The Science of Science Is Fun: Assessing the Impact of Interactive Science Demonstrations through Everyday Experiences and Near-Peer Role Modeling

Autor/inn/en	Howell, Abigail A.; Jordan, Michelle; McKelvy, Michael; Wahi-Singh, Bhanu; Shadmany, Hannah
Titel	The Science of Science Is Fun: Assessing the Impact of Interactive Science Demonstrations through Everyday Experiences and Near-Peer Role Modeling
Quelle	In: International Journal of Science Education, 45 (2023) 5, S.405-429 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Howell, Abigail A.) ORCID (Jordan, Michelle) ORCID (McKelvy, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2164473
Schlagwörter	Science Education; Demonstrations (Educational); Science Experiments; Peer Teaching; Role Models; High School Students; Power Structure; Self Efficacy; Grade 4; Scientists; STEM Education; Student Interests; Student Attitudes; Stereotypes; Elementary School Students; Student Characteristics + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Peer group teaching; Peer Group Teaching; Identifikationsfigur; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Self-efficacy; Selbstwirksamkeit; School year 04; 4. Schuljahr; Schuljahr 04; Scientist; Wissenschaftler; STEM; Studieninteresse; Schülerverhalten; Klischee
Abstract	Science demonstrations are a simple, cost-effective method of improving interest in STEM and highlighting the diversity of scientists, which can impact audience members' sense of belonging and, in turn, influence self-efficacy. However, the pedagogy of science demonstrations has been criticized as creating a power imbalance between the presenter and audience, for being too far removed from the audience's prior experiences, and for lacking interactivity. We report here on an intervention that designed demonstration-experiments to address a lack of interactivity while supporting interest; contextualized demonstrations within everyday experiences to address a lack of prior experiences and support interest, and implemented a near-peer role modeling strategy through high school near-peer role models to address power imbalances while supporting self-efficacy and expanding fourth-grade students' perceptions of who can be a scientist. The study explores the effects of the intervention using a pre-post survey design analyzed by repeated measures multiple analysis of variance (rmMANOVA) (n = 444). Significant improvement was observed for all motivational variables. These results suggest that interactive science demonstrations focused on students' everyday experiences may be an effective strategy to foster STEM interest and self-efficacy and to improve perceptions of who can be a scientist when enacted through high school near-peer role models. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01