Dax Ovid, L'vannah Abrams, Tess Carlson, Mark Dieter, Paulos Flores, David Frischer, Jolie Goolish, Michelle La-Fevre Bernt, Amber Lancaster, Christopher Lipski, Joshua Vargas Luna, Lucy M C Luong, Marlene Mullin, Mia Janelle Newman, Carolina Quintero, Julie Reis, Freja Robinson, Allison James Ross, Hilary Simon, Gianne Souza, Jess Taylor, Katherine E Ward, Yvonne Lever White, Emily Witkop, Christine Yang, Aliza Zenilman, Eddie Zhang, Jeffrey N Schinske, Kimberly D Tanner
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Importantly, disaggregating classes by implementation strategies revealed that students' relatability shifts were significant for teachers reporting in-class discussions and not significant for teachers reporting no discussions. Our findings raise questions about contextual and pedagogical influences shaping student outcomes with Scientist Spotlight assignments, like how noncontent Instructor Talk might foster student shifts in aspects of science identity.</p>","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":4.6000,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/ff/a0/cbe-22-ar22.PMC10228265.pdf","citationCount":"0","resultStr":"{\"title\":\"Scientist Spotlights in Secondary Schools: Student Shifts in Multiple Measures Related to Science Identity after Receiving Written Assignments.\",\"authors\":\"Dax Ovid, L'vannah Abrams, Tess Carlson, Mark Dieter, Paulos Flores, David Frischer, Jolie Goolish, Michelle La-Fevre Bernt, Amber Lancaster, Christopher Lipski, Joshua Vargas Luna, Lucy M C Luong, Marlene Mullin, Mia Janelle Newman, Carolina Quintero, Julie Reis, Freja Robinson, Allison James Ross, Hilary Simon, Gianne Souza, Jess Taylor, Katherine E Ward, Yvonne Lever White, Emily Witkop, Christine Yang, Aliza Zenilman, Eddie Zhang, Jeffrey N Schinske, Kimberly D Tanner\",\"doi\":\"10.1187/cbe.22-07-0149\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Based on theoretical frameworks of scientist stereotypes, possible selves, and science identity, written assignments were developed to teach science content through biographies and research of counter-stereotypical scientists-Scientist Spotlights (www.scientistspotlights.org). 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Scientist Spotlights in Secondary Schools: Student Shifts in Multiple Measures Related to Science Identity after Receiving Written Assignments.
Based on theoretical frameworks of scientist stereotypes, possible selves, and science identity, written assignments were developed to teach science content through biographies and research of counter-stereotypical scientists-Scientist Spotlights (www.scientistspotlights.org). Previous studies on Scientist Spotlight assignments showed significant shifts in how college-level biology students relate to and describe scientists and in their performance in biology courses. However, the outcomes of Scientist Spotlight assignments in secondary schools were yet to be explored. In collaboration with 18 science teachers from 12 schools, this study assessed the impacts of Scientist Spotlight assignments for secondary school students. We used published assessment tools: Relatability prompt; Stereotypes prompt; and Performance/Competence, Interest, and Recognition (PCIR) instrument. Statistical analyses compared students' responses before and after receiving at least three Scientist Spotlight assignments. We observed significant shifts in students' relatability to and descriptions of scientists as well as other science identity measures. Importantly, disaggregating classes by implementation strategies revealed that students' relatability shifts were significant for teachers reporting in-class discussions and not significant for teachers reporting no discussions. Our findings raise questions about contextual and pedagogical influences shaping student outcomes with Scientist Spotlight assignments, like how noncontent Instructor Talk might foster student shifts in aspects of science identity.
期刊介绍:
CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions.
LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.