Hands-on Science Activities Research Articles

Of scientists and superheroes: Educational television and pretend play as preparation for science learning

Children aged 4 to 7 (N = 119; 50.4% female, 87.4% White) watched an educational video containing unrealistic elements (i.e., superpowered scientists). Before or after this video, they participated in a hands-on science activity under one form of pretense (i.e., act like a scientist vs. superhero) or under no pretense. Both interventions imparted information about the concept of static equilibrium. Results indicated that children's understanding of static equilibrium improved more when they watched the video before (vs. after) the hands-on activity. Age moderated this effect on one measure of learning, such that 5- and 6-year-olds benefitted more than 4- and 7-year-olds from watching the video first. Gender did not emerge as a moderator, and the pretense manipulation had no impact on children's responses. These results suggest that educational videos can prepare children to learn from hands-on science activities, even when those videos contain unrealistic elements.

Exploring Hands-on Science Activities among Junior High School Students Amidst COVID-19 Pandemic: A Qualitative Study

The aim of this study is to explore the different hands-on activities with its common tool, and scientific skills acquired by the students amidst pandemic. The study have used narrative – inquiry research design where short-answer type essay was used as the main instrument in gathering the required data. There are twenty junior high school students who was exposed to modular approach during that have participated in the study and purposive sampling was implemented. Findings revealed the following; (a) hands-on activities accomplished, (b) scientific skills learned, (c) scientific skills enhanced, and (d) common tools used. Based from the findings, therefore it concludes that observing and classifying were the most hands-on activities students accomplished in science during the COVID-19 pandemic. Inferring was the Science skill that students greatly enhanced in doing hands-on during the pandemic. And writing tools were the most common tools used to do hands-on activities at home.

Effects of a Service-Learning Neuroscience Course on Mood and Intergroup Anxiety.

"Everyday Neuroscience" is an academically based community service (ABCS) course in which college students teach basic neuroscience lab activities to high school students in an under-funded school district, working in small groups on hands-on science activities for 10 weekly sessions. The present study examined the possible psychological and social effects of this experience on the college students, in comparison with peers not enrolled in such a course, by observing and surveying the high school and college students across the 10-week course period. First, the teaching-learning sessions in the course successfully promoted science-focused discussion between the high school and college students for 45 to 60 minutes each week. Second, college students in "Everyday Neuroscience" reported higher positive affect and less intergroup anxiety at the end of the semester compared with the control group of college students who were not in the course. Finally, surveys of the high school students revealed that they found the sessions to be positive social experiences. These findings reveal that a neuroscience-based community engagement course can be both a positive experience for the community partner and a benefit for college students by promoting psychological and social wellness.

Examining the Effects of Integrated Science and Literacy Instruction on Second Graders’ Reading Comprehension, Reading Motivation, and Ability to Write Science Informational Texts

This quasi-experimental study aimed to examine content-area literacy instruction in comparison to a science-infused literacy instruction (SILI) to determine how these two approaches influenced 2nd grade students’ ability to read and write science informational text and the students’ attitude and motivation towards reading. After professional development, five teachers taught their classes twelve thematic lessons designed using either the content-area literacy (N = 37) or the SILI (N = 40) instruction to 2nd grade students. Teachers in both groups implemented thematic lessons that taught the life cycle of plants and included interactive read-alouds, graphic organizers, watching time lapse videos of plant growth, and reading digital texts independently and in small groups to support students in building the content knowledge and vocabulary necessary to write science informational texts. Students in the SILI group also participated in hands-on science activities including planting seeds and documenting plant growth, exploring the parts of a live basil plant, and taking walks outdoors to observe plants at various stages of the plant life cycle. Lessons took place over four weeks to assist students in acquiring science content knowledge so as to transfer this knowledge into science informational texts and to determine the influence of both instructional approaches on reading comprehension and reading attitude and motivation. Findings resulted in the content-area literacy instruction producing higher and statistically significant reading comprehension and writing rubric scores than the SILI group with medium effect sizes reported. The SILI group produced higher reading attitude and motivation scores, but these results were not statistically significant. Implications for both early childhood science and literacy classroom instruction as well as multiple implications for future research are discussed.

Creative thinking patterns in primary school students’ hands-on science activities involving robotic as learning tools

Creative thinking patterns in primary school students’ hands-on science activities involving robotic as learning tools

Beyond “Having Fun” As Evidence of Learning: A Longitudinal Case Study of a Teacher’s Evolving Conception of Hands-On Science Activities

Beyond “Having Fun” As Evidence of Learning: A Longitudinal Case Study of a Teacher’s Evolving Conception of Hands-On Science Activities

Effect of Hands-On Science Activities on Students’ Academic Achievement and Scientific Attitude

In this study, it is aimed to investigate whether the science course taught by using simple tools has an effect on academic achievement and attitude towards science. For this purpose, a quasi-experimental model with pretest-posttest control group was used. The study group of this research consists of a total of 40 students, 21 (52.5%) girls and 19 (47.5%) boys, studying in a secondary school in the southeast of Turkey in the 2021-2022 academic year. The “Force and Energy achievement test” was used to determine the effect of science activities with simple tools on the academic achievement of students. the “Attitude towards Science Scale” was used in order to determine students’ attitudes towards science. The data obtained from the data collection tools used in the study were analyzed with the SPSS program. As a result of the research, it was determined that the activities performed with simple tools were effective in student success. This shows that the activities made with simple equipment are more effective on the academic success of the student than the traditional method. In the study, a significant difference was found in favor of the experimental group when the scientific attitude scale results of the control group taught with the traditional approach and the science activities performed with simple tools and the experimental group were compared. In conclusion, it was determined that science activities made with simple tools from student diaries create positive attitudes.

Why Olympiad: Investigating Motivations and Benefits of Coaching Elementary Science Olympiad

ABSTRACT Science Olympiad is a K-12 science, technology, engineering, and mathematics (STEM) competition that engages approximately 7,000 teams across the U.S. in individual and team challenges at regional, state, and national levels. Science Olympiad began expanding to include elementary students in 2008. Yet, little is known about the adults who volunteer to coach elementary Science Olympiad teams or their coaching motivations. The purpose of this study was to investigate who coached elementary Science Olympiad teams, what motivated them to volunteer, and how their participation influenced their science teaching self-confidence, knowledge, and practices. This mixed-methods study investigated 125 Elementary Science Olympiad coaches’ beliefs in the southeastern U.S. Survey items were based on the Coach Motivation Questionnaire (CMQ). Open-response questions following the survey items were coded in two ways; inductively and based on a priori motivational codes. Participant coaches were most likely to be teachers (92%), female (85%), and White (85%). Survey findings indicate that coaches’ most significant motivating factors were intrinsic (M = 4.33/5); minor differences were based on gender, role, and length of time coaching. The qualitative responses supported the survey findings and gave more insight into teacher-coaches’ thinking. The coaching experience had many positive effects on the teachers, such as enhancing their science and pedagogical content knowledge in science and other subjects, strongly influencing their self-confidence, and increasing their use of hands-on science and STEM activities.

Chemistry in the Public Library: A Long-Standing, Valuable Community Partnership

“Chemistry in the Public Library” is an outreach event that has fostered a continuing, long-standing partnership between The Evergreen State College in Olympia, Washington (a public, liberal arts college), the Olympia Timberland Regional Library (the local public library), and the community. It started as a National Chemistry Week event 15 years ago with the goal of providing equitable access to hands-on chemistry activities to schoolchildren and their families and has continued since then. The events were free of charge and registration was not required. Six to eight different hands-on science activities were prepared and presented at each event. Copies of publications, particularly those of the American Chemical Society, such as Celebrating Chemistry and the ChemMatters magazines were made available at no cost to the participants. They were popular, especially with parents of homeschooled children, who were keen to find resources that enhance their children’s exposure to the sciences. On average about 60 participants attended the event each year with the number increasing to about one hundred in some years. Undergraduate science students from The Evergreen State College served as volunteers for this event. They were trained to help participants conduct the activities and to explain the science behind each activity at a level that was accessible to the participants. Among other benefits described in the article, the volunteers developed leadership skills and built comradery, which carried over to their classrooms and personal college experiences. The advertisement of the Chemistry in the Public Library event, funding sources, the mostly commonly conducted activities, selection of activities to fit a particular theme each year, and the constraints when planning the activities are discussed in detail in the article. The impact of Chemistry in the Public Library event on all stakeholders that included participants, volunteers, The Evergreen State College, and the Olympia Timberland Regional library are also presented. The importance of bringing science to the community at a location that is easily accessible to them (the public library), which has shown to provide equitable and inclusive access to science for the community, is highlighted.

Effect of Hands-on Science Activities on the Ghanaian Student: A Preliminary Control Study

A quasi-experimental study was carried out with 309 students across 9 public Junior High Schools in the Greater Accra Region of Ghana. The effect of $<$Blinded Institution$>$'s approach of training STEM teachers on low-cost approaches to employing hands-on activities was studied in terms of student learning and attitudes towards science. Experimental schools received weekly teacher training over a 2.5 month period. Pre-post differences were measured across both experimental and control schools. The intervention caused an average difference-in-differences of 10.9% increase in exam scores, but the results were mixed at the school-level. The intervention caused a significant increase in student engagement in the lessons (p = 3 x 10-7, g = 0.85). On average, there was also a 22% greater increase in student enjoyment of science at the experimental schools than the control schools. No significant change was measured in the ease of learning science. Females reported a significant shift in interest towards STEM majors and careers, while their male counterparts did not. Results from this study should inform the design of future studies with longer duration and which take factors such as quality of school infrastructure into account.

Improving perceptions of STEM careers through informal learning environments

PurposeThis paper investigated the impact a camp on informal science, technology, engineering and mathematics (STEM) had on students' perceptions of STEM fields and careers.Design/methodology/approachA quasiexperimental design was used to assess students' perceptions toward STEM fields and careers. Secondary students (n = 57) who participated in the STEM summer camp completed STEM projects, went on lab tours and attended panels during the one- or two-week residential camps. Students completed a STEM Semantics survey to assess their perceptions prior to and after attending the camp. Descriptive statistics, Cohen'sdeffect sizes, paired samplet-tests and Pearson's correlation were conducted to analyze the data.FindingsResults suggested that although there was no significant change in students' dispositions toward each individual STEM field, there was a statistically significant improvement of students' perceptions of STEM careers (p = 0.04;d = 0.25). Furthermore, the results of the Pearson's correlation indicated that there was a statistically significant positive association between perceptions of a STEM career and perceptions in science, mathematics and engineering.Research limitations/implicationsThis suggests that various components of the informal learning environment positively contributed to students' perceptions toward STEM careers. Implications from the study indicate that when students are engaged in hands-on science or STEM PBL activities and have opportunities to be exposed to various STEM careers, their perceptions of STEM pathways will improve.Originality/valueThese results may influence future curriculum and the organization of future STEM camps by encouraging teachers and camp directors to integrate practical hands-on STEM projects and expose students to potential STEM pathways through lab tours and panels of STEM professionals.

Investigating Elementary Preservice Teachers’ Designs for Integrated Science/Literacy Instruction Highlighting Similar Cognitive Processes

ABSTRACTThe purpose of this study was to investigate the ways in which preservice elementary teacher candidates designed integrated reading and science lessons that evoked the use of similar cognitive skills in both subjects, such as sequencing, predicting, classifying, or noting cause and effect. The authors provided the candidates with a lesson plan template focused on making meaning for hands-on science activities along with appropriate fiction or nonfiction texts. We used qualitative content analysis to determine the candidates’ (a) general approaches to integrated lesson planning, (b) use of pedagogical moves to promote science understanding and reading comprehension, and (c) use of essential elements of inquiry-based teaching. Results indicated most candidates demonstrated proficiency and creativity in identifying specific pedagogical moves to highlight students’ cognition and metacognition of similar thinking skills and to drive home the science concepts. We discuss the possibilities for using science to leverage reading comprehension and reading to leverage science understandings in elementary classrooms.

Imapacts of Hands-On Science Curriculum for Elementary School Students and Families Delivered on a Mobile Laboratory

High-quality, hands-on science education is lacking in many low-resource schools. Seattle Children’s Research Institute launched a mobile science lab program in 2009 to support the efforts of schools in Washington state by providing access to engaging hands-on science activities and opportunities to interact with scientists. For this study, we provided intensive science enrichment to students in grade four and their families with the goals of improving knowledge of key topics in the life sciences, increasing engagement in learning science, and encouraging student interest in a career in STEM. Four new activities were created for this project, two of which included family participation. Students at ten Title I-eligible schools completed two new curriculum modules on the mobile lab, and students and family members attended a science night at the school and a field trip to Seattle Children’s Research Institute. Students who participated in the project demonstrated statistically significant gains in knowledge of the topics addressed by the activities and in the ability to recognize typical STEM careers and tasks associated with those careers, which persisted into grade five. The family events were well attended with family members reporting increased confidence in talking with their child about STEM.

Unlocking the Power of Inquiry: A Case Study on Elementary Science Professional Development Program

This study examines the awareness of inquiry based teaching amongst elementary science teachers through a workshop intervention, conducted in a private school in Karachi, Pakistan. The case study design deployed, highlighted the learning experiences of 24 participants that took part in the professional development workshop. A qualitative survey was carried before the intervention followed by focus group discussion, document analysis and participant observations during and after the intervention. These methodologies were used to record participants learning experiences and awareness of essential features of inquiry based pedagogy. In addition to this, four primary science teachers were interviewed to examine the adoption of essential features of inquiry in their revised lesson plans. The findings of this study were that before the science training the participants were superficially aware of the fundamentals of inquiry based methods and techniques and knew its importance. However, the in-depth process knowledge and skills/strategies required for an effective inquiry was an identifiable shortcoming. The workshop provided learning opportunities to analyze phenomenon, think scientifically, engage in hands-on science activities. Because of the workshop, the participants demonstrated an improved understanding of what entails an inquiry process and features of scientific inquiry. This research should inspire and inform professional developers about gap in inquiry based science teachings. Furthermore, the study aims to motivate private schools in Pakistan to invest in inquiry based science teaching as a tangible long-term benefit which can translate into better teaching practitioner.

ACS celebrates Earth Day

In April, American Chemical Society local sections, student chapters, and technical divisions joined businesses, schools, and individuals around the U.S. to participate inChemists Celebrate Earth Day (CCED), an annual outreach program administered by the ACS Office of Science Outreach and organized by the Committee on Community Activities. This year’s theme, “Chemistry Helps Feed the World,” highlighted chemistry’s role in food through hands-on science activities and the planting of community gardens. A majority of ACS’s 185 local sections participated in the celebration, and more than 62,000 copies of the publication “Celebrating Chemistry” were distributed in English and Spanish. In addition, eight student winners were named in the Illustrated Poem Contest. The following are highlights of CCED activities around the U.S.: The Central Arizona Section organized Chem Demo events at Betty Fairfax High School in Laveen and Sierra Linda High School in Phoenix. Volunteers performed hands-on activities for more ...

1.2 million kids and counting—Mobile science laboratories drive student interest in STEM

In today’s increasingly technological society, a workforce proficient in science, technology, engineering, and mathematics (STEM) skills is essential. Research has shown that active engagement by K–12 students in hands-on science activities that use authentic science tools promotes student learning and retention. Mobile laboratory programs provide this type of learning in schools and communities across the United States and internationally. Many programs are members of the Mobile Lab Coalition (MLC), a nonprofit organization of mobile and other laboratory-based education programs built on scientist and educator collaborations. A recent survey of the member programs revealed that they provide an impressive variety of programming and have collectively served over 1.2 million students across the US.

The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement

Background: Numerous studies have been conducted to investigate the factors related to science achievement. In these studies, the classroom goal structure perceptions, engagement, and self-efficacy of the students have emerged as important factors to be examined in relation to students’ science achievement.Purpose: This study examines the relationships between classroom goal structure perception variables (motivating tasks, autonomy support, and mastery evaluation), engagement (behavioral, emotional, cognitive, and agentic engagement), self-efficacy, and science achievement.Sample: The study participants included 744 seventh-grade students from 9 public schools in two districts of Gaziantep in Turkey.Design and methods: Data were collected through the administration of four instruments: Survey of Classroom Goals Structures, Engagement Questionnaire, Motivated Strategies for Learning Questionnaire, and Science Achievement Test. The obtained data were subjected to path analysis to test the proposed model.Results: Students’ perceptions of classroom goal structures (i.e. motivating tasks, autonomy support, and mastery evaluation) were found to be significant predictors of their self-efficacy. Autonomy support was observed to be positively linked to all aspects of engagement, while motivating tasks were found to be related only to cognitive engagement. In addition, mastery evaluation was shown to be positively linked to engagement variables, except for cognitive engagement, and self-efficacy and engagement (i.e. behavioral, emotional, and cognitive engagement) were observed to be significant predictors of science achievement. Finally, results revealed reciprocal relations among engagement variables, except for agentic engagement.Conclusions: Students who perceive mastery goal structures tend to show higher levels of engagement and self-efficacy in science classes. The study found that students who have high self-efficacy and who are behaviorally, emotionally, and cognitively engaged are more successful in science classes. Accordingly, it is recommended that science teachers utilize inquiry-based and hands-on science activities in science classes and focus on the personal improvement of the students. Furthermore, it is also recommended that they provide students with opportunities to make their own choices and decisions and to control their own actions in science classes.

Does Hands-on Science Practices Make an Impact on Achievement in Science? A Meta-Analysis

This study aimed to investigate to what extent the use of hands-on science activities influences on students’ academic achievement in science. Review of literature revealed several research studies focusing upon such aim and thus, a meta-analysis of these researches was carried out to obtain an overall effect size estimate of hands-on science activities on science achievement. Of the available studies, 15 with multiple outcomes satisfied the pre-determined inclusion criteria. In addition to the estimation of overall effect size using fixed- and random-effects models, subgroup analyses were also run through a mixed-effect model to determine whether heterogeneity in effect size estimates is due to the influence of moderator variables. Results showed that the estimated effect size was statistically significant ( Z =8.57, p < .01). The magnitude of the overall effect size estimate indicated that the hands-on activities had a very large impact on students’ science achievement (Hedge`s g = 1.55, 95% CI= [1.20-1.91]). The effect size estimates for each moderator variable was also statistically significant at alpha level of .01, but no difference was found within sub-categories of moderator variables.

Empowering teachers to teach science in the early years in Mauritius

ABSTRACTChildren act as emergent scientists through active involvement with their environment and adults. Science forms an important component of early childhood education curriculum in Mauritius. Since 2015, The Rajiv Gandhi Science Centre (RGSC), has initiated a new project: empowering educators to teach science in pre-primary schools. One-day workshop on hands-on science activities using simple easily available materials was conducted. This paper describes the workshop and identifies training needs educators. Over 90% of participants have not studied Science beyond O-Level, illustrating the need to reinforce their science content knowledge. They are confident to use hands-on activities but request for more training and exposure on science activities. We discuss how a science centre can support Continuous Professional Development of Teachers in the early years by encouraging scientific discovery. We suggest that a structured professional development programme for educators be developed and that RGSC should become a strategic partner in this endeavour.

A Study on Using Hands-on Science Inquiries to Promote the Geology Learning of Preservice Teachers

This study aims to investigate the geology learning performance of preservice teachers. A total of 31 sophomores (including 11 preservice teachers) from an educational university in Taiwan participated in this study. The course arrangements include class teaching and hands-on science inquiry activities. The study searches both quantitative and qualitative data as the sources for the analyses. The quantitative data are taken from the results of four specimen identification tests; the respondents are required to take a pre-test before teaching and then practice the explorative hands-on science activities. Afterwards, the scores of test results are used as the foundation of the analyses. The qualitative data are the feedback from the preservice teachers in the study. The research results show the results of the four post-tests are significantly better than those of the four pre-test scores, indicating the preservice teachers’ concepts of minerals and rocks significantly improved. The analysis of the qualitative data also found the preservice teachers demonstrate a good understanding on geology content during geological inquiries. According to the research results, this study believes the cultivation of and training in hands-on geology inquiries can actually enhance preservice teachers’ learning performances in geology.