Design of a Phenomenon-Based Science Outreach Program and Its Effects on Elementary Students' Epistemological Understanding of, and Attitudes toward, Science

Autor/inn/en	Helsel, Ryan T.; Lambert, Sammi; Dickerson, Lindsey; Strelich, Jack; Woods, Vanessa; Feldwinn, Darby
Titel	Design of a Phenomenon-Based Science Outreach Program and Its Effects on Elementary Students' Epistemological Understanding of, and Attitudes toward, Science
Quelle	In: School Science and Mathematics, 122 (2022) 2, S.74-85 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Helsel, Ryan T.) ORCID (Woods, Vanessa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12515
Schlagwörter	Science Education; Outreach Programs; Elementary School Science; Professional Development; Mentors; Interaction; Group Discussion; Program Effectiveness; Scientific Concepts; Concept Formation; Student Attitudes; Teacher Attitudes; Knowledge Level; Elementary School Students; Elementary School Teachers + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Jobcoaching; Interaktion; Gruppendiskussion; Concept learning; Begriffsbildung; Schülerverhalten; Lehrerverhalten; Wissensbasis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This study describes the design and implementation of a science outreach program (elementary; 2nd-5th) and its associated student outcomes. Key features of the program include: (a) phenomenon-based, NGSS-aligned curriculum designed by science education experts and influenced by educational, sociocultural, and cognitive science theories, (b) active engagement by elementary students in experimentation and exploration of a common phenomenon (2 per year, called modules) across multiple sessions (6-8 per module), (c) professional development (PD) provided to scientists (mentors) and teachers to supply classrooms with multiple (5-7) adult more knowledgeable others (AMKOs), and (d) close classroom interaction between elementary students and mentors, allowing for students to participate in evidence-based sense-making through whole-class and small-group discussions. We examined the effects of program participation on students' epistemological understanding of science (EUS) and attitudes toward science, as well as surveyed teachers to determine how they felt the program affected students' attitudes and EUS. Student measures indicated they developed a deeper understanding of the process of scientific knowledge generation and were more likely to report liking science more than less. Similarly, teachers' self-reports corroborated these results, as well as showed teachers thought the structure of the program effectively integrated mathematics and language arts. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01