Science Engagement Research Articles

Persisting in tough times across Hong Kong, mainland China, and the Philippines: grit, achievement goal orientation, and science engagement

BackgroundPast studies of grit's educational benefits, such as science engagement, showed mixed results across cultures. So, we elaborated the prior model of grit (perseverance of effort, consistency of interest) with adaptability to situations (forming a triarchic model of grit TMG), and tested TMG's relation to subsequent science engagement.MethodsIn this study, 1,972 high school students in Hong Kong, mainland China, and the Philippines completed surveys twice (about 6 months apart). We analysed these data with multilevel structural equation modelling.ResultsResults showed that country income (GDP per capita) negatively predicted science engagement, while schools with the highest ability students had higher science engagement. Conscientiousness and overall grit positively predicted science engagement at both time periods. Consistency of interest negatively predicted science engagement.ConclusionsThis research demonstrates the potential academic benefits of grit in non-Western societies. Promoting grit may serve as a pathway towards greater students’ engagement in science.

“Fin‐tastic Fish Science”: Using a comic book to disseminate and enhance science literacy

AbstractThe need for more interaction between scientists and the public is widely recognized. If we want the public to support science, we need to effectively convey its nature and benefits. Science outreach can help reverse negative attitudes, spark curiosity and enthusiasm, and encourage communities to support science. Better communication tools than traditional texts are needed to increase positive attitudes toward science, which may lead to more self‐motivated engagement with science in the future. The unique language of comics has the potential to portray abstract scientific concepts more easily than just words. Here we report findings from an assessment of how a science comic can affect student learning and attitudes toward engaging with science, compared to more traditional written texts, a journal article, and popular science summary. We used a pre‐ and post‐reading questionnaire to measure learning gains and attitudes toward science engagement. Students who read the comic have the highest learning gain, equivalent to a journal publication, and see the most positive changes in attitude toward engagement with science. Our findings suggest that science comics could be a highly effective form of communication and outreach among the public.

How do New Zealand Scientists perceive the benefits and limitation of Citizen Science?

Public engagement with science in New Zealand adopted a more participatory approach with the 2014 launch of the Strategic Plan for Science in Society, joining the groundswell of citizen science research seen internationally. This study interrogates the views of scientists on the benefits and limitations of citizen science (CS) before and several years after the strategy was launched. Three groups of scientists were compared: NZ marine scientists with an international group of marine scientists around the time of launch, and NZ marine scientists four years later. At initial comparison NZ and international scientists held largely similar views on the benefits and limitations of CS, with only a few exceptions. Awareness of and involvement in CS projects were significantly higher in NZ four years later. Scientists with CS experience generally perceived more benefits, such as expanded data collection, community engagement and public awareness of science. The most frequently identified limitation was quality of data. Although this perception increased in the NZ cohort, the vast majority of scientists felt limitations could be overcome by careful project design and improved infrastructure support and professional recognition. These findings guide further recommendations for high level support systems to facilitate scientists’ involvement in citizen science.

Engaging with materials and the body: young plurilingual children’s resource-rich interactions in science investigations

ABSTRACT Background Children’s interactions are inherently multimodal. Accordingly, when children engage in science in classroom communities, their interactions are grounded in material and embodied aspects of interactions with teachers and their peers. Purpose This study explores the nature of children’s science interactions in a classroom community where students are working in a language they are also learning through examination of the ways in which open-ended pedagogical approaches mediated embodied and material science participation and sense-making. Study and method We employed multimodal interaction analysis layered with a critical ethnographic perspective to explore the embodied and materially-grounded experiences of a student working in an early-childhood classroom with peers and teachers in science through a language he is also working to learn. Results Multimodal interaction analysis allowed us to build views of how the classroom interactional spaces afforded embodied and material participation and learning in science, and uncovered the multimodal ways in which this mediated his engagement in science and communication of science meanings and wonderings. Conclusions Open-ended pedagogical approaches afforded spaces in which this student was able to engage with phenomena, materials, and embodied interactions, regardless of his verbal participation. This embodied participation and materially grounded interactions entangle and unfold to become learning. Pedagogical implications for the teaching and learning of science with all children, and in particular with plurilingual children, through the use of open-approaches that afford resource-rich embodied engagement and learning are discussed.

The effects of children’s participation and co-creation in science

The scientific literature shows that children’s participation in video games is increasingly common. However, there is no analysis of the involvement of children in the development of video games promoting social science learning. The framework of the EU H2020 funded project “ALLINTERACT. Widening and diversifying citizen engagement in science” contributes to filling this gap by analysing the co-creation process between children, families, teachers, and researchers of a video game for children to distinguish between hoaxes and evidence to overcoming bullying. To this end, a 24-h Science Game Jam was recorded, which took place in a virtual space for group meetings in which five children, five family members, four teachers and four researchers participated in the co-creation of the video game and a collaborative document in the cloud including the guidelines of the video game, with their proposals for the development. Finally, they participated as well as in the co-creation of the video game itself. The key finding is that co-creation through an egalitarian dialogue, solidarity, and focus on scientific knowledge allowed these children to play a leading role in developing a video game where children of all educational stages learn to distinguish hoaxes and evidence in overcoming bullying. The involvement in science and the co-creation of science-based products benefited these children; as they were protagonists in science, they could express their concerns and the real problems they faced in their schools, which increased their scientific knowledge and strengthened their critical capacity about bullying. Furthermore, the adult participants also benefited from the knowledge provided by the children, especially in the development and creation of the video game.

Embodied, dramatizing performances in science class: multimodal spaces and places of knowledge and identity construction

ABSTRACT We explored the semiotic choices children in grades 1–6 made that nurtured embodied, dramatizing performances in science classes at urban public schools, serving predominantly students of color in a large US city. We studied how such choices in school and home settings (when instruction was remote during the COVID-19 pandemic) were implicated in the children’s knowledge and identity construction and related to available resources and positionings. Multimodality and social semiotics, social practice theory, and positioning theory were the three theoretical anchors that guided the study, along with sociocultural and sociopolitical framings of science education. The study took place in the context of the multi-year collaboration STAGE (Science Theatre for Advancing Generative Engagement) among teachers and university educators designing and studying pedagogies of embodiment as part of students’ engagement in school science. The ethnographic design of the larger research allowed us to engage over a school year with each class. The focus of this study is on classes of three teachers, who collaborated with a teaching artist, using data from video-recordings, fieldnotes, and conversations with students and teachers. The findings point to the generative nature of embodiments in terms of both the knowledge and identities that the children were constructing and the factors that shaped that generativity. These include (a) the resources available, (b) the children’s own particular interests and sources of excitement, and (c) the simultaneous use of multiple semiotic tools that offer different affordances for meaning making. The findings affirm that multimodal embodied performances children design and create in school spaces (classrooms and settings for larger school gatherings, like auditoria) and at home provide opportunities to desettle expected axiological, ontological, and epistemological norms that often dominate science teaching. The power of dramatizing and of performing arts is facilitating the development of connections, solidarity, and feelings among peoples and materials.

Academic self-efficacy and engagement in learning science of Junior High School students: the mediating role of peer relationship

Academic self-efficacy, peer relationships, and student engagement are interrelated constructs that play important roles in shaping students’ academic experiences and outcomes in science learning. In view of this concept, this study aimed to determine the significant mediating effect of peer relationship on the relationship between academic self-efficacy and engagement in learning science. This study was quantitative, non-experimental research design utilizing descriptive-correlational, and path analysis techniques. Employing cluster sampling technique, a total of 150 junior high school students from selected private schools in Davao City – third district were selected to participate in this study and answered the adapted survey questionnaire. The study revealed high levels of self-efficacy, peer relationship, and engagement in learning science, with a strong positive correlation between academic self-efficacy and engagement, and moderate positive correlations between academic self-efficacy and peer relationship, as well as the correlation between peer relationship and engagement. Overall, peer relationships do not significantly influence academic self-efficacy and engagement in learning science among junior high school students. The impact of peer interactions on these relationships is small, suggesting that their significance may be less pronounced than in older students. Future researches may be undertaken to examine the potential mediating influence of peer relationships on the association between academic self-efficacy and engagement in subjects beyond science.

Supplemental Material for The Effects of Unstructured Out-of-School Engagement in Science on Adolescents’ Vocational Interests, Occupational Aspirations, Competencies, School Grades, and Ability Self-Concepts

Supplemental Material for The Effects of Unstructured Out-of-School Engagement in Science on Adolescents’ Vocational Interests, Occupational Aspirations, Competencies, School Grades, and Ability Self-Concepts

On-Boarding Project LAYAG (Laboratory at Your Actual Ground) in Enhancing Students’ Academic Achievement and Engagement in Science

On-Boarding Project LAYAG (Laboratory at Your Actual Ground) in Enhancing Students’ Academic Achievement and Engagement in Science

Learning Environment and Academic Engagement in Science of Junior High School Students

Learning Environment and Academic Engagement in Science of Junior High School Students

EXPLORING QUEERNESS AND COMMUNITY AMONG LGBTQ+ CITIZEN SCIENCE VOLUNTEERS

While the body of research on the motivations and outcomes for citizen science participants continues to grow, there remains a lack of information on the social aspects of volunteers' experiences. Given that a sense of community contributes to the overall health and well-being of LGBTQ+ individuals, it remains unseen if and how LGBTQ+ citizen science volunteers perceive and experience a sense of community in the context of their participation. This study presents findings and recommendations based on data provided by 14 LGBTQ+-identifying citizen science volunteers through semistructured interviews. By understanding the social dimensions of engagement in citizen science for LGBTQ+ volunteers, practitioners across fields can begin to recognize and implement strategies for cultivating and supporting diverse volunteer communities.

Engagement and Satisfaction in Science Employing Blended Learning in Junior High School Students

Engagement and Satisfaction in Science Employing Blended Learning in Junior High School Students

Effects of Project-based Learning on Students' Learning Performance and Engagement in Computer Science

Attention has been drawn to the benefits of integrating project-based learning (PjBL) into educational curricula to enhance student engagement. This study investigated how well project-based learning fosters student engagement and achievements in computer science courses. Qualitative and quantitative research methods were used for this experiment. A total of 60 first year undergraduate students included in the study were divided into the two following groups: experimental group (n=30) and control group (n= 30). National Survey of Student Engagement’ (NSSE) based on Coates’ five-dimensional framework theory of student engagement was used to collect the data. The results showed that there was no significant difference in the pretest scores between the experimental group and the control group (p >0.05) before the intervention. However, after the experiment, the post test scores of the experimental group were significantly higher than those of the control group (p <0.01), indicating an improvement in engagement. The mean grades and mean engagement of the experimental group were also higher compared to the control group. The difference in engagement between the experimental group before and after the intervention was statistically significant (Z=-3.522, p <0.05), with the median data after intervention being higher than before. Specifically, students engaged in project-based learning (PjBL) were more actively involved in self-perception and self-worth compared to students in traditional learning settings. These findings suggest that highly contextualized project-based learning has a positive impact on student engagement and achievements.

Online Learning Readiness and Science Engagement of College Students

Online Learning Readiness and Science Engagement of College Students

Engaging elementary students in data science practices

PurposeThis study is part of a participatory design research project and aims to develop and study pedagogical frameworks and tools for integrating computational thinking (CT) concepts and data science practices into elementary school classrooms.Design/methodology/approachThis paper describes a pedagogical approach that uses a data science framework the research team developed to assist teachers in providing data science instruction to elementary-aged students. Using phenomenological case study methodology, the authors use classroom observations, student focus groups, video recordings and artifacts to detail ways learners engage in data science practices and understand how they perceive their engagement during activities and learning.FindingsFindings suggest student engagement in data science is enhanced when data problems are contextualized and connected to students’ lived experiences; data analysis and data-based decision-making is practiced in multiple ways; and students are given choices to communicate patterns, interpret graphs and tell data stories. The authors note challenges students experienced with data practices including conflict between inconsistencies in data patterns and lived experiences and focusing on data visualization appearances versus relationships between variables.Originality/valueData science instruction in elementary schools is an understudied, emerging and important area of data science education. Most elementary schools offer limited data science instruction; few elementary schools offer data science curriculum with embedded CT practices integrated across disciplines. This research assists elementary educators in fostering children's data science engagement and agency while developing their ability to reason, visualize and make decisions with data.

Tourism, ageing bodies and Chinese femininity

Despite increased social science engagement with the body, its sensuousness and everyday performativity, the tourism-ageing-embodiment nexus remains under-served, with the older female Asian body particularly neglected. Adopting a feminist participatory approach and employing audio-video diaries and in-depth semi-structured interviews, our study examines the embodied travel experiences of 24 older Chinese women. Our findings reveal how their travel experiences are constrained within an evolving Chinese ideology on gender, age and femininity and shaped by their life trajectories and experiences and social and family roles. At the same time, however, we reveal how tourism provides an empowering space, where they negotiate and subvert constraining conceptualizations of femininity. The study advances understandings of ageing, embodiment and tourism and challenges their Western dominance.

Probing species’ information initially obtained with citizen science: implications for ecological management

Due to the natural engagements of citizen scientists, they have the advantage of species encounters, thus leveraging their significance in biodiversity studies. When a citizen scientist reports a suspected new species, an investigation may first require studies on taxonomy and biological analysis. There are cases, however, when their reports pertain to already known species that may still need investigations (species’ occurrence and distributions), considering different ecological viewpoints. With this premise, we conducted a field survey (station-based visual data collection) to probe the extent of the distribution of two species described with citizen science engagements. We also explored the species-associated cultural practices in the community. Our results reveal the presence of the two species with distributions varying in spatiotemporal contexts, validating the contribution of citizen science to the distribution record. With ecological management perspectives, we provide the following notions: conservation plans for the “rare” species and eradication programs for the invasive species on the island.

Math anxiety and math motivation in online learning during stress: The role of fearful and avoidance temperament and implications for STEM education

Students’ math motivation can predict engagement, achievement, and career interest in science, technology, engineering, and mathematics (STEM). However, it is not well understood how personality traits and math anxiety may be linked to different types or qualities of math motivation, particularly during high-stress times such as the COVID-19 pandemic. In this study, we examined how fearful or avoidant temperaments contribute to math anxiety and math motivations for college students during the COVID-19 pandemic. Ninety-six undergraduate students from a large public university were assessed on temperamental fear, math anxiety, and math motivation in an online math course. Results showed that higher levels of temperamental fear are directly linked to higher levels of math anxiety. In addition, temperamental fear is indirectly linked to higher levels of autonomous motivation (i.e., intrinsic motivation and identified regulation) and lower levels of controlled motivation (i.e., external regulation) through math anxiety. Results have implications for helping students at high risk for both high math anxiety and for low motivation to engage in math learning.

Gender Differences in Perception of Artificial Intelligence-Based Tools

Participation of girls in Science, Technology, Engineering, and Mathematics (STEM) subjects at the higher education (HE) level continues to lag behind that of boys and consequently may affect artificial intelligence proliferation in Ghana. Numerous factors affect girls' engagement in science, one of which is the mistaken belief among girls that STEM subjects are better suited for boys. This study investigates the gender differences in AI-based tools which have become integral for teaching and learning in HE schools. Based on results from 128 students in higher education in Ghana, this article argues that gender is a significant determinant of students’ use of AI-based tools in education. The results further revealed a significant disparity in the overall levels of perceived innovation characteristics based on gender. This study urges managers of Higher Education Institutions (HEIs) to implement policies and measures aimed at facilitating women's engagement and greater familiarity with AI technologies.

Community Engagement in Implementation Science: the Impact of Community Engagement Activities in the DECIPHeR Alliance.

The translation of evidence-based interventions into practice settings remains challenging. Implementation science aims to bridge the evidence-to-practice gap by understanding multilevel contexts and tailoring evidence-based interventions accordingly. Engaging community partners who possess timely, local knowledge is crucial for this process to be successful. The Disparities Elimination through Coordinated Interventions to Prevent and Control Heart and Lung Disease Risk (DECIPHeR) Alliance aims to address cardiopulmonary health disparities by engaging diverse community partners to improve the implementation of evidence-based interventions. The goal of the Community Engagement Subcommittee is to strengthen community engagement practice across DECIPHeR. This paper presents the subcommittee's "Why We Engage Communities" statement that outlines why community engagement is critical for implementation science. The paper also provides case examples of DECIPHeR community engagement activities. To develop the "Why We Engage Communities" statement, we conducted a literature review, surveyed subcommittee members to assess the importance of community engagement in their work, and integrated community partner feedback. We synthesize the findings into three key themes and present examples of community engagement activities and their impact across DECIPHeR projects. The statement presents three themes that illustrate why community engagement increases the impact of implementation and health equity research. Community engagement (1) engages local knowledge and expertise, (2) promotes authentic relationships, and (3) builds community and researcher capacity. The statement provides a guiding framework for strengthening DECIPHeR research and enhancing community partnerships. Community engagement can improve the implementation of evidence-based interventions across diverse settings, improving intervention effectiveness in underserved communities and furthering health equity.