Making Space for Social and Emotional Learning in Science Education

Abstract

Social-emotional learning (SEL) is known to improve student outcomes but is rarely combined with STEM. In this paper we present an action research study to examine the impact of a STEM + SEL curriculum intervention to address a real-world school conflict. One hundred sixth–eighth graders and four teachers participated in an in-person facilitation of a SEL Arthropod curriculum, DIFFERENT. After the intervention, students completed open-ended couplet statements about arthropod behavior, tarantulas, and humans designed to measure sentiment change. Answers were manually coded using inductive coding on a scale of negative (1) to positive (5). Statement sentiments significantly shifted from negative to neutral and negative to positive for all three questions. Neutral to positive shifts were only significant for the couplet statements about arthropod behavior. This study reports the first confirmed instance of successful use of arthropods for SEL within a curriculum that integrates students’ social-emotional skills within a science classroom.

When the Past Teaches the Future: Earthquake and Tsunami Risk Reduction through Episodes of Situated Learning (ESL)

“…Another of the most relevant benefits of the ESL method is that it allows the student to use his/her own intelligence with respect for all identities [47]. Each student might demonstrate specific strengths and abilities, so that, in a classroom, a wide range of different talents is available [48]. These are the reasons for which ESL is an appealing didactic method that could be performed worldwide to favor a modern school approach.…”

Journalist's relationship with political authority in Egypt 1960-2011

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“…La literatura sugiere que los planes de estudios integren las habilidades socioemocionales de los estudiantes dentro de un salón de clases de ciencias (Ingram et al, 2021). Los conflictos escolares vinculados a la interacción social están en el origen de una gran variedad de programas de intervención centrados en el desarrollo de las habilidades sociales de los alumnos (Gaymard y Andrés, 2009).…”

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