Transforming attitudes to science in rural India through activity based learning

Menon, Radhika; Sridharan, A.; Sankar, Surya; Gutjahr, Georg; Chithra, V. Vani; Nedungadi, Prema

doi:10.1063/5.0046269

Cited by 5 publications

(3 citation statements)

References 13 publications

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“…Impacted by their early STEM experiences, many students decide that STEM fields are too challenging or boring before they reach high school (PCAST, 2010). Poor attitudes towards STEM are also observed in students from rural schools in India (Menon et al, 2021). This trend consistently results in a shortage of qualified professionals in developed and developing countries (UNESCO, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

‘Science is My True Villain’: Exploring STEM Classroom Dynamics Through Student Drawings

Kopparla

Saini

2022

European Journal of STEM Education

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Classroom dynamics including interactions among peers and with teachers is a key component of students' STEM experiences, strongly influencing students' motivation to engage in the learning activities. Classroom dynamics and dialogue have been predominantly studied through longitudinal ethnographic observations of the classroom while the perspective of the students who are undergoing these experiences is largely unaccounted for. This research article showcases an empirical study that used student drawings to explore STEM classroom dynamics. In contrast with interviews, drawing allows the participant to illuminate their tacit knowledge and communicate ideas without interference from the researcher. The participants (n=32), 9th grade students from 16 public schools in Northern India, were asked to create a poster with drawings and words to show their experiences and feelings in mathematics and science classrooms. A thematic analysis of students' work was performed to draw inferences about the classroom dynamics. The posters provided an opportunity for students to authentically express themselves and represent the social and emotional consequences of teacher behaviour in STEM classrooms. Concurring with previous classroom dynamics research, findings identified a strong need to reassess teaching practices in rural Indian context.

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Section: Literature Reviewmentioning

confidence: 99%

‘Science is My True Villain’: Exploring STEM Classroom Dynamics Through Student Drawings

Kopparla

Saini

2022

European Journal of STEM Education

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“…Using virtual laboratories instead or in combination with wet laboratories also has cognitive advantages [25]. Compared to direct instruction, virtual labs are more engaging [26], and compared to working with real laboratories in virtual laboratories, students can more easily make quick exploratory experiments, and virtual labs can show elements of a system that cannot be seen in reality.…”

Section: Literature Reviewmentioning

confidence: 99%

Acquisition and User Behavior in Online Science Laboratories before and during the COVID-19 Pandemic

Raman

Vinuesa

Nedungadi

2021

MTI

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The COVID-19 pandemic has resulted in the closure of schools at every level, globally, forcing education to move online. Meeting the needs of students online for Science Lab classes, in particular, is a challenge since the physical labs are not available to the teachers or students. OLabs is a virtual Science Lab providing a complete learning environment of theory, experimental procedures, videos, animations, simulations, and assessments that capture real lab experiences with the relevant pedagogy. This study looks at the acquisition and behaviors of users, on the OLabs platform, during pre and COVID-19 times. Using Google Analytics, we observe that, during the pandemic time, users increasingly adopted OLabs as a new learning pedagogy for performing experiments as indicated by parameters like the number of users; the number of unique pages viewed per session; time spent on viewing content; bounce rate; and preference for content types such as theory, simulations, videos, and animations.

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“…Using virtual laboratories instead or in combination with wet laboratories also has cognitive advantages [20]. Compared to direct instruction, virtual labs are more engaging [21] and compared to working with real laboratories in virtual laboratories students can more easily make quick exploratory experiments and virtual labs can show elements of a system that cannot be seen in reality.…”

Section: Literature Reviewmentioning

confidence: 99%

Acquisition and User Behavior in Online Science Laboratories before and during COVID-19 Pandemic

Raman¹,

Vinuesa²,

Nedungadi³

2021

Preprint

Self Cite

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The Covid-19 pandemic has resulted in the closure of schools at every level, globally, forcing education to move online. Meeting the needs of students online for Science Lab classes, in particular, is a challenge since the physical labs are not available to the teachers or students. OLabs is a virtual Science Lab providing a complete learning environment of theory, experimental procedures, videos, animations, simulations, and assessments that capture real lab experiences with the relevant pedagogy. This study looks at the acquisition and behaviors of users, on the OLabs platform, during pre and Covid-19 times. Using Google Analytics, we observe that, during the pandemic time, users increasingly adopted OLabs as a new learning pedagogy for performing experiments as indicated by parameters like the number of users; the number of unique pages viewed per session; time spent on viewing content; bounce rate; and preference for content types such as theory, simulations, videos, and animations.

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Transforming attitudes to science in rural India through activity based learning

Cited by 5 publications

References 13 publications

‘Science is My True Villain’: Exploring STEM Classroom Dynamics Through Student Drawings

‘Science is My True Villain’: Exploring STEM Classroom Dynamics Through Student Drawings

Acquisition and User Behavior in Online Science Laboratories before and during the COVID-19 Pandemic

Acquisition and User Behavior in Online Science Laboratories before and during COVID-19 Pandemic

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