Hands-on Science Research Articles

The influence of a STEM unit on the interest in and understanding of science and engineering between elementary school girls and boys

Integrating hands-on Science, Technology, Engineering, and Math (STEM) education with a focus on the engineering design process into elementary school curricula has been associated with positive outcomes, including enhanced student understanding and increased interest in the topics. Here, we evaluated third grade student interest and perceived knowledge before and after a STEM unit on roller coasters and engineering was taught in this mixed-methods study. Pre and post instructional survey responses were compared and case studies were developed to determine student interest in and perceived understanding of STEM subjects, specifically science and engineering, before and after the unit. The study explores gender differences among students, aiming to identify variations in the impact of the STEM unit on boy and girl students. Prior to engaging in this unit, boys demonstrated higher interest in science and engineering than girl students. Post-unit, girls increased their interest in science and engineering at a higher rate than their boy counterparts. Students self-reported gaining knowledge about STEM subjects as a result of their participation in this unit. These findings were substantiated through the analysis of pre- and post-unit surveys as well as detailed case studies conducted on six students participating in the instructional unit. This study demonstrates the positive impact of engaging in a STEM unit on elementary school students’ interest in and knowledge of STEM subjects such as science and engineering. The findings underscore the importance of introducing STEM concepts at the elementary school level. Girl participants demonstrated an increase in interest at a higher rate than their boy peers, demonstrating the importance of teaching girls STEM from a young age. Therefore, teaching STEM and engineering units to elementary school students can have a strong impact on both girl and boy interest in and understanding of science and engineering.

Inspiring an Early Passion for Science: The Impact of Hands-on Activities on Children's Motivation

Purpose The aim of this research is to determine the impact of hands-on science activities on preschool children's motivation for science. Design/Approach/Methods The study group of the research, in which the quasi-experimental design with pretest–posttest control group was used, consists of 25 children aged 60–72 months who are continuing their preschool education. While the experimental group implemented hands-on science activities, the control group continued with the regular preschool education program. Science Motivation Scale for Preschool Children was used as a data collection tool. In the analysis of the data, independent samples t-test, Mann–Whitney U test, and Wilcoxon signed-rank test were used. Findings Within the scope of the research, it was concluded that science activities based on hands-on activities were effective in increasing children's science motivation. In addition, it was observed that science motivation did not differ according to gender, and there was an increase in the science motivation of both girls and boys in the experimental group. Originality/Value The results obtained from the study show that children's science motivation can be shaped through hands-on activities.

Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers

The two goals of this study are to examine the impact of an early childhood teacher’s metacognition-driven, place-based science teaching professional development (PD) intervention and to explore the association between science teaching and environment quality and children’s self-regulated learning. A total of 110 children (Mage = 60 months) and 20 teachers from preschools and kindergartens in rural regions of Idaho, U.S., participated in this mixed-methods study between August 2022 and May 2023. Children’s and teachers’ pre-test and post-test data were collected using validated observation tools, surveys, and reflection journals. The results from repeated measures ANOVA and linear mixed regression show that there were statistically significant increases in children’s self-regulated learning scores and teachers’ science teaching efficacy and metacognitive knowledge, but not metacognitive regulation skill scores post-PD. Thematic analysis revealed evidence about children’s learning interests and inquiry skills, and that science activities supported children’s learning in other subjects and developmental domains (e.g., literacy, mathematics, and social-emotional skills). Our results indicate the potential for supporting young children’s self-regulated learning by training teachers to implement a developmentally appropriate, hands-on science curriculum that focuses on reflective thinking and a holistic understanding of science concepts and process skills.

The InSciEdRS View: A User-Friendly and Accessible Microscope with Easy-to-Follow Companion Curricula.

Microscopes are essential for research and education in science. Unlike computers and online learning tools, however, microscopes are not currently a fixed element in K-12 classrooms, due to steep cost, needless complexity, and often requiring a prohibitive level of staff training to effectively deploy. In a collaboration with Area 10 Labs, Integrated Science Education Outreach (InSciEd Out) developed a state-of-the-art alternative microscope, the InSciEdRS View, to reduce the financial barrier, prohibitive per-student cost, unnecessary complexity, and extensive staff training. Utilizing a 1080p camera and a lunchbox-style case, this Wi-Fi- and USB-connectable microscope comes with all necessary components for visualization of microscopic specimens (10 × -50 × magnification). While built to handle the rigors of classroom use, its imaging capability and battery-operation can make it flexible for a laboratory or fieldwork as well. We further highlight here K-12 curricula that we have developed using larval zebrafish to enable teachers, science outreach leaders, and parents to support active hands-on science observations. The InSciEdRS View microscope and the InSciEd Out curricula are readily scalable, translatable, and accessible for traditional and neurodiverse students and integrating these in various settings can be an efficient way to achieve better outcomes in science education.

Promoting hands-on science learning globally with low-cost lab kits through Women Supporting Women in the Sciences

Women Supporting Women in the Sciences (WS2)-ws2global.org-is an international initiative unifying and supporting graduate- and professional-level women and allies in science, technology, engineering, and mathematics (STEM), while providing outreach to elementary- and secondary-level students. WS2 has been involved in the development of professional development workshops intended to empower university women and promote STEM careers. In their most recent venture, WS2 distributed low-cost physics and materials science lab kits that were designed virtually by international teams. These kits are relevant to elementary and secondary school students across the world, with initial focus on local schools in eastern Africa. In this Backstory, part of the WS2 leadership team (Dr. Joyce Elisadiki, Dr. Cecilia Rolence China, and Dr. Jill Wenderott) discusses how the Lab Kit Initiative came together and highlights outcomes and lessons learned from this project.

Self-assessment of strength abilities in climbing: Impact of skill level

Introduction
 Many climbers believe that they are stronger in crimp finger position than in open hand position. However, compared to open hand, crimped fingers are associated with higher pulley forces increasing the risk of injuries. Climbing expertise may influence the estimation of strength, i.e., the better the climber, the better the self-assessment. This study therefore aimed to find out whether climbing expertise influences self-assessment of finger flexor strength in half-crimp and in open hand position.
 Methods
 Data was collected at the Hands-On Science Booth of the Climbing World Championships in Bern. Participants had to fill out a questionnaire including a self-assessment of their climbing expertise and of their maximum finger strength for both hands as well as both finger positions. Afterwards, maximum finger strength was measured on an instrumented campus board: Participants placed the to-be-measured hand on a self-selected rung (depth of 23 mm) and then tried to transfer as much force as possible from their feet to their fingers.
 Results
 The analysis was based on 38 intermediate and 36 advanced climbers. Due to the limited number of participants in the lower grade (n = 0) and elite (n = 2) level, those skill levels were not considered. Advanced climbers generated significantly greater forces than intermediate climbers across all four measured conditions (t-tests, all p < 0.01). For both groups, neither in the dominant nor in the non-dominant hand a significant difference in maximum force was observed, e.g., dominant hand, intermediates: or advanced climbers: . Intermediate climbers did neither over- nor underestimate their strength in half-crimp position compared to open hand (paired t-test, p = 0.91 for dominant, p = 0.077 for non-dominant hand). In contrast to the dominant hand, advanced climbers significantly overestimated their strength in half-crimp position for the non-dominant hand (on average 9%, Cohen’s d 0.64, p < 0.01).
 Discussion/Conclusion
 Our results confirm the positive correlation between finger strength and climbing level. We also confirm that on a 23 mm rung, greater forces can be generated with in open hand compared to half-crimp (Winkler et al., 2023). With larger hold depths, force generated in open hand significantly increases (Amca et al., 2012), while for smaller holds, force exerted in half-crimp position exceeds that of open hand (Winkler et al., 2023). Hence, at least for larger holds, we recommend adopting an open hand position as preventive measure against finger injuries. Advanced climbers may tend to inaccurately self-assess their strength due to their greater engagement with peers, potentially leading to the circulation of misinformation. Note that participants were instructed to provide a general self-assessment of their strength rather than for a 23 mm deep rung, i.e., they may have had a smaller hold in mind.
 References
 Amca, A. M., Vigouroux, L., Aritan, S., & Berton, E. (2012). Effect of hold depth and grip technique on maximal finger forces in rock climbing. Journal of Sports Sciences, 30(7), 669-677. https://doi.org/10.1080/02640414.2012.658845
 Winkler, M., Künzell, S., & Auguste, C. (2023). Competitive performance predictors in speed climbing, bouldering, and lead climbing. Journal of Sport Sciences, 41(8), 736-746. https://doi.org/10.1080/02640414.2023.2239598

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.

Face-to-Face Instruction and Blended Learning Related to Students’ Commitment in Science Courses

Changes in instructional modes that have occurred can trigger various perceptions and different learning commitments, especially in lectures that are identic to perform hands-on science, such as science courses. This study aims to analyze students’ perceptions of blended learning and face-to-face modes in science courses related to learning commitment after the Covid-19 pandemic. Using phenomenological method, the research was conducted with six students as participants. The data was collected by interview, observation, and documentation techniques. Triangulation was used to validate the data, while a data analysis technique is using Miles and Huberman. The results show that there are differences in students' perceptions and commitments in science courses with both learning modes. Students tend to perceive face-to-face learning more positively than blended learning because activities perform more interactively. Students’ commitments are better during face-to-face learning than during blended learning. Based on the results, this study concludes that positive perceptions shape better learning commitments than negative perceptions.

Science self-efficacy beliefs of upper primary students in Ireland

ABSTRACT This exploratory study aimed to assess the strength of primary school students’ (aged 11–12 years old) Science Self-Efficacy (SSE) beliefs, identify emanating sources, and investigate any gender-related differences. School SSE is defined here as perceived capacity to complete learning outcomes from the upper Irish primary science curriculum. The strengths and sources of participants’ school SSE beliefs were assessed quantitatively (N = 260) using the Irish Science Self-Efficacy Children’s Questionnaire (IS-SEC-Q). Twenty-five students were interviewed to further explore the origins of their SSE, and their perception of science in the classroom. Results indicated that students’ self-efficacy to perform scientific skills was lower than their self-efficacy to answer questions. Mastery experience was found to be the strongest predictor of self-efficacy in science skills, corroborating findings from other educational contexts. However, students report that they seldom engage in hands-on science during school, suggesting that Irish classrooms still lack student-led investigations. Gender-related results are also highlighted. This work serves as the first report of students’ school SSE beliefs in Ireland, expands upon existing literature surrounding the SSE beliefs of pre-adolescent students, and discusses implications for classroom practice.

Interactive Inspirations: The Case for Incorporating Joy and Play in Open Social Scholarship

Inspired by the way that hands-on science centres playfully introduce children and adults alike to the curiosities and complexities of our biological, chemical, and physical world, the *Virtual Realizations, Playable Archives* project, emerging from the INKE SSHRC partnership’s *Community* cluster, is exploring strategies to interactively engage broader publics with the wonders and challenges of humanities knowledge, research, and research communication. This paper’s focus on *Chowdr*, one prototype example from the *Virtual Realizations* project, is intended to initiate larger critical conversations about play, community, and open social scholarship values by using a food-based social networking app. This prototype is designed to create meaningful engagement among users by having them share their personal recipes for seafood chowder, and in doing so, playfully connect with their community and their food culture.

LITERATURE REVIEW: INDEPENDENCE CHARACTERS IN PHYSICS SUBJECTS

The method used is System Literature Review. This method is used with the intention of identifying, evaluating and synthesizing research results and ideas that have been produced by researchers and practitioners. Data collection techniques using literature studies. Sampling data was collected by looking for several scientific articles from the results of previous researchers' research experimentally, descriptively, or developmental research, based on literature studies, to be studied further and conclusions drawn from the research topics studied. The article review process in this study discusses the scope of evaluation of high school students' spectacle learning. The instruments used in data collection included a review of scientific articles sourced from the last 25 references from Google Scholar, hands-on science, and article research gates reviewed by researchers who focused on the topic. researched. Then data analysis was carried out in this study using a synthetic matrix.

A SYSTEMATIC REVIEW FOR CREATIVE THINKING SKILLS IN PHYSICS SUBJECTS

This study aims to obtain information on efforts to improve high school students creative thinking abilities in physics learning. The review method was chosen to obtain research journals with keywords in students' creative thinking abilities in high school physics learning with Google undergraduate reference sources, hands-on science, and research gates. Twenty-five journals were reviewed based on author (year), research design, creative thinking skills, and findings. Based on a study of 15 international and ten national articles, applying the Problem Based Solving learning model is the most widely used effort to improve creative thinking skills. In addition to Problem-Based Learning, several efforts can be made to enhance creative thinking skills, including implementing Project Based Learning, Creative Problem Solving, and developing physics learning tools. This research can contribute to the world of education, especially in evaluating physics learning.

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

Development of the Hands-free AI Speaker System Supporting Hands-on Science Laboratory Class

The recent progress of natural language processing (NLP), speech recognition, and speech generation envisions using hands-free artificial intelligence (AI) speakers in classrooms to support student learning. In science education, the conventional hands-on laboratory education has been considered crucial in fostering students’ manipulative experimentation skills. However, touching things with gloved hands other than experimental equipment and apparatuses is strictly restricted because of the safety issue, which calls for another channel to get timely support. Therefore, we ideated that adopting hands-free AI speakers in the hands-on science laboratory classroom would support student learning. Using the rapid prototyping method, we designed and developed an AI speaker-based system that answers student queries concerning solution-making, experimental process, and waste liquid disposal, which corresponds to the initial, middle, and final phases of a laboratory class. The system was internally validated by usability tests of 9 expert panels and 18 university students, and then revised. The revised system was externally validated in an analytical chemistry experiment class for 3 sessions with 13 university students. We present the result of the prototype development, internal and external validations with quantitative and qualitative data. The AI speaker system enabled students to use the auditory learning mode in the laboratory while concentrating on the experimentation with their hands in the external validation.

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

Use of Augmented Reality and Immersive Virtual Reality Activities in Education: Exploring Applications for Face-to-Face, At-Home and Hands-On Science Lab Classes

The Chemical and Biological Sciences unit at Montgomery College is exploring the use of new technologies to enhance teaching practices and learning environments as part of the MC 2025 master plan. The MC Foundation calls for educational project proposals through the Innovative Grants program. The proposals must align with one or more specified themes; student success, graduation, completion, retention, transfer, equity and inclusion, newly enrolled students and social justice. Based on work from Bacca, Geroimenko, and Radu, we hypothesize that the use of AR and IVR will increase enrollment, retention, and engagement in the PCR BIOL 150 lab at MC.

Undergoing Science Experiment in Hybrid Learning

Mastering in science concepts involves theoretical understanding and experimental scientific investigation. Students who do not master science process skills in science experiments comprehensively cannot solve problems related to the inquiry-discovery approach. Through hybrid learning, science experiments can also be conducted effectively. Hybrid learning is one cohesive learning experience that combines face-to-face and online mode learning. This concept paper identifies the positive impacts of the implementation of a science experiment in hybrid learning based on literature review. After the comprehensive review were made, findings show that through hybrid learning, hands-on science experiments can be performed at home with everyday materials and online support. Furthermore, undergoing hands-on science experiments in hybrid learning produces students who can identify, apply, and incorporate science concepts. In conclusion, hybrid learning becomes an alternative pedagogical method that follows the current needs towards increasing students' interest in exploring science phenomena. Empirical research regarding this topic can be conducted further about the effectiveness of undergoing science experiment by using hybrid learning practice.