Abstract
Beyond subject matter learning, primary science teaching aims at encouraging positive attitudes toward, and lasting interest in, science. This study tested whether the learning and science commitment of 8- to 10-year old pupils was affected by extracurricular learning opportunities involving repeated interactions with free-living northern bald ibis (Geronticus eremita; an endangered bird species) and professional researchers. To examine the project’s efficacy, pupils’ learning progress was monitored by repeated measures of knowledge (i) about northern bald ibises in specific, and (ii) of bird diversity in general. In addition, the children’s attitudes toward science were monitored and their dynamic mental models of northern bald ibis’ morphology and size were assessed from drawings. A total of 55 pupils from two schools were tested for eight months (before, during and after the experience). Control groups went through regular (curricular) science lessons with similar content and time investment. The extracurricular experience produced a clear learning progress with large effect sizes, which was particularly evident on a long timescale. In addition to subject matter knowledge, the project group pupils could name more bird species and expressed their views about the importance of scientific research for society in a higher proportion than control groups. Differences between schools suggest that project participation also changed the teacher’s own interest in northern bald ibises, which affected learning in the control group taught by the same teacher. Beyond the pupils’ language and reading skills, learning progress was also visible by scoring ibis-typical features in drawings; their mental models of relative size were not changed due to project participation, however. The results are discussed in reference to inducing and maintaining pupils’ attitude and interest in a topic. The study adds empirical evidence for the potentials of advancing primary science education e. g. by fostering the collaboration of schools with scientists.
Highlights
Science education in primary schools is meant to produce learning of, and interest in, natural phenomena and environments rather than merely learning of facts from text books
Empirical evidence for the efficacy of adding affective dimensions and professional guidance to the curricular contents of primary science education may advance our understanding of science teaching and learning
Based on the children’s subject matter knowledge and drawings, we repeatedly explored the effects of project participation (i. e. emotional, contextual and sociocultural experiences) on ibis knowledge and the occurrence of dynamic changes in the children’s concepts of bird morphology
Summary
Science education in primary schools is meant to produce learning of, and interest in, natural phenomena and environments rather than merely learning of facts from text books It is the school’s task to pick up the personal interests of the pupils, i.e. to establish connections between their interests and the curricular requirements [1]. In elementary and primary science education this may be a way to develop a positive attitude to science [3] with the aim of encouraging students to ask questions. For enquiry-based learning, pupils are guided by the teacher in order to find a solution which relies on active investigation (such as processes of own observations) and to subsequently evaluate the empirical evidence for this solution [5]. Empirical evidence for the efficacy of adding affective dimensions and professional guidance to the curricular contents of primary science education may advance our understanding of science teaching and learning
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