Extending science beyond the classroom door: Learning from students' experiences with the <i>Choice, Control and Change</i> (<i>C3</i>) curriculum

Mallya, Aarti; Mensah, Felicia Moore; Contento, Isobel R.; Koch, Pamela; Barton, Angela Calabrese

doi:10.1002/tea.21006

Cited by 41 publications

(27 citation statements)

References 30 publications

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“…Citizen science programs have been found to improve students' knowledge and attitudes about science and plans to modify behaviors based on gained scientific literacy (Crall et al, 2013). Communitybased programs have also shown an impact on students' agency and ownership of science (Barton Calabrese & Tan, 2010;Mallya et al, 2012). Additionally, these experiences have been shown to improve students' success in the classroom, including additional STEM course taking and passing standardized school exams (Weinstein, Whitesell, & Schwartz, 2013).…”

Section: Prior Research On Out-of-school Experiencesmentioning

confidence: 99%

“…Participating in everyday experiences can support science learning, inquiry, and curiosity for a broad range of students -even those that do not excel in a school science environment (Mallya, Mensah, Contento, Koch, & Calabrese Barton, 2012;Varelas, 2012). Informal science learning is typically characterized as learner-motivated, guided by learner interests, voluntary, personal, ongoing, contextually relevant, collaborative, nonlinear, and open-ended (Falk & Dierking, 2000;Griffin, 2004;Rennie, Feher, Dierking, & Falk, 2003).…”

Section: Introductionmentioning

confidence: 99%

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Disciplinary Differences in Out-of-School High School Science Experiences and Influence on Students’ Engineering Choices

Godwin¹,

Sonnert²,

Sadler³

2017

Journal of Pre-College Engineering Education Research (J-PEER)

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Participation from a variety of students is important to the long-term growth of the engineering field. Much of the research on engineering recruitment or career choice has focused on engineering as a whole, even though engineering disciplines are varied in student participation and focus. This work examines how students' out-of-school interests and experiences in high school predict the likelihood of choosing a career in a particular engineering discipline. Out-of-school experiences offer more unstructured ways for students to meaningfully engage with science and engineering outside of the confines of the classroom. These experiences offer opportunities to spark particular science interests not included in traditional high school science curriculum. Additionally, participation in engineering for women has been historically low. For this reason, we also examined reported differences in out-of-school experiences by gender. Our findings indicate that reported out-of-school experiences increased the odds of students choosing particular engineering disciplines. Experiences traditionally stereotyped as masculine and more often reported by men, such as tinkering, increased the odds of choosing engineering disciplines with higher representation of men. However, some experiences equally reported by men and women, such as mixing chemicals or engaging with chemistry in the kitchen or talking with friends or family about science, predicted higher odds of choosing engineering disciplines with higher representation of women (chemical, biomedical, environmental). These quantitative results are a first step in understanding how out-of-school experiences are connected to the nuanced decisions of disciplinary engineering career decisions and have implications for the way engineering faculty draw on prior experience in the classrooms and for researchers on how out-of-school activities may predict students' long-term career decisions.

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Section: Prior Research On Out-of-school Experiencesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Disciplinary Differences in Out-of-School High School Science Experiences and Influence on Students’ Engineering Choices

Godwin¹,

Sonnert²,

Sadler³

2017

Journal of Pre-College Engineering Education Research (J-PEER)

View full text Add to dashboard Cite

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“…As a third strategy for professional learning, TEMSE teachers and professional developers examined reform‐based instructional practices considered effective in teaching science and mathematics to diverse students. These practices spanned ways to support disciplinary content and language development for ELLs (Lee et al., ; Warren et al., ), to present science and mathematics as multicultural (Kisker el al., ; Stanley & Brickhouse, , ), and to connect school science to students’ experiences, interests, and communities (Mallya et al., ). This strategy, more so than the other three, attempted to facilitate “an in‐depth understanding of the science or mathematics content, knowledge of … how students learn the content, and the teaching strategies and activities that will lead to student learning” (Loucks‐Horsley et al., , p. 161).…”

Section: Methodsmentioning

confidence: 99%

Facilitating Science and Mathematics Teachers’ Talk About Equity: What Are the Strengths and Limitations of Four Strategies for Professional Learning?

et al. 2015

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ABSTRACT:We investigated a 2.5-year professional development effort designed to support practicing science and mathematics teachers in understanding equity and enacting equitable practices. Our purpose was to inform the research base on effective equity professional development, toward the goal of better supporting science and mathematics teachers in transforming their views and practices. Because talk is central to learning, we examined how four strategies for professional learning facilitated or constrained teachers' shared equity talk: (1) engagement in teacher research, (2) reflection on personal experiences, (3) modeling of reform-based instructional practices, and (4) examination of school/state/national data on student course taking and achievement. We asked: How did teachers' shared equity talk vary across these strategies? To answer this question, we qualitatively analyzed recorded seminars, teacher interviews, and written reflections to determine the opportunities each strategy afforded teachers to talk about equity, and the length and substance of teachers' equity talk as a result. We found that, despite teachers' construction of a shared equity discourse and the iterative implementation of professional learning strategies, the type of strategy implemented did indeed matter. Although all four

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“…Linguistic and other social interactions within the confines of the school play a powerful role in meaningful student engagement; however, many prevailing practices in the science classrooms do not facilitate this opportunity. Many students experience science linearly as a list of facts or conclusions, often referred to as final form science where they memorize rote inconsequential facts (Mallya, Mensah, Contento, Koch, & Calabrese Barton, ). In addition, these students find school science to be “socially sterile, impersonal, frustrating, intellectually boring, and/or dismissive of [their] life worlds and career goals” (Aikenhead, ; p. 26).…”

mentioning

confidence: 99%

Enacting acts of authentication in a robotics competition: An interpretivist study

2015

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While the science classroom primarily remains a site for knowledge acquisition through teacher directed experiences, other sites exist outside of the classroom that allow for student generation of scientific knowledge. These sites provide opportunities for linguistic and social interactions to play a powerful role in situating students' science learning experiences. Augmenting students' formal school science experiences with informal experiences outside of the classroom enables them to intersect their personal knowledge with canonical disciplinary knowledge. This allows for conditions of practice that are more relevant to the students. In this study we introduce the notion of acts of authentication to examine the nature of students' linguistic and social activities in an informal setting—a regional robotics competition. These acts of authentication are a) participating in talk (including everyday); b) participating in productive disciplinary engagement (by co‐constructing and critiquing knowledge); and c) being a member of a community of practice. We used Critical Discourse Analysis to examine students' and mentor's dialogic language to gain insights into the nature of their robotics experiences. Our findings indicate that the robotics experience offered rich opportunities for students to engage in acts of authentication. Our study offers conceptual insights into how the culture of the robotics activities both constructs and is constructed by the linguistic and social experiences of the students and their mentors. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 52: 268–295, 2015

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Extending science beyond the classroom door: Learning from students' experiences with the Choice, Control and Change (C3) curriculum

Cited by 41 publications

References 30 publications

Disciplinary Differences in Out-of-School High School Science Experiences and Influence on Students’ Engineering Choices

Disciplinary Differences in Out-of-School High School Science Experiences and Influence on Students’ Engineering Choices

Facilitating Science and Mathematics Teachers’ Talk About Equity: What Are the Strengths and Limitations of Four Strategies for Professional Learning?

Enacting acts of authentication in a robotics competition: An interpretivist study

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