researchers also conceptualized a mastery-avoidance goal orientation, suggesting a two-by-two matrix of goal orientations, namely performance-approach, performance-avoidance, mastery-approach, and mastery-avoidance. However, studies also indicated that the mastery-avoidance goal orientation may not be conceptually valid or empirically supported, especially for young children (for more information, please see comprehensive reviews by Kaplan and Maehr 2007, and CitationVandewalle et al. 2019). In addition, our prior study (CitationLiu and Bennett 2022) also showed that young children may not separate performance-approach and performance-avoidance goal orientations, and instead, had a general concept of performance goal orientation. In this study, we categorized children’s goal orientations into two simplified categories: performance and mastery goal orientation.Additional informationNotes on contributorsChangChia LiuChangChia Liu is a Senior Research Associate and Dorothy Bennett is the Director of Creative Pedagogy, both at the New York Hall of Science in Flushing, New York.Dorothy BennettChangChia Liu is a Senior Research Associate and Dorothy Bennett is the Director of Creative Pedagogy, both at the New York Hall of Science in Flushing, New York.","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135735155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Open Innovation Challenge to Mitigate Global Warming","authors":"Gillian M. Puttick, Brian Drayton, Santiago Gasca","doi":"10.1080/24758779.2023.12318609","DOIUrl":"https://doi.org/10.1080/24758779.2023.12318609","url":null,"abstract":"AbstractLearn about an open innovation challenge where young people work in a collaborative problem-solving environment to develop methods to address climate change.Keywords: High SchoolInformal EducationClimate ChangeInquiryInterdisciplinary Science and Engineering PracticesTeaching Strategies AcknowledgmentThis study is based upon work supported by the National Science Foundation under Grant #11908117. Any opinions, findings, and conclusions or recommendations are those of the authors and do not necessarily reflect the views of the National Science Foundation.Supplemental materialsInnovate to Mitigate project website: innovatetomitigate.orgInnovate to Mitigate project student video submissions: https://www.terc.edu/innovatetomitigate/student-submissions/Innovate to Mitigate project publications accessible online:https://www.terc.edu/publications/innovate-to-mitigate-science-learning-in-an-open-innovation-challenge-for-high-school-students/https://www.terc.edu/publications/innovate-to-mitigate-learning-as-activity-in-a-team-of-high-school-students-addressing-a-climate-mitigation-challenge/https://www.terc.edu/wp-content/uploads/2022/03/ISLS-Crowdsourcing-2022-proceedings.pdfhttps://www.researchgate.net/publication/359539056_Innovate_to_Mitigate_Microgenesis_of_student_design_and_rationale_in_a_crowdsourcing_competition_to_mitigate_global_warmingInnovate to Mitigate project promotional 3-minute video: https://www.youtube.com/watch?v=i4Xvkd_E33oandt=2sAdditional informationNotes on contributorsGillian M. PuttickGillian M. Puttick is a senior scientist, Brian Drayton is a center co-director, and Santiago Gasca is a researcher, all at TERC in Cambridge, Massachusetts.Brian DraytonGillian M. Puttick is a senior scientist, Brian Drayton is a center co-director, and Santiago Gasca is a researcher, all at TERC in Cambridge, Massachusetts.Santiago GascaGillian M. Puttick is a senior scientist, Brian Drayton is a center co-director, and Santiago Gasca is a researcher, all at TERC in Cambridge, Massachusetts.","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135735156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transition to Virtual Judging for In-Person Elementary School Science Fairs","authors":"Amanda Horn","doi":"10.1080/24758779.2023.12318606","DOIUrl":"https://doi.org/10.1080/24758779.2023.12318606","url":null,"abstract":"“You work for Brookhaven National Laboratory? I was there in second grade when I won the science fair!” This interaction where strangers recognize the logo for Brookhaven National Laboratory (BNL) has become a regular occurrence. As one of the science fair coordinators, I have always enjoyed these encounters. Many of these participants are well into their adulthood by the time I cross paths with them, but they still recall the excitement of visiting the laboratory, sharing their project with the community, and joining the other participants on stage during the awards ceremony.Keywords: ElementaryInformal EducationAdministrationInquiryResearchScience and Engineering PracticesSTEM ConclusionThe lasting impact and influence of the BNL Science Fair will continue for the students, families, teachers, and schools that participate. The transition to virtual judging has allowed us to recruit volunteer judges from any location and provide a more engaging in-person experience for students and their families. Opportunities such as this provide students with avenues to showcase their research, learn from their peers, engage with the scientific and engineering community, as well as learn about the research conducted at BNL. Results of the BNL Science Fair can be accessed here: Elementary Science Fair Competition.Additional informationNotes on contributorsAmanda HornAmanda Horn, PhD, is an Educational Programs Administrator at Brookhaven National Laboratory - Office of Educational Programs in Upton, New York.","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135735170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The GLOBE Student Research Symposia (SRS): Engaging Youth around the Country in an Environmental Research Community","authors":"Eleanor M. Jaffee, Jennifer Bourgeault, Haley Wicklein, Alicia Carlson","doi":"10.1080/24758779.2023.12318608","DOIUrl":"https://doi.org/10.1080/24758779.2023.12318608","url":null,"abstract":"AbstractLearn how students conduct and present about research projects at GLOBE Symposia.Keywords: Middle SchoolHigh SchoolInformal EducationEnvironmental ScienceInclusionScience and Engineering Practices AcknowledgmentsThis material is based upon work supported by NASA (Grant no. 80NSSC18K0135) and Youth Learning As Citizen Environmental Scientists. The GLOBE Student Research Symposia were initially funded by the NSF (Grant No. 1546713). Any opinions, findings, conclusions, and recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF, NASA, or Youth Learning As Citizen Environmental Scientists.Digital ResourcesGLOBE SRS news storiesGLOBE SRS scientist reviewer formGLOBE SRS peer reviewer formGLOBE SRS student research posters and reportsGLOBE SRS student resourcesGLOBE SRS student resource: steps in the scientific processGLOBE SRS educator resourcesGLOBE SRS video YouTube playlistGLOBE Partner listNotes1. “Economically disadvantaged” is defined by each state and typically involves individual or household eligibility for federal assistance programs. Different states include different federal assistance programs in their criteria for identifying economically disadvantaged students (Blagg and Gutierrez 2021).2. We acknowledge the limitations of these categories to represent the range of regional and cultural identities comprising them, which may differ in their representation in STEM. See for example Bhatti (2021).3. Paired samples t-tests, all significant at p < .001.4. Selected items from the Science Learning Activation Lab Engagement Survey (CitationChung et al. 2016).Additional informationNotes on contributorsEleanor M. JaffeeEleanor M. Jaffee is the Owner and Principal Consultant at Insights Evaluation LLC in Manchester, New Hampshire, the External Evaluator for the GLOBE U.S. Coordination Office. Jennifer Bourgeault is the U.S. Country Coordinator, Haley Wicklein is the Assistant U.S. Country Coordinator, and Alicia Carlson is the Outreach Lead, all at the GLOBE U.S. Coordination Office at the University of New Hampshire in Durham, New Hampshire.Jennifer BourgeaultEleanor M. Jaffee is the Owner and Principal Consultant at Insights Evaluation LLC in Manchester, New Hampshire, the External Evaluator for the GLOBE U.S. Coordination Office. Jennifer Bourgeault is the U.S. Country Coordinator, Haley Wicklein is the Assistant U.S. Country Coordinator, and Alicia Carlson is the Outreach Lead, all at the GLOBE U.S. Coordination Office at the University of New Hampshire in Durham, New Hampshire.Haley WickleinEleanor M. Jaffee is the Owner and Principal Consultant at Insights Evaluation LLC in Manchester, New Hampshire, the External Evaluator for the GLOBE U.S. Coordination Office. Jennifer Bourgeault is the U.S. Country Coordinator, Haley Wicklein is the Assistant U.S. Country Coordinator, and Alicia Carlson is the Outreach Lead, all at the GLOBE U.S. Coordination Office at the University ","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135735391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Making Connections During the Upcoming Solar Eclipse “Double-Header”","authors":"Dennis Schatz","doi":"10.1080/24758779.2023.12318612","DOIUrl":"https://doi.org/10.1080/24758779.2023.12318612","url":null,"abstract":"We all relish the occasions when we can make connections between what happens in school, at home, and in the community. Fortunately, two wonderful teachable celestial events will occur during the coming months in North America, with plenty of time to plan for making these connections.Keywords: Informal EducationEarthSpace Science Additional informationNotes on contributorsDennis SchatzDennis Schatz (schatz@pacsci.org) is Senior Fellow at the Institute for Learning Innovation, a past president of NSTA, and the inaugural Field Editor of Connected Science Learning. He lives in Seattle, Washington. He is a leader in the Solar Eclipse Task Force of the American Astronomical Society and in the Solar Eclipse Activities for Libraries (SEAL) project to distribute 5 million solar-viewing glasses (and information) for the upcoming eclipses through 10,000 public libraries, funded by the Gordon and Betty Moore Foundation.","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135735152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}