Engagement In Science Education Research Articles

Online collaborative tools for science education: Boosting learning outcomes, motivation, and engagement

AbstractBackgroundOnline collaboration tools have been identified as potentially effective means for enhancing student learning, motivation, and engagement in science education. However, their effectiveness in improving science education outcomes among middle school students remains uncertain.ObjectivesThe study aimed to investigate the impact of online collaboration tools on science education outcomes among middle school students, focusing on learning achievement, engagement, and motivation.MethodsA quasi‐experimental design with a pretest‐posttest control group was used in this study. A total of 60 eighth‐grade middle school students were involved in the study, with both the experimental and control groups comprising 30 students each. The experimental group incorporated the use of digital collaboration platforms, including Asana, Slack, and Team Viewer, as instrumental components of group project execution and discussion in their science lessons. Conversely, the control group adhered to the current educational approach in Turkey, characterized by the employment of an inquiry‐based learning strategy in their science instruction. Data was collected over eight weeks using a science achievement test, engagement scale, and science motivation scale.ResultsThe experimental group demonstrated significantly higher post‐test scores compared to the control group, suggesting that online collaboration tools positively impacted science education outcomes. Additionally, survey data indicated high levels of engagement and motivation among the experimental group students when using the online collaboration tools.ConclusionsThe findings support the notion that online collaboration tools can effectively enhance learning, motivation, and engagement in science education among middle school students. These results have significant implications for educators, educational institutions, policymakers, and curriculum developers. Further research is needed to examine the potential of these tools in various educational contexts and with different student populations. This will help broaden the understanding of how online collaboration tools can be integrated into diverse learning environments, potentially benefiting a larger number of students and further improving science education outcomes.

The use of educational technology in inquiry-based elementary science education: a systematic review

ABSTRACT Technology has arisen as a powerful tool for enhancing student’s learning and engagement in science education, particularly in the context of elementary inquiry-based science education (IBSE). This systematic review examines the use of technology in elementary IBSE over the past decade, analyzing 22 empirical studies to identify research trends, explore relationships among inquiry phases and process skills, and identify examples of technology utilization and affordances. The study reveals that technology has mainly been used to support students’ observation and data interpretation skills during the investigation phase of inquiry. However, it also indicates that technology has the potential to support other science process skills in other phases of inquiry in a variety of ways. Supporting students to capture and collect data, providing learning materials, and linking the real-world context were the three predominant affordances. Furthermore, the analysis suggests research gaps in the use of emerging technology and insufficient attention paid to employing technology to support students’ modeling processes and the use of simulations. These findings point to the need for further investigation to fully explore the potential of technology in supporting students’ learning and engagement in elementary IBSE.

Gamification using Board Game Approach in Science Education - A Systematic Review

Gamification acceptance in learning is seen as a mass appeal for motivation, learning participation, and social influence, which is also considered a digital realm. However, non-digital gamification is just as valuable in education as in the digital world. This research aimed to present the empirical findings from the most recent literature on gamification in science subjects using a board game approach. It reveals the most recent scientific evidence on emerging learning science trends using board games and gamification plugins. Other than that, it expands the possibilities for future research directions in rioting learning and instruction through gamification. The systematic literature review examined 11 empirical research papers published between 2018 and 2022 in the Web of Science (WoS) and Scopus databases. The review critically appraised and evaluated the various contradictions found in the literature and established the importance of future research studies to re-examine the theoretical foundations of board games, their game mechanics, and learning outcomes. The findings not only attempt to analyse the novelty of gamified learning using board games perceived as a critical enabler of achievement, motivation, enjoyment, and engagement in science education but also seek to outline recommendations for future research on this topic comprehensively.

The Inequities Embedded in Measures of Engagement in Science Education for African American Learners from a Culturally Relevant Science Pedagogy Lens

Although African American educators strive to ameliorate racist and/or sexist barriers to learners’ science engagement in U.S. education, examples of applications of culturally relevant science instruments to measure African American learners’ engagement in science are hard to find in the literature. Inaccurate perceptions about student engagement in science education continue to exist, including assumptions about the prevalence and effects of low socioeconomic status, limited content knowledge, and a lack of interest or motivation of African American learners compared to white learners. Most exemplars of student engagement in science focus on the cognitive, behavioral, and social mores of white, male, cisgender, middle-class learners and their reactions to teacher pedagogy. This article reports on a qualitative study of three African American female and male secondary science educators’ narratives of “engagement” in science amongst systemic inequities in the northeastern and southeastern U.S. regions. To better understand African American learners’ science engagement, I combined socially transformative science curriculum approaches for African American students using five types of mastery with the concepts of culturally relevant science pedagogy as the facilitator of racial equity. A critical-arts-based research methodology was used to craft participants’ autobiographical data and drawings into a literary métissage of the participants’ experiences, memories, and culturally relevant pedagogical strategies. Themes included: (1) teachers’ recognition that their interest and positionality impacted their engagement in science; (2) their understanding of how identifying as scientists informed their career choices and modes of participation; and (3) their observations about how mentoring and vision influenced students’ attitudes about engaging in science. The major finding was that critical incidents that teachers experienced when they were students in K-20 schools influenced how they became engaged in science and constructed their culturally relevant practices as science educators. The implications of this finding for pre-service and teacher leadership development for equitable teaching and learning will be discussed, and recommendations for using culturally relevant science practices and navigating power dynamics will be provided.

Monolingual Momentum: The Limits of Critical Language Awareness in a Hybrid Science Learning Environment

ABSTRACT Among inequities faced by multilingual learners, engagement in science education is one of the most persistent. Research suggests leveraging students’ full multilingual repertoires in science education can help address this gap. However, pervasive monolingual norms in schooling may impede multilingual engagement, impacting students’ multilingual identities and self-perceptions as science learners. Using observations and classroom artifacts from four seventh-grade life science classes in a linguistically diverse school district in the Southeastern United States, we documented one teacher’s attempts to engage students’ multilingual repertoires in science education during a four-week instructional unit. Our findings indicated student hesitancy to participate multilingually in science discourse. Using critical language awareness (CLA) as a lens, we draw connections between this reluctance and monolingual schooling norms that impact students’ multilingual identities and present challenges to implementing linguistically sustaining pedagogies in English-medium instructional environments. By focusing on engaging students’ multilingual repertoires in science education, these findings have the potential to advance research on teacher CLA—including its affordances and contextual limitations—in science education and beyond.

Examining the Trend of Researchon Active Engagement in Science Education: Bibliometric Analysis

Examining the Trend of Researchon Active Engagement in Science Education: Bibliometric Analysis

Aesthetics, string figures, and the politics of the visible in science and education

This paper positions Aesthetics, specifically the politics of Aesthetics, as a frame for approaching traditionally conservative subfields of education, such as science education. Drawing primarily from Jacques Rancière’s work on Aesthetics and Politics, and Donna Haraway’s work with String Figures (SF), we outline the political stakes of engaging, transforming, and ‘playing-with’ the aesthetic dimensions of what science education (and education more broadly) might look like. In the first part of the article, we highlight the political potentiality of a turn toward aesthetics in (science) education, which includes a discussion of theory that supports this shift. We aim to, in part, disrupt the current distribution of the sensible to more deeply, and visibly, entangle science education with multi-species justice and a politics of equality writ large. In the second part of this article, we present our own string figure, an example of what we mean by a radical aesthetic shift in terms of what it allows students to see as visible, possible, and sensible in the world through science and education. We weave a string figure/SF story about our bee companions, who are/have been deeply affected by the Anthropocene, while simultaneously world-making in the Chthulucene. In concluding, we revisit our primary goal which is to open up new forms of political engagement in science education toward the goal of multi-species justice.

«Utflukter sitter lengre i hjernen». Elevers synspunkter på hvordan de lærer naturfag

This article presents 10th grade students’ views on teaching methods in science. The students have answered a survey on what they think is positive in science teaching and what they think could be improved. They were also asked to explain why. The answers have been analyzed using a mixed methods design. The most distinct finding was that many students express boredom and lack of well-being in the science classroom. The students’ answers indicates that the traditional teaching methods dominate, and that teaching methods that are considered important in science teaching, such as excursions and inquiry teaching methods, are less used. The students believed that science teaching methods that provide more use of dialogue, cooperation and activity will increase learning and well-being. Knowledge about what the students’ report increases their engagement in science education, might contribute to develop teaching methods that will increase the students’ work effort in science.

Developing Affective Engagement in Science Education through Performative Pedagogies: The Performing Sciences

The project The Performing Sciences engaged teaching staff from biomedical sciences and theatre to design an assessment activity in which second year students at the University of Melbourne were required to explicate a biochemical concept or process using embodied modes of performance. Here we provide an extended narrative on affective engagement, offering this previous work as a case study, and describing how this innovative work advances approaches to teaching, learning and assessment in science education through theatrical performance. The case study provides evidence of the potential for creative and multi-disciplinary forms of teaching, learning and assessment to foster student engagement and increase their motivation to learn science. Our extended narrative focusses on the potential for performance-based pedagogical approaches to facilitate affective forms of learning. We argue that by employing strategies from theatre and performance studies, science educators can engage students in emotional and corporeal ways that complement their cognitive processes, as well as facilitate opportunities for collaborative and social learning.

En Delfistudie om lärares uppfattning av elevengagemang i NO-undervisningen <br/> A Delphi study of teachers views on engagement in the science classroom

What happens in a science classroom where students are engaged and how do teachers observe and interpret student engagement? This article highlights teachers’ perspective on students’ engagement in science education and to what extent it is connected to the scientific content. This approach complements earlier research which focuses mostly on students’ attitude towards science education and their interest in various topics in science.The findings are based on a three-stage Delphi survey distributed to 39 expert science teachers. The results shows science education with a range of different perspectives and that most teachers do not perceive any direct connection between specific science topics and the students’ engagement. The survey also shows that teachers to a high level interpret students’ emotional expressions and academic behavior as engagement rather than their cognitive behavior.

Motivational predictors of students' participation in out-of-school learning activities and academic attainment in science: An application of the trans-contextual model using Bayesian path analysis

Given the shortfall in students studying science, promotion of motivation and engagement in science education is a priority. The current study applied the trans-contextual model to study the motivational predictors of participation in science learning activities in secondary-school students. In a three-wave design, secondary-school students completed measures of perceived autonomy support, autonomous and controlled motivation, social-cognitive beliefs (attitudes, subjective norms, perceived control), intentions, and self-reported participation in out-of-school science learning activities. Five-weeks later, students self-reported their science learning activities. Students' science grades over the semester period were obtained. Bayesian path analyses supported model hypotheses: in-school autonomous motivation predicted out-of-school autonomous motivation, beliefs, intentions, science activity participation, and science grades. Specifying informative priors for key model relations using Bayesian analysis yielded greater precision in estimates. Findings provide evidence for a link between students' autonomous motivation toward science activities across contexts and may inform interventions promoting motivation and participation in science activities.

Identifying Contradictions in Science Education Activity Using the Change Laboratory Methodology

The study is based on an implementation of the basic steps of the Change Laboratory methodology (Engeström,Virkkunen, Helle, Pihlaja & Poikela, 1996) at the University of Ioannina. It was derived by a discussion withmaster’s students during a course about science education curricula in pre-school and primary education and theireffectiveness in the current educational system. Students’ engagement in Science Education is a multifaceted andcomplex process. Under a socio-cultural approach it constitutes an activity system which consists of several elementsand as a whole, is interconnected and interacting with more activity systems which interfere in the process. Theelement that connects all the above systems is the shared object which in the case we are studding is theenhancement of teachers’ confidence in teaching science education. The developmental work research methodology(Virkkunen & Newnham, 2013; Engestrom, 2015) was chosen in order the participants to reflect on the currentactivity, to identify the contradictions of the activity and propose solutions forming a new model. Within thisimplementation Engestrom’s triangular model of the Activity system (2001) is deployed and qualitative researchmethods are applied to analyze the content of the CL sessions occurred among participants. The findings of thisstudy attempt to examine the challenges of the participating teachers in teaching science education and how theirconfidence can be enhanced and furthermore, the CL methodology as a tool in professional development.

Using outdoor adventure to enhance intrinsic motivation and engagement in science and physical activity: An exploratory study

Many nations are seeking novel approaches to increasing youth physical activity levels, as well as academic performance in science-related disciplines. This study investigated an integrated approach to addressing both issues by exploring student experiences in (a) a pilot outdoor adventure-based science course, and (b) their normal school settings before and after this course. Twenty-two high school students participated in a five-day snow science program that incorporated winter outdoor adventure activities within a science curriculum. Variables related to attitudes, identity, intrinsic motivation, basic psychological needs, and engagement in science education and outdoor physical activities were measured, along with actual physical activity levels. Participants’ reported engagement, intrinsic motivation, enjoyment, self-determination, and physical activity levels were significantly higher during the outdoor adventure-based science course compared to pre and post-school settings. Findings provide preliminary support for further developing and evaluating adventure education and recreation programs with the dual aims of improving student engagement in science education and physical activity. Management implicationThis study explored outdoor physical activity and science learning in a publicly operated residential science school program based in a ski area and State park. The results can assist managers of public and private agencies implement innovative experiences that meet growing demand for personal development, education, health, wellness and meaning, in addition to enjoyment. Recreation managers can apply findings to create novel programs during school breaks that appeal to youth, parents and school administrators alike.Findings suggested that integrated outdoor adventure-based programs may:•enhance participants’ intrinsic motivation to engage in both physical activity and science education;•provide a novel means of addressing two pressing social issues (sedentary lifestyles, underperformance in science).In terms of program structure and implementation, managers should focus on facilitating intrinsic motivation, autonomy, competence, and relatedness through techniques such as:•supporting positive group dynamics;•providing participants choices about how and where learning happens;•allowing time to develop recreation skills as well as science skills;•fostering flow opportunities through dynamically matching challenges with progressive skill instruction over the course of the program (or several programs).Finally, in terms of assessing programs and experiences, managers might consider measuring aspects such as flow, intrinsic motivation, or physical activity in addition to customary ‘satisfaction’ measures.

Taking an Attention‐Grabbing “Headlines First!” Approach to Engage Students in a Lecture Setting

AbstractLet's face it. Traditional lectures do not consistently capture our students’ attention, especially when they are PowerPoint‐driven and lack student/instructor interaction. Most of us have had the unfortunate feeling that our students were not fully engaged in our lectures, despite hours of preparation on our part. This sense of “wasted” investment of time can be especially frustrating for pretenure faculty, who must balance teaching, research, extension and administrative (as well as personal) responsibilities in order to be successful. How can we engage students in our course content, given limited time and resources to prepare lecture material and demonstrations? Active learning strategies are a possibility, but shifting courses from a lecture format to problem‐based learning or a flipped format requires a significant time and effort investment from the instructor. Why not start by making lecture more fun and engaging for our students? Storytelling is an effective and efficient means of getting and maintaining our students’ attention and interest during lecture to drive home key points. The BSCS (Biological Sciences Curriculum Study) 5E Instructional Model provides a conceptual framework that emphasizes the primacy of student engagement in science education (Bybee). Our goal here is to provide practical examples and external references to show how “Headlines First!” storytelling can be used effectively to engage students in the science classroom.

Three Approaches to Gender Equity in Science Education

In this article I use feminist critique of science as a point of departure to discuss different understandingsof how sex/gender impacts on pupils’ approaches to science education. I construct a theoreticalframework that shows three different approaches to increase gender equity in science education. Eachapproach is grounded in a distinct understanding of how sex/gender impacts pupils’ engagementin science education. The analytical frame that is developed thereby represents descriptions of threealternative ways to address gender inequity in science education. The framework shows how differentunderstandings of how sex/gender impact on pupils’ engagement in science education require distinctinitiatives to increase gender equity. The framework can be used in the planning and analysis ofhow gender initiatives work to address gender inequity in science education.

Approaches to gender equity in science education: Three alternatives and two examples

In this paper I use feminist critique of science to discuss different understandings of how sex/gender impacts on pupils' approaches to science education. I construct a theoretical framework that shows three different approaches to increase gender equity in science education. Each approach is grounded in a distinct understanding of how sex/gender impact on pupils' engagement in science education. I use the constructed theoretical framework to analyse the perceptions of sex/gender that underpin two science education initiatives in sub-Saharan Africa (SSA). The two initiatives are the ‘Female Education in Science and Mathematics’ project, FEMSA and ‘African Forum for Children's Literacy in Science and Technology’ (AFCLIST). My analysis shows that the two initiatives reflect two different understandings of how sex/gender impacts on pupils' engagement in science education and of how gender inequity in science education should best be approached. Although neither of the initiatives was influenced by feminist theories and critiques of science, this study suggests that this discourse can still be used to analyse such initiatives from a fresh perspective.