The effect of a student–teacher–scientist partnership program on high school students' science achievement and attitudes about scientists

Abstract

This article describes the effects of a student-teacherscientist partnership program on high school students' science outcomes. The design was a cluster-randomized trial with an analytic sample of 36 teachers randomly assigned to teach a photosynthesis-and respirationfocused module including student-designed investigations supported by online mentoring from scientists.Forty-nine teachers were randomly assigned to teach photosynthesis and respiration to students as they normally would. The core finding was that implementing the module in combination with the online mentoring resulted in significant effects on student achievement (effect size = 0.284) and attitudes toward scientists (effect size = 0.280). The study sample was highly representative, demographically, to the US population of high schools. Future research should replicate the current study design, with the current and other related interventions, while examining component-specific costs and efficacy. Related studies should also examine the relationship between the quality of scientiststudent dialogue and student outcomes.

Digging Deeper into Student–Teacher–Scientist Partnerships for Improving Students’ Achievement and Attitudes about Scientists

“…This study not only provides needed rigorous quantitative evidence about the efficacy of the PlantingScience program but also adds to the limited information in the literature about the impact of STSP programs on student outcomes related to both science content knowledge and attitudes about scientists. Before starting the research study, teachers in both groups self-reported their frequency of using common teaching practices, such as small-group discussion, hands-on activities, textbook readings, developing explanations, and so forth in their classrooms (Taylor et al, 2022). These self-reports showed the frequency of these practices was similar in both groups.…”

“…Students in both treatment conditions completed pretest and posttest assessments (Taylor et al, 2022). The pretest and posttest forms were identical.…”

“…The pretest and posttest forms were identical. The assessments were developed by the research team and the full content of both measures are published in a previous article (Taylor et al, 2022). They are also available online at https://plantingscience.org/about/testquestions.…”

“…These self-reports showed the frequency of these practices was similar between the groups. Teachers in both groups on average reported engaging in the following practices frequently (once or twice a week or more): class-wide discussion, small-group discussion, hands-on/laboratory activities, requiring evidence to support claims, have students represent or analyze data using tables/charts/ graphs (Taylor et al, 2022). This suggests that the BaU teachers likely used teaching strategies and practices similar to those used by the teachers using the Power of Sunlight module.…”

Curing “GFP-itis” in Bacteria with Base Editors: Development of a Genome Editing Science Program Implemented with High School Biology Students

“…This program centers around a time- and resource-effective hands-on base editing laboratory experiment, with an intended audience of junior and senior high school students who have completed introductory biology coursework. While educating students on base editing technologies was the primary goal, we also aimed to leverage students’ exposure to scientists from diverse backgrounds and invited questions about personal experiences in school, professional development, and the day-to-day life of a graduate student or faculty member within academia (18,19).…”