From Student to Scientist

Abstract

This article provides a rationale for exploring ways in which science educators can structure learning activities that more accurately reflect the scientific inquiry processes used by practicing research scientists. Science learning activities based on the experiential model are better able to promote student construction of scientific knowledge and provoke students into making the transition from naive to higher-order, scientific ways of thinking. The conclusion is drawn that experiential education strategies will strengthen school science performance, particularly among students from underrepresented groups, and create an increased pool of scientific and technical workers.

The Billion Oyster Project and Curriculum and Community Enterprise for Restoration Science Curriculum: STEM+C Summer Institute Experiential Learning

“…As the researchers had found throughout the ongoing experiential learning and hands-on project with teachers and students, experiential learning and engagement with real-world STEM learning have the potential to improve student engagement and interest, teacher knowledge, and stronger pedagogical techniques used in teaching and learning. This method of teaching is connected with previous research in which students engage with science in the manner that scientists operate (Gorghiu & Ancuta Santi, 2016;Hoskins, 2019;Plank, 2017;Tuss, 1996;Wilcox, Cruse, & Clough, 2015). The formula used in this study is the idea that improving STEM content knowledge along with building confidence and interest in STEM careers creates engagement with STEM and leads to better learning outcomes.…”

“…Daggett (2010) indicated student unpreparedness for the demands of these careers needed for strong economic growth, However, literature supports the method of student engagement in this study by which "students learn science and mathematics through 'doing' in the way scientists and mathematicians conduct their own research, investigations, and practices (Brandt, 2016;Hoskins, 2019;Plank, 2017;Wilcox, Cruse, & Clough, 2015)" (Birney et al, 2021a, p. 29), and "not only do these experiences reflect the way in which STEM professionals conduct their work, but also they can be some of the most engaging and rewarding of a student's academic career (Mokter Hossain & Robinson, 2012)" (Birney et al, 2021a, p. 29). Thus, the researchers contend that one of the best ways of teaching science to students is through conducting science in the way that scientists conduct their own research and work (Gorghiu & Ancuta Santi, 2016;Tuss, 1996), which has the potential for positive learning and engagement outcomes. Moreover, the use of real-world learning and activities lead to better learning outcomes for students (Buczynski & Hansen, 2010).…”

Revolutionizing informal education: Intersection of citizen science and learning theories

“…Still, according to the Association for Experiential Education, it is the process through which learners construct knowledge, skills, and values through direct experience, while the National Institute of Education defines it as the process through which students experience activities or lessons and use their experiences for reflection to generate learning. Tuss (1996) defined experiential education as the process of placing students in a problem and finding an answer based on the problem's needs, or it is an activity in which students learn about specific content and take that content to a deeper meaning through the activity. Despite different definitions, Dewey (1938) believed that experiential education must consider the uniqueness of each student, value their experience, and actively engage them in the learning process through learning by doing.…”

The Billion Oyster Project and Curriculum and Community Enterprise for Restoration Science Curriculum: ITEST Program Impacts on NYC School Student Scientific Identity

“…This directly relates to building the students' sense of their scientific identity, which is the students' view of themselves as capable scientists and critical to motivate students to pursue STEM careers. Hence, the driving force in the ITEST project is to teach science in the manner in which students engage in the scientific process in the way that scientists conduct their own research (Gorghiu & Ancuta Santi, 2016;Tuss, 1996).…”