Using Biological-Control Research in the Classroom to Promote Scientific Inquiry &amp; Literacy

Richardson, Matthew L.; Richardson, Scott L.; Hall, David G.

doi:10.1525/abt.2012.74.7.4

Cited by 3 publications

(2 citation statements)

References 19 publications

(18 reference statements)

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“…Based on research demonstrating the benefits of adults' and children's questions, recent efforts strive to increase inquiry in one educational domain in particular: STEM learning (e.g., Herrenkohl, Tasker, & White, 2011; Lucas, Broderick, Lehrer, & Bohaman, 2005; Richardson, Richardson, & Hall, 2012). Curiosity and question‐asking are at the heart of STEM instruction, which relies on asking scientific questions to form hypotheses (see Klahr, Zimmerman, & Jirout, 2011 for a review).…”

Section: Figmentioning

confidence: 99%

Questions in a Life‐Sized Board Game: Comparing Caregivers' and Children's Question‐Asking across STEM Museum Exhibits

Gaudreau

Bustamante

Hirsh‐Pasek

et al. 2021

Mind Brain and Education

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Parkopolis, the life-sized board game, was designed to promote conversation and science, technology, engineering, and mathematics (STEM) learning. We investigated whether this exhibit also prompted questioning. Caregivers' and children's STEM-related question-asking was compared between Parkopolis (i.e., experimental group) and a STEM-themed control exhibit. Groups (N = 197) of children and caregivers visiting two exhibits in a museum were observed. Observations revealed that caregivers and children asked more mathematical questions in Parkopolis than in the control. Caregivers also asked more spatial questions in Parkopolis. In addition, when all STEM-related question topics (i.e., mathematical, spatial, and scientific thinking) were combined, children asked more STEM-related questions in Parkopolis than in the control. Finally, children responded to a higher proportion of caregivers' questions in Parkopolis than in the control. Factors that promoted this question-asking in Parkopolis, such as signage and the interactive nature of the exhibit, can inform the design of other informal learning spaces to promote question-asking.Asking and answering questions fuels children's learning (Chouinard,

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Section: Figmentioning

confidence: 99%

Questions in a Life‐Sized Board Game: Comparing Caregivers' and Children's Question‐Asking across STEM Museum Exhibits

Gaudreau

Bustamante

Hirsh‐Pasek

et al. 2021

Mind Brain and Education

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show abstract

“…According to previous report, 8 scientists can help promote a culture of science by modifying the teaching process and introducing research programs into classroom activities that require students to engage in inquiry‐based tasks that increase their scientific literacy. As reported in the literature, several research groups have implemented inquiry‐based instruction into biology courses involving different themes to teach students important research skills 9,10 .…”

Section: Introductionmentioning

confidence: 99%

An authentic inquiry‐based laboratory module for introducing concepts about volatile‐mediated communication resulted in stronger students' self‐efficacy

Chiang

Huang

Chen

et al. 2020

Biochem Molecular Bio Educ

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Volatile‐mediated impacts of microbes on plants have aroused interest among scientists in the life science field. This study describes an inquiry‐based laboratory module named “Microbial Talk”, which related to microbial volatile‐mediated communication, including the process of design, implementation, and assessment. First‐year biology students in this course were allowed to complete authentic microbiology research using both typical experimental techniques and knowledge related to interspecies communication. The instructor provides continued guidance and support to ensure that students are aware of their knowledge and of the choices they encountered. Pretests and posttests were implemented to evaluate the efficacy of the “Microbial Talk” and the students' experimental design ability. Assessment of the module showed that students gained self‐efficacy in executing experiments and interpreting data. In conclusion, this module is cost‐effective and it can be used to help guide students in their future when they encounter situations that need these scientific skills.

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Entomologists in the K-12 Classroom: A Scoping Review

Brown,

White

2024

Insects

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Engaging the public is a common practice in science disciplines and is deeply rooted in the discipline of entomology. These efforts to engage specific target groups within the general public are well studied, especially extension efforts to engage farmers and agricultural stakeholders, but this is not the case for K-12 educational spaces. Here, we conducted a scoping review to (1) determine the characteristics of entomology outreach efforts engaging K-12 populations and (2) identify opportunities for improvement based on the synthesis of those characteristics. We systematically searched five databases to identify 42 publications relevant to the parameters of this project. Analysis of characteristics indicated that entomology outreach efforts in K-12 classrooms tend to be reflective, are more often published in educationally focused journals, and rarely evaluate the interventions employed. Opportunities for improvement were identified from these trends, and from them we suggest that the practice of K-12 outreach benefits from (i) publishing in entomology-focused journals, (ii) including non-academic authors, (iii) evaluating interventions, (iv) including student data, and (v) considering axes of diversity and inclusion.

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Using Biological-Control Research in the Classroom to Promote Scientific Inquiry & Literacy

Cited by 3 publications

References 19 publications

Questions in a Life‐Sized Board Game: Comparing Caregivers' and Children's Question‐Asking across STEM Museum Exhibits

Questions in a Life‐Sized Board Game: Comparing Caregivers' and Children's Question‐Asking across STEM Museum Exhibits

An authentic inquiry‐based laboratory module for introducing concepts about volatile‐mediated communication resulted in stronger students' self‐efficacy

Entomologists in the K-12 Classroom: A Scoping Review

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