Student Interest In Science Research Articles

Fostering students' inquiry aptitudes and collaborative reasoning in higher education science courses with social annotation tools and collaborative platforms

AbstractInteractive digital technologies are playing an increasingly important part in education for enhancing collaborative learning processes and improving engagement. Social annotation (SA) tools and collaborative platforms are an innovative way to involve students to give and take feedback, annotate, and brainstorm on complex topics in science, technology, engineering, and mathematics (STEM). This article focuses on innovative practices that integrate inquiry‐based discussions using SA tools and collaborative platforms to promote undergraduate students' interest and curiosity about sciences. In this article, lectures were combined with inquiry‐based discussions using an open education SA tool and an open‐access collaborative platform to engage students in a meaningful dialog with peers on scientific topics. Students debated with peers on scientific content in an online environment. Findings show that the integration of inquiry‐based discussions using SA tools and collaborative platforms provides a practical way to effectively improve students interest in science. The information reported in this article can support STEM instructors in designing collaborative learning activities in online and hybrid settings that spark students' curiosity and inquiry attitude about natural sciences.

초등학생들의 과학 흥미 증진을 위한 초등 예비교사들의 자기효능감 탐색

Purpose: This research aimed to examine the self-efficacy of pre-service elementary teachers in fostering an interest in science among elementary students. Methods: A cohort of eighty-nine pre-service teachers from A University of Education participated in this survey, with six consenting to additional non-face-to-face interviews. Results: Analytical results from item-specific descriptive statistics revealed that these pre-service teachers exhibit low levels of self-efficacy in stimulating scientific curiosity among students. t-tests, segmented by gender and academic background, indicated no significant gender disparity; however, marked differences were observed across all ‘belief’ and ‘competence’ items when comparing academic backgrounds. Open-ended question analysis highlighted a perceived lack of preparedness among preservice teachers across the multifaceted dimensions of competence, belief, and educational diversification in science interest enhancement. Nonetheless, they recognized the importance of engaging students in science-related activities, lesson enhancement, school administrative support, utilization of community science museums, development of varied science-related programs, and educationally contextual approaches involving digital literacy and new technologies. Conclusion: This study suggests that exploring the self-efficacy of pre-service elementary teachers in augmenting interest in science among students may serve as a foundational step towards understanding the current decline in student interest in science and foreseeing the potential impact of future elementary teachers on student science engagement.

The role of equitable classroom cultures for supporting interest in science

AbstractSupporting student interest in science is critical for broadening participation in the field because interest, even more than achievement, is associated with pursuing future science education and careers. In this study, we explore the conjecture that equitable classroom cultures can support interest in science. Specifically, we examine the idea that science classroom cultures that equitably reflect collective enterprise (where students engage collaboratively in scientific sensemaking) and care (where students believe that they are valued and respected members of the classroom community) support students, particularly those from historically marginalized populations, to develop interest in science. The study is part of a field test of a new middle school science curriculum called OpenSciEd. Data consist of survey responses from 847 students across 34 teachers located in nine states. Our analysis employed mixed‐effects models to accommodate the nested structure of the data. We found that classrooms vary substantially in the degree to which they reflect collective enterprise and care, indicating that classroom culture is a perceptible and consequential feature of the shared classroom environment. Student background did not predict reports of collective enterprise or care, providing evidence that classrooms in our sample were equitable along these dimensions. Critically, collective enterprise and care are both strongly associated with student‐reported interest in science. These findings underscore the importance of attending to classroom culture and the relational aspects of science learning as we seek to expand interest in science, particularly for students from historically marginalized populations.

The impact of Geospatial Inquiry lessons on student interest in science and technology careers

AbstractAdvances in online geospatial technologies (GST) have expanded access to K‐12 classrooms which has implications for the support teachers require to effectively integrate GSTs to promote learning. Previous studies have shown the impact of GST‐integrated lessons on student engagement, spatial thinking skills, and/or content knowledge; however, most of these studies have been small in scope and scale and frequently focus on the affordances of the technology, without addressing the context of the implementation and student characteristics for whom GST is most impactful. We attempt to address some of these gaps. Our program scaled an effective GST‐focused professional learning and development program to a national audience through a facilitator development model. This paper explores the student characteristics and lesson factors that resulted in student interest in science and technology and careers in those fields. After teaching a Geospatial Inquiry lesson created during a teacher workshop, teachers (n = 82) submitted the lessons and surveys on the implementation of Geospatial Inquiry lessons. The implementation surveys and lessons were scored for alignment to the principles of high‐quality Geospatial Inquiry. Students (n = 1924) completed a post‐lesson retrospective survey and indicated the extent to which their perceptions and attitudes toward science and technology changed because of the lesson. Results indicate that teacher GST performance is associated with increases in student outcomes. Students with previous exposure to science activities were more likely to have increased interest and excitement in science and careers in science but decreased interest in technology careers. Students who had previous exposure to technology activities had increased interest and excitement in technology and careers in technology but decreased interest in science careers. Geospatial Inquiry lessons also had a significant impact on students who are traditionally underrepresented in STEM fields. After participating in the lessons, students who identify as female reported higher engagement and interest in science and higher interest in science careers. Students who identified as Black or Hispanic also reported higher interest and excitement in science and technology, and students who identified as Black reported marginally higher interest in science careers.

Efforts to Increase Student Interest in Science by Maximizing Laboratory Facilities at SMA Negeri 3 Unggulan Kayuagung

This study aims to describe efforts to increase students’ interest in science by maximizing laboratory facilities at SMA Negeri 3 Unggulan Kayuagung. Data collection tools using interviews, documentation, observation, and literature review. Data analysis used descriptive qualitative analysis with research stages referring to Miles and Huberman’s theory, namely data collection, data reduction, data presentation, and drawing conclusions. The results of the study stated that efforts to increase the interest of students of SMAN 3 Unggulan Kayuagung in the field of science facilities by maximizing laboratory infrastructure were carried out by 1) planning laboratory facilities to increase students’ interest in SMAN 3 Unggulan Kayuagung in the Field of Science, 2) observing the laboratory facilities and infrastructure of SMAN 3 Unggulan Kayuagung; 3) laboratory design for SMAN 3 Unggulan Kayuagung; 4) equipment selection for SMAN 3 Unggulan Kayuagung; 5) training for teachers and students of SMAN 3 Unggulan Kayuagung; 6) implementation of laboratory regulations for Unggulan Kayuagung SMAN 3, implementation, and 7) laboratory evaluation for SMAN 3 Unggulan Kayuagung.

Role models’ influence on student interest in and awareness of career opportunities in life sciences

ABSTRACT The call to increase student interest in science and related careers continues to receive national attention in the United States. While many current efforts have focused on infrastructure support and innovative pedagogies to better reach and engage students, research suggests that having a career role model can influence adolescents’ interest in and choices of science courses and career pathways. This exploratory study investigated the impact of a week-long online biotechnology program called Biotech in Action (BIA) that featured career role modeling and authentic science learning. Students were engaged in career modeling sessions with multiple professionals working in related STEM fields while learning life sciences within authentic biotechnology research contexts. In total, over 400 high school students participated in BIA. The results showed that students felt they developed a better understanding of the biotechnology field and became more cognizant about steps to achieve their future career goals after BIA. Many students reported that the interactions with career role models and learning about their educational and professional pathways helped demystify science career fields. Overall, this research provides new insights to curriculum designers and researchers on integrating career role modeling and authentic learning to spark and sustain student interest in science.

Influence of principal leadership across contexts on the science learning of students

The present study provides insights on the influence of family socioeconomic and school resources on principal leadership and, in turn, the influence of principal leadership on the science learning of students. The study uses data from the Programme for International Student Assessment (PISA) in 2015 (248,620 students and 9370 principals) from 35 developed countries. Three-level structural equation modeling indicates that family and school contexts influenced the enactment of principal leadership. Specifically, principals were able to exercise leadership (envisioning, conducting instructional management, promoting professional development, and advocating empowerment) in schools with more science resources. In contrast, principals seemingly addressed teacher capacity issues by envisioning and promoting the professional development and empowerment of teachers in schools with low socioeconomic status. The instructional management of principals was positively related to the enjoyment and interest of students in science, and those with high levels of such learning attitudes obtained high levels of science achievement. In contrast, the promotion of the professional development of teachers was negatively related to science enjoyment and interest of students.

Evaluation of a global training program in One Health communication

Aim: A global Train-the-Trainer Program, focused on improving the communication techniques of One Health advocates, is assessed and evaluated in this study. Methods: Between November 2020 and November 2022, a Train-the-Trainer Program engaged 1.583 trainees from 98 countries between the ages of 18 and 74. Trainees practiced public speaking by teaching a lesson about One Health in mostly underserved primary school classrooms. Two surveys of trainees (n = 222 and 203) assessed the impact of the Program’s orientation session on their confidence in science communication to a novice audience. The classroom teacher survey (n = 184 teachers, representing 4.109 students) measured the trainee’s impact at the community level during and following the lesson. Results: The Program significantly improved the trainee’s confidence in communicating science (0.1 scale points) and teaching novice audiences (0.3 scale points) about One Health. Trainees cultivated student interest in One Health [median = 9 (7.3, 10)] and 90.8% of responding classroom teachers reported a desire to continue teaching about One Health after the trainee’s lesson, 99.1% noted a post-lesson increase in student interest in science, and 97.4% recommended this lesson to their colleagues. Conclusion: This study was the first to evaluate an extensive One Health-focused communication program finding the model effective for trainees and communities alike. The trainees, through public speaking, active teaching and engaging mostly primary school students, mainstreamed One Health and inspired action in communities. The classroom teachers benefited by learning about One Health and gained a desire to share this new knowledge with others in their community.

Declining interest in science in lower secondary school classes: Quasi‐experimental and longitudinal evidence on the role of teaching and teaching quality

AbstractAlthough promoting student interest is a pivotal educational goal, student interest in science, and particularly in physics, declines substantially during secondary school. This study focused on the long‐term development of interest in physics at the lower secondary level (grades 5–7) and examined the role of teaching and teaching quality on the development. In particular, the study investigated the role of whether or not physics was taught in class and the role of perceived teaching quality for classes' interest trajectories. The results provide evidence of declining interest in physics from Grade 5 to 7, with stronger declines from Grade 5 to 6. Whether classes participated in physics teaching or not neither notably reduced nor increased interest in physics. However, several dimensions of perceived teaching quality (in particular, cognitive activation and cognitive support) mitigated the decline in interest.

Promoting Student Interest in Science Using Student-Delivered Professional Development

In this work, over 400 middle school and high school students were presented science activities pertaining to authentic astronomical research. Created by a group of student research interns, these activities were delivered to classroom educators to share with their own students in person or via online instruction. This delivery took place via a series of professional development sessions delivered to teachers by the student interns, reaching a total of fifteen schools from across the United States of varying diversity and socioeconomic background. The authorship of the activities by students allowed for their voice to resonate with a wide audience of classrooms, promoting interest in science careers and confidence in independent learning across several subgroups, most notably in high school minority students. This includes a 12% increase in desire to go to college and a 14% gain in confidence in online learning in high school students.
 The methods for this student-teacher-student delivery are highlighted along with the now publicly available educator resources employed in this study for future implementation.

In-group identity of a video narrator has no effect on instructional persuasiveness for undergraduates at a minority-serving technical university

Identifying with upperclassmen may help undergraduates transition towards effective academic skills in college. We statistically compared two identity-related models of how video instruction could support students in adopting advantageous study habits in core math, science, and engineering programs. Each model relied on the same video animation and script about evidence-based study strategies for efficient learning (SSEL), presented in a first-semester required Composition class. SSEL in the in-group model were endorsed by a STEM-major upperclassman who introduced her experience improving her studies at the institution, before she narrated the video. The expert model version of the video was narrated by a trained voice actor who declared that cognitive psychologists espoused the same SSEL based on research. Volunteer participants were 136 undergraduates at a public technical 4-year Hispanic-Serving Institution (HSI). Video models were randomly assigned to each fall 2021 Composition class. Study habits were assessed on a 19-item pretest survey in the 4th week, just before students watched the video. They were assessed again using a parallel survey as a post-test in the antepenultimate week of the semester. Students reported significantly more SSEL in the posttest versus pretest. There was no significant effect of model, possibly due to student interest in science.

Students’ Motivation to Learn Science Through Undergraduate - level Agricultural Coursework

A profound need currently exists in the United States for increased student interest in science, technology, engineering, and mathematics (STEM) -based careers. Our study focused on how students conceptualized their motivation to learn contextualized science via agricultural science while viewed through the lens of both social cognitive theory (Bandura, 1986, 2001) and Azjen’s theory of planned behavior (1991). Our non-experimental, descriptive study focused on students enrolled in either an undergraduate-level animal science or plant science course. The questionnaire used for this study was a modified version of the Science Motivation Questionnaire II (SMQ II). The SMQ II has been found to have adequate content validity and criterion-related validity. The science motivation scales with the highest reported average mean scores were grade motivation, career motivation, and intrinsic motivation. The self-determination and self-efficacy scales received lower ratings from the students.

A comparison of students’ interest in STEM across science standard types

This study aimed to determine whether science standard type had a significant impact on student interest in science, technology, engineering, math, and overall STEM. The study was conducted with a sample population of ninth and tenth grade students in Pennsylvania enrolled in science classes at school districts implementing the Next Generation Science Standards (NGSS) or the traditional Pennsylvania science standards. The study also focused on the differences between male and female interest in STEM. The Science Technology Engineering and Math Career Interest Survey (STEM-CIS), a Likert-style survey, was digitally administered to participants and a MANOVA was utilized to compare mean scores on the instrument subscales and overall scores. The results showed a statistically significant difference in science and technology subtest scores and for the overall STEM score based on standard type. There was no statistically significant difference in the interest in STEM overall between male and female participants when analyzed based on standard type. Implications for practice and suggestions for future study are offered. • A STEM interest survey was used to find differences in male and female high school students' interest in STEM. • The Pennsylvania school districts participating used either the PA science standards or the NGSS. • Analysis showed statistically significant differences for the science, technology, and STEM based on standard type. • No statistically significant difference was found for male and female participants for STEM overall.

Middle-School Student Engagement in a Tick Testing Community Science Project.

Simple SummaryLyme disease is a common tickborne illness endemic to many countries, including the United States. Scientists have a role to play in disseminating public health knowledge to decrease the prevalence of tickborne disease, which can include encouraging preventive behaviors and recognizing the early signs of the disease. Middle-school students are at significant risk of developing Lyme disease and an ideal population to engage in community-based science, since these experiences provide valuable opportunities for career explorations and to extend the students’ understanding of science. Our work shows that the students can meaningfully contribute to research by generating samples that can be used to test whether the ticks contain pathogens.Studies of tickborne illness have benefited from interactions between scientists and community members. Most participants in community science projects are well-educated adults, but there are anticipated benefits from engaging younger students in research. We evaluated whether an outreach experience for rural middle-school students promoted student interest in science and resulted in the generation of samples that could be used for tick testing to assess disease risk. Middle-school students from 78 Wisconsin communities developed interdisciplinary hypotheses about the spread of Lyme disease, identified ticks, and extracted DNA from ticks to assess the prevalence of pathogens Borrelia burgdorferi, Anaplasma phagocytophillium, and Babesia microti. As a result of this intervention, students were able to successfully complete the research protocol and explain the rationale for completing the experiment. Of student participants, 84.7% reported no difficulty completing the protocol, 66% of the student samples gave reliable PCR results, and 76% of students reported interest in participating in similar experiments. Our study shows that tick outreach programs that incorporate community-based science promote knowledge about Lyme disease, facilitate engagement between students and scientists, and generate samples that can be successfully utilized for pathogen testing.

Advancing preservice teacher’s science pedagogy beyond the classroom

AbstractThe goals of science education include providing students with real‐world learning experiences that connect directly to learning objectives and deepen student interest in science. Learning experiences that occur outside of the science classroom can help science educators respond to these goals. To encourage the use of learning environments beyond the four walls of a classroom, teacher preparation programs should integrate learning experiences for preservice teachers that engage them in learning science and methods for science teaching beyond the classroom. The purpose of this study was to investigate how preservice teachers’ learning and pedagogical experiences in an elementary science methods class that extends beyond the classroom setting may influence the frequency and type of out‐of‐classroom experiences they include in self‐constructed, 5E instructional sequences. Findings in this exploratory, multicase study indicate that preservice teachers who experienced out‐of‐classroom learning in their science methods course may be likely to include similar types of learning in their written lesson plans. However, PSETs who were offered multiple and varied learning experiences beyond the traditional classroom were more likely to include out‐of‐classroom experiences in self‐constructed 5E instructional sequences than those with limited or one‐time experiences.

Promoting student interest in science: The impact of a science theatre project

Researchers have often noted the potential of the performing arts to support STEM education – especially in heterogeneous classrooms. This article reports on the implementation of a science theatre project in a secondary school class located in a disadvantaged area of Hamburg (Germany). In the accompanying research study, effects on students' interest in STEM and artistic expression were surveyed. Data analysis using t-tests shows that the artistic work significantly increased students' interest in physics and chemistry, and specifically in the process of galvanization, the project's focus topic. The analysis also revealed a growth in students' knowledge of cultural practices, self-confidence, joy in individual artistic expression, and classroom spirit during the course of the project.

Editorial: Special Issue “Promoting STEAM in Education”

Lately STEAM (science, technology, engineering, art/aesthetics/architecture/all, mathematics) education has become a common notion. Yet, the theoretical and practical perspectives on STEAM, from its nature to classroom applications and its implementation in teacher education have unexamined potential. This special issue grew out of the International LUMAT Research Symposium “Promoting STEAM in Education” that took place at the University of Helsinki, Finland in June of 2020. With the challenges of organizing an online symposium in the midst of the COVID-19 pandemic, its online nature had significant advantages. The symposium drew international scholars inviting a multitude of prospective on STEAM education, while uncovering the challenges faced by educators. The issue aims at examining these challenges through a collection of papers. In this editorial, we introduce some key notions, discourses, and challenges of STEAM education, as a relatively novel concept and briefly discuss the history of STEAM and its evolution over the last decades. We also problematize STEAM and its roots through asking a question: What is “A” in STEAM representing? Then we introduce the three articles in this special issue: “Full STEAM ahead, but who has the map? – A PRISMA systematic review on the incorporation of interdisciplinary learning into schools”; Promoting STEAM learning in the early years: ‘Pequeños Científicos’ Program”; and “Promoting student interest in science: The impact of a science theatre project”. These articles challenge us to rethink STEAM education, reveal the potential of STEAM, and offer ideas for future research.

Enhancing students’ interest in science and understandings of STEM careers: the role of career-based scenarios

ABSTRACT Theoretically framed within Social Cognitive Career Theory emphasising on the construct of situational interest, this study explores the impact of career-based scenarios, as an instructional approach, on students’ interest in science and understandings of STEM careers. This case study involved 16 students aged 13–15 years old, who participated in a classroom intervention consisting of five sessions in a period of two years. Data were collected through a questionnaire and semi-structured interviews administered repeatedly after each session. The questionnaire data were analysed with the use of descriptive statistics and the interview data were analysed through content analysis. The findings illustrate that opportunities for active engagement in scientific practices and interactions with experts were important conditions for career-based scenarios to succeed in enhancing students’ situational interest and understandings of STEM careers. These findings hold important implications for educational practice as they offer insights into career-oriented curriculum design for the purpose of enhancing student interest in science as well as understandings of STEM careers.

Engaging Students in Science Using Project Olympiads: A case study in Bosnia and Herzegovina

Making science enjoyable inspires students to learn more. Out-of-class activities such as science fairs and Olympiads, serve as reasonable informal learning environments that demand attention. The association <b><sup> </sup></b>of students’ involvement in these activities with increased student interest in science followed by the selection of <b> </b>science-related careers, should motivate all in-charge stakeholders. In this work, we analysed the outcomes of the Bosnia Science Olympiad (BSO) as the first national Science Olympiad in<b> </b>Bosnia and Herzegovina (BiH), aiming the improvement of science education and bringing different ethnic groups under the umbrella of science, in a post-conflict area. The two-day endeavour held in Sarajevo includes competition in <b><sup> </sup></b>four sciencerelated categories (Environment, Engineering, Have an Idea, Web Design) and social activities. In this work, the comprehensive data, including participants’ gender, their ethnic background, cities, schools, and supervisors, over five years, was analysed. The number of participating high-school students increased from 78 to 143, of supervisors from 21 to 95, and of schools from 7 to 15, reaching a wide demographic acceptance to cover all<b> </b>ethnic regions in BiH. The relationship between gender and the selection of a category, shows bias of male<b> </b>participants towards Web Design (21%) and Engineering (40%), and of female students towards “Have an Idea” (40%) and Environment (44%) categories. The contribution of BSO choosing a science career, getting socialized <b>   </b>without prejudices, and the improvement of students’ self-confidence, were as well addressed. Our work demonstrates a model work to successfully promote science in post-conflict settings.<b> </b>

학교 밖 생활과학교실 참여 학생에 대한 교육적 효과

This study aimed to present educational measures by quantitatively analyzing changes in interest in science and scientific competency for 781 students who participated in programs operated by 32 life science classrooms nationwide. As a result of this study, first, students interest in science was improved through class activities in the life science classroom. In particular, it was found that the interest in software (SW) education related programs was very high. In addition, interest and interest in fusion classes using drones and robots were high, and expectations for programs that could be applied in various ways using drones or robots were very high. Second, it was found that the science competencies of the students who participated in the life science classroom were positively improved in all areas. Third, it was found that the interest in science and core science competencies were further enhanced when participating in the life science classroom program for a long period of more than one year. Based on the results of this study, students will be able to effectively operate a variety of educational programs and programs including cutting-edge technology, inquiry, education on social issues, and convergence education, where interest in science and core science competencies can be expanded. It is necessary to expand and provide an educational plan to have a quality education system that can be provided for a long time.