School and out-of-school science: a model for bridging the gap

Fallik, Orna; Rosenfeld, Sherman; Eylon, Bat‐Sheva

doi:10.1080/03057267.2013.822166

Cited by 72 publications

(52 citation statements)

References 42 publications

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“…There is increasing evidence that participation in structured, informal out‐of‐school STEM activities (e.g., science clubs, workshops, and summer camps) contributes to student interest in STEM and to their ability‐related beliefs (Caspi et al, under review; Fallik, Rosenfeld, & Eylon, ; Newell, Zientek, Tharp, Vogt, & Moreno, ; Sha, Schunn, & Bathgate, ; Young, Ortiz, & Young, ) which, in turn, predict academic choice. In addition to the quality of such experiences, it has also been shown that the quantity of science learning also plays an important role in developing interest and self‐efficacy (King & Glackin, ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Ninth‐grade students' perceptions of the factors that led them to major in high school science, technology, engineering, and mathematics disciplines

et al. 2019

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On completing middle-school (ninth grade), Israeli students must choose which discipline(s) to major in upon entering high school. This study, grounded in Expectancy-Value Theory (EVT), identified and modeled the factors that contributed to students' academic choices from their own subjective perspectives. We collected qualitative and quantitative data from ninth graders in two urban middle-schools (n=295) at the school year's end. We found that (a) most students cited interest and utility value as their main motivations for choosing a science, technology, engineering, and mathematics (STEM) major, expectancies were mentioned less; (b) students who chose a STEM major had statistically significant higher scores for EVT's key predictor variables (personal attributes, "subjective task value," "expectation of success," perceived effects of environmental factors) than their counterparts who majored in non-STEM disciplines; (c) the positive perceptions of their peers' interest and ability in science contributed significantly to students' choice to major in STEM disciplines; and (d) no significant gender differences re academic choice were found. One highly unexpected finding emerged: Science Education. 2019;103:1176-1205. wileyonlinelibrary.com/journal/sce 1176 |

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Section: Theoretical Backgroundmentioning

confidence: 99%

Ninth‐grade students' perceptions of the factors that led them to major in high school science, technology, engineering, and mathematics disciplines

et al. 2019

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“…Here, inquiry practices are described as authentic when they facilitate the development of specific cognitive abilities (in contrast to when inquiry practices refer to activities in professional practices). For instance, Fallik, Rosenfeld and Eylon (2013) claim that inquiry tasks are authentic when they involve cognitive apprenticeship that develop non-memorisation and the integration of skills and knowledge as well as provide intellectual tools that are experimental and concrete.…”

Section: Authentic As Involving Inquiry Practicesmentioning

confidence: 99%

In Pursuit of Authenticity in Science Education

Anker-Hansen¹,

Andrée²

2019

NorDiNa

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This article presents a systematic review of how authenticity is used in science education research and discusses the implications these uses have for the design of science education classroom practices. Authenticity has been discussed in education for decades. However, the authenticity of science education not only concerns the design of educational activities, but also the content of what is being taught. This article reviews research articles published in 2013 and 2014, in the three highest ranking journals in science education, regarding how authenticity is framed in science education. The findings suggest that the uses vary greatly from referring to externally defined practices to student relevance. The findings are discussed with the notions of cultural and personal authenticity to suggest important aspects involved with designing science classroom activities authentic to the different references. Based on the review, we have developed a strategy for balancing authenticity in science education classroom practices between cultural and personal authenticity.PhD Jens Anker-Hansen, former PhD-student at the Department of mathematics and science education at Stockholm University. He currently works at the Swedish national Agency for Education with national tests in the science subjects and computerised testing.PhD Maria Andrée, Associate Professor (Docent) at the Department of mathematics and science education at Stockholm University. Her research focuses on cultural perspectives on science education and conditions for students' participation and learning, particularly in relation to questions of science curriculum, scientific literacy and citizenship.

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“…The benefits of harnessing informal learning practices in formal contexts include authenticity, greater engagement, opportunities to develop 21 st century skills and the potential to enhance learning (Banks et al 2007;Fallik et al 2013;Hung et al 2012;Ito et al 2013;Lemke et al 2015). Schools can draw on everyday knowledge and skills held by young people, their families and the wider community (Banks et al 2007;Kumpulainen and Mikkola 2016).…”

Section: Conceptualising and Realising Informal Learningmentioning

confidence: 99%

Integrating Academic and Everyday Learning Through Technology: Issues and Challenges for Researchers, Policy Makers and Practitioners

et al. 2018

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This paper builds on work undertaken over a number of years by a group of international researchers with an interest in the potential of connecting academic and everyday practices and knowledge. Drawing extensively on literature and our own work, we first discuss the challenges around defining informal learning, concluding that learning is multidimensional and has varying combinations of formal and informal attributes. We then highlight the potential of technology for integrating formal and informal learning attributes and briefly provide some exemplars of good practice. We then discuss in depth the challenges and issues of this approach to supporting learning from the perspective of pedagogy, research, policy and technology. We also provide some recommendations of how these issues may be addressed. We argue that for the learner, integration of formal and informal learning attributes should be an empowering process, enabling the learner to be self-directed, creative and innovative, taking learning to a deeper level. Given the complexity of the learning ecosystem, this demands support from the teacher but also awareness and understanding from others such as parents, family, friends and community members. We present a conceptual model of such an ecosystem to help develop further discussions within and between communities of researchers, policy makers and practitioners.

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School and out-of-school science: a model for bridging the gap

Cited by 72 publications

References 42 publications

Ninth‐grade students' perceptions of the factors that led them to major in high school science, technology, engineering, and mathematics disciplines

Ninth‐grade students' perceptions of the factors that led them to major in high school science, technology, engineering, and mathematics disciplines

In Pursuit of Authenticity in Science Education

Integrating Academic and Everyday Learning Through Technology: Issues and Challenges for Researchers, Policy Makers and Practitioners

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