How outdoor science education can help girls stay engaged with science

Stevenson, Kathryn T.; Szczytko, Rachel; Carrier, Sarah; Peterson, M. Nils

doi:10.1080/09500693.2021.1900948

Cited by 15 publications

(13 citation statements)

References 91 publications

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“…For instance, a stronger focus on species taxonomy might help teachers to share this knowledge in class 10 , 37 , 38 . Activities like discussion groups, role play and formal outdoor learning, proved to be useful to generate greater involvement in various scientific topics 2 , 7 , 51 , and prevent gender gaps in sciences 52 . As reported by Verbrugge et al 3 and Sosa et al 53 students and teachers can act as multiplying agents who can contribute to solving environmental problems.…”

Section: Discussionmentioning

confidence: 99%

The educational community and its knowledge and perceptions of native and invasive alien species

Sosa

Jiménez

Faltlhauser

et al. 2021

Sci Rep

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Environmental education seeks to foster an appreciation for nature and the impact of humans on it while introducing citizens to scientific thinking. Biological invasions affect different aspects of life on earth and mandate urgent management actions. Education and public awareness are strongly recommended for successful prevention and management of invasive alien species (IAS). This work presents a study on knowledge and perception of the educational community of Argentina about native species and IAS. We designed an on-line semi-structured questionnaire to examine perception of the environment, recognition of native species and IAS and awareness about biological invasions. Educators recognised an important number of biotic components, mostly represented by trees, birds and mammals. Recognition of native species and IAS, and awareness of biological invasions were different between NST (Natural Science Teachers) and non-NST. Respondents had different performances when they were exposed to recognising native species though written names or photographs. Out of 532 respondents, 56% knew what biological invasions are, 21% answered “Maybe” and 23% had never heard about them. We need to foster capacity-building and encourage a two-way communication between educators and scientists, formally and informally, to engage the participation of the whole society in recognition, prevention and management of IAS.

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Section: Discussionmentioning

confidence: 99%

The educational community and its knowledge and perceptions of native and invasive alien species

Sosa

Jiménez

Faltlhauser

et al. 2021

Sci Rep

View full text Add to dashboard Cite

show abstract

“…Further research would be necessary to discover whether the contexts of learning might be adjusted to provide better opportunities to engage female children/students (Reiss, 2018). For example, adopting outdoor science education (OSE) in schools and colleges could have multiple benefits, supporting and building girls' general engagement with biology and science education and, more specifically, NHK knowledge and 'nature connectedness' (Stevenson et al, 2021).…”

Section: Contexts Of Learningmentioning

confidence: 99%

Knowledge of Nature and the Nature of Knowledge: Student natural history knowledge and the significance of birds

Gosler¹,

Tilling

2021

People and Nature

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“…Program Description. The importance of informal STEM education in the format offered by the NHAS is supported by research indicating that this model can play an important role in attracting and retaining underrepresented secondary school students in STEM careers, especially girls (Edelson et al, 1999;Hill et al, 2018;Lowell B Lindsay et al, 2009;Miyake, 2017;Riedinger and Taylor, 2016;Stevenson et al, 2021;Tan et al, 2013). Both our institutional experience and the literature suggest that informal STEM programs make durable impacts via the following approaches: a) providing opportunities to conduct scientific research, b) giving multiple chances to interact with a variety of STEM profession-als, c) supplying opportunities to work and correspond with a diverse group to break stereotypes early in the pipeline, and d) performing research that is both culturally relevant to the students and developmentally appropriate, where the complexity of the project matches the knowledge base and comfort level of the student (Cheryan et al, 2015;Hill et al, 2018;National Research Council, 2009;National Science Foundation, 2020;Pluth et al, 2015;Riedinger and Taylor, 2016;Robinson et al, 2016).…”

Section: Stem Outreach At the New Hampshire Academy Of Sciencementioning

confidence: 99%

STEM Lab on a Kitchen Table: An Investigation of Remote Student-Driven Problem-Based Research

Michael¹,

Salmon²,

Testorf

et al. 2021

JSTEM

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In 2020, the COVID-19 pandemic affected formal and informal education programs in the USA. The pandemic had a devastating impact on programs that required a dedicated physical space and in-person laboratory research. The distinguishing feature of New Hampshire Academy of Science (NHAS) programs is the participation of secondary school students in STEM research projects that emulate university-level research. Moving to a remote format presented various challenges. In this case study, we describe and discuss our experiences transforming a summer STEM research program for secondary school students from on-site and in-person to a remote platform, providing details of the planning phase, the logistics of maintaining the quality of the students' research, and the results of internal and external evaluations. Of the 33 students who participated, 32 completed all central elements of the program, and 25 went further and submitted summary papers and presented their research at the remote annual meeting of the American Association for the Advancement of Science. External evaluation found that students saw their work as similar to that of professional scientists, and perceived themselves to have gained proficiency in the use of scientific techniques and instrumentation. Students expressed they missed elements of in-person lab work including social interactions.

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How outdoor science education can help girls stay engaged with science

Cited by 15 publications

References 91 publications

The educational community and its knowledge and perceptions of native and invasive alien species

The educational community and its knowledge and perceptions of native and invasive alien species

Knowledge of Nature and the Nature of Knowledge: Student natural history knowledge and the significance of birds

STEM Lab on a Kitchen Table: An Investigation of Remote Student-Driven Problem-Based Research

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