More than Just Chemistry: The Impact of a Collaborative Participant Structure on Student Perceptions of Science

Autor/inn/en	Patchen, Terri; Smithenry, Dennis W.
Titel	More than Just Chemistry: The Impact of a Collaborative Participant Structure on Student Perceptions of Science
Quelle	In: Research in Science Education, 45 (2015) 1, S.75-100 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-014-9414-1
Schlagwörter	Chemistry; Secondary School Science; Secondary School Students; Student Attitudes; Scientific Attitudes; Science Activities; Cooperative Learning; Comparative Analysis; Mixed Methods Research + Suchen Sie Ihr Suchwort? Chemie; Sekundarschüler; Schülerverhalten; Kooperatives Lernen
Abstract	Researchers have theorized that integrating authentic science activities into classrooms will help students learn how working scientists collaboratively construct knowledge, but few empirical studies have examined students' experiences with these types of activities. Utilizing data from a comparative, mixed-methods study, we considered how integrating a complex, collaborative participant structure into a secondary school chemistry curriculum shapes students' perceptions of what constitutes "science." We found that the implementation of this participant structure expanded student perceptions of chemistry learning beyond the typical focus on science content knowledge to include the acquisition of collaboration skills. This support for the collaborative construction of knowledge, in addition to the appropriation of scientific content, establishes the conditions for what science educators and scientists say they want: students who can work together to solve science problems. Radical shifts towards such collaborative participant structures are necessary if we are to modify student perceptions of science and science classrooms in ways that are aligned with recent calls for science education reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01