America's lab report: Investigations in high school science

Wellington, Jerry

doi:10.1002/sce.20211

“…Science as a means of understanding practical applications in everyday life had disappeared from the curriculum by the 1870s, as school science gradually adopted a mission of producing the 'pure' researcher (Singer et al, 2006). Not only did this change turn off many students from science, but it also acted to constrain the development of most pupils to their full potential.…”

Section: The Notion Of Scientific Literacymentioning

confidence: 99%

Scientific literacy as part of the science-for-all movement

Landolfi

¹

2023

IJODS

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This paper will focus on scientific literacy as part of the 'science for all movement.' The work reviews how the curriculum has often catered only to those hoping to pursue careers in science and how a significant group of the population remain incapable of making educated, informed choices on science-related issues and how these issues impact their everyday lives. A historical examination of illiteracy in science will be provided, along with how the 'science for all' movement has attempted to respond to the need for increasing scientific literacy amongst the masses. The work will then explore how the 'science for all' movement relates to the larger field of 'curriculum studies' by examining how both positions emphasize becoming more critical, extending students' range of perceptions, and broadening students' perspective of the world around them.

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“…This biological noise and variability merits particular consideration for this cloud lab, as it can interfere with a consistent user experience. At the same time, dealing with real experimental data with natural variability can also be a very productive learning experience (Blikstein 2014), and was identified as a key laboratory experience by NRC (Singer et al 2006;Wellington 2007). In this course, we used a sequence of target biological concepts starting with basic cell behaviors and progressed to more advanced ones like feedback regulation and noise, and ultimately encouraged students to embark on a self-driven research investigation as an optional final project.…”

Section: Rational For Research Design Online Course Layout and Techmentioning

confidence: 99%

Design Guidelines and Empirical Case Study for Scaling Authentic Inquiry-based Science Learning via Open Online Courses and Interactive Biology Cloud Labs

Hossain

¹

,

Bumbacher

²

,

Brauneis

³

et al. 2017

Int J Artif Intell Educ

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The Next Generation Science Standards (NGSS) and other national frameworks are calling for much more sophisticated approaches to STEM education, centered around the integration of complex experimentation (including real labs, not just simulations), data collection and analysis, modeling, and data-driven argumentation, i.e., students can behave like real scientists. How to implement such complex approaches in scalable ways is an unsolved challenge -both for presential and distance education. Here we report on the iterative design and large-scale deployment of an open online course with a "biology cloud experimentation lab" (using living cells) that engaged remote learners (> 300 students) in the scientific practices of experimentation, modeling and data analysis to investigate the phototaxis of a microorganism. We demonstrate (1) the robustness and scalability of the cloud lab technology (> 2, 300 experiments run), (2) the design principles and synergistic integration of multiple UI and learning activities and suitable data formats to facilitate NGSS-aligned science activities, and (3) design features that leverages the natural variability of real biology experiments to instigate authentic inquiry. This platform and course content are now suited for large-scale adaptation in formal K-16 education; and we provide recommendations for inquiry-based science learning in general.

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“…This biological noise and variability merits particular consideration for this cloud lab, as it can interfere with a consistent user experience. At the same time, dealing with real experimental data with natural variability can also be a very productive learning experience [3], and was identified as a key laboratory experience by NRC [39,43]. In this course, we used a sequence of target biological concepts starting with basic cell behaviors and progressed to more advanced ones like feedback regulation and noise, and ultimately encouraged students to embark on a self-driven research investigation as an optional final project.…”

Section: Rational For Research Design Online Course Layout and Techmentioning

confidence: 99%

Interactive Biology Cloud Lab Enables Authentic Inquiry-Based Science Learning at MOOC Scale

Hossain

¹

,

Bumbacher

²

,

Brauneis

³

et al. 2017

Preprint

0

View full text Add to dashboard Cite

The Next Generation Science Standards (NGSS) and other national frameworks are calling for much more sophisticated approaches to STEM education, centered around the integration of complex experimentation (including real labs, not just simulations), data collection and analysis, modeling, and data-driven argumentation, i.e., students can behave like real scientists. How to implement such complex approaches in scalable ways is an unsolved challenge -both for presential and distance education. Here we report on the iterative design and large-scale deployment of an open online course with a "biology cloud experimentation lab" (using living cells) that engaged remote learners (> 300 students) in the scientific practices of experimentation, modeling and data analysis to investigate the phototaxis of a microorganism. We demonstrate (1) the robustness and scalability of the cloud lab technology (> 2, 300 experiments run), (2) the design principles and synergistic integration of multiple UI and learning activities and suitable data formats to facilitate NGSS-aligned science activities, and (3) design features that leverages the natural variability of real biology experiments to instigate authentic inquiry. This platform and course content are now suited for large-scale adaptation in formal K-16 education; and we provide recommendations for inquiry-based science learning in general.

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America's lab report: Investigations in high school science

Cited by 11 publications

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Scientific literacy as part of the science-for-all movement

Scientific literacy as part of the science-for-all movement

Design Guidelines and Empirical Case Study for Scaling Authentic Inquiry-based Science Learning via Open Online Courses and Interactive Biology Cloud Labs

Interactive Biology Cloud Lab Enables Authentic Inquiry-Based Science Learning at MOOC Scale

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