Article
Multidisciplinary Sciences
Xiaodong Lin-Siegler, Benjamin J. J. Lovett, Yiran Du, Kan Yamane, Keying Wang, Syntia Hadis
Summary: The study examines how students perceive and react to failures and whether there is a relationship between their conceptualizations of failure, emotional reactions, and academic performance. Results show that students who label their struggles as failures tend to focus more on performance outcomes, while those who label their struggles as neither failures nor successes emphasize the learning process. Higher-achieving students are less likely to label their struggles as failures. Implications for classroom instruction in STEM fields are discussed.
ANNALS OF THE NEW YORK ACADEMY OF SCIENCES
(2023)
Article
Physics, Multidisciplinary
Kieran Brian, Massimo Stella
Summary: This paper introduces mindset streams for assessing ways of bridging two target concepts in concept maps. By analyzing the semantic content, valence coherence/conflict, and semantic relevance of mindset streams, the researchers found differences in mindset streams between students and experts in relation to math, physics, and learning.
PHYSICA A-STATISTICAL MECHANICS AND ITS APPLICATIONS
(2023)
Article
Environmental Sciences
Jawaher Alsultan, Michelle Henderson, Allan Feldman, Madison Rice, Xia Yang, Jordin Kahler, Sarina J. Ergas, Kebreab Ghebremichael
Summary: This project engaged high school students in science and engineering activities to address the lack of potable water in many regions through point of use treatments. Utilizing an ethnographic approach, the project enhanced students' understanding of providing potable water in developing countries and positively impacted their interest in STEM practices. The results of the high school students' activities were beneficial to university-based research, while also providing teaching experience for university students in a low-stakes environment.
Article
Psychology, Multidisciplinary
Amal Alhadabi
Summary: This study investigated the impact of non-cognitive science-related variables on science achievement, finding that science interest and utility positively influence science achievement through self-efficacy and science identity. The direct effects varied significantly among students, leading to the classification of them into different subgroups. Valuable tailored recommendations were provided to enhance science achievement in these subgroups.
FRONTIERS IN PSYCHOLOGY
(2021)
Article
Education & Educational Research
Dina Tsybulsky, Erez Sinai
Summary: This article presents a case study on the integration of the Internet of Things (IoT) in high-school biology project-based learning. The study aims to examine the students' experiences and skill development through qualitative analysis. The findings highlight the cognitive, social, and emotional experiences of the students and how these experiences shape their corresponding skills.
JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY
(2022)
Article
Developmental Biology
Rebecca A. A. Coltogirone, Summer L. L. Kuhn, Sean P. P. Freeland, Sadie A. A. Bergeron
Summary: Early research experiences have a positive impact on students' interest in STEM careers and help develop practical science skills and critical thinking. However, not all students have equal access to outreach opportunities, especially those in rural areas like West Virginia. The Health Sciences and Technology Academy (HSTA) is a major opportunity for under-represented students in the state, and our research lab partnered with HSTA to provide an innovative research camp using zebrafish. Both in-person and online camps showed similar gains in science confidence, and online students also showed a strong interest in zebrafish and STEM fields. However, more resources and support are needed to encourage the use of zebrafish in classrooms.
Article
Chemistry, Analytical
Travis W. Windleharth, Colin Katagiri
Summary: This study investigated the impact of online technical lessons on students' interest and knowledge gain in ocean science technology. It also contributed novel findings to the field of sensor-based learning by measuring changes in self-efficacy, confidence, and interest in ocean careers. The study utilized a remote learning approach due to the COVID-19 pandemic, allowing for a comparison with hands-on learning modes. The results showed modest gains in knowledge assessments and significant improvements in confidence related to sensor understanding and usage.
Article
Education, Scientific Disciplines
Prateek Shekhar, Heydi Dominguez, Pramod Abichandani, Craig Iaboni
Summary: This study unpacked high school students' motivational influences in engineering/computer science project-based learning (PjBL) using the ARCS model of motivation. Qualitative research approach was used with student focus groups as the data source. The findings identified strategies for fostering student motivation and provided support for the utility of the ARCS model in high school education.
IEEE TRANSACTIONS ON EDUCATION
(2023)
Article
Green & Sustainable Science & Technology
Cheng-Chieh Chang, Liang-Ting Tsai, Chih-Hsuan Chang, Kuo-Chen Chang, Cheng-Fang Su
Summary: The study found that high school students' transaction beliefs were stronger than transmission beliefs, scientific beliefs may take time to change, and traditional reading comprehension strategies are not suitable for e-learning environments.
Article
Social Sciences, Interdisciplinary
Christopher P. Scheitle, Ellory Dabbs, Riley Darragh
Summary: This study examines the identification with science and discipline among over 1,300 graduate students in the United States across five disciplines. Findings show that women have weaker identification with science compared to men, but do not differ in the strength of their identification with their discipline. Experiences such as the quality of students' relationships with their advisors and publishing research are positively associated with the strength of their science and disciplinary identity.
Article
Chemistry, Multidisciplinary
Elizabeth W. Kelley
Summary: The pharmaceutical industry has played a crucial role in improving life expectancies and driving chemistry employment. However, the incorporation of computational chemistry tools into high school and undergraduate curricula is lacking. This paper outlines the introduction of a computer-aided drug design (CADD) tool to high school students, aiming to enhance industry-relevant learning experiences, student motivation in pursuing chemistry careers, and public understanding of STEM careers and medicines. Materials are provided to assist instructors in replicating this project in their own courses.
JOURNAL OF CHEMICAL EDUCATION
(2023)
Article
Education & Educational Research
Yun Wen, Chun Lai, Sujin He, Yiyu Cai, Chee Kit Looi, Longkai Wu
Summary: The impact of Augmented Reality (AR) on cognitive development in science learning has been established, but its effect on academic performance remains inconclusive. This mixed-methods study investigates the relationship between students' engagement in an AR-based inquiry learning environment and their epistemic beliefs. The findings reveal that students' academic performance improved significantly after participating in AR activities, and their engagement in the activities influenced their epistemic beliefs, particularly in the justification of knowledge in science dimension.
INTERACTIVE LEARNING ENVIRONMENTS
(2023)
Article
Education & Educational Research
Dana Gnesdilow, Sadhana Puntambekar
Summary: The study compared students' learning outcomes from virtual-then-physical and physical-then-virtual conditions in a unit on inclined planes. Virtual labs were more effective in helping students explain scientific concepts and use data to support their ideas. Students who only conducted virtual labs performed better, and if conducting both types of labs, doing a physical lab before a virtual one may be more beneficial for middle school students.
JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY
(2022)
Article
Education & Educational Research
Sitong Chen, Bing Wei, Hongfeng Zhang
Summary: The notion of science identity has been widely discussed in the field of science education. However, many research studies have focused on students' overall science identity, despite the fact that students are usually exposed to specific disciplines in high school. Therefore, it is more appropriate to explore high school students' disciplinary identities in subjects such as physics, chemistry, and biology.
INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION
(2023)
Article
Education & Educational Research
Judith Morrison, Janet Frost, Chad Gotch, Amy Roth McDuffie, Bruce Austin, Brian French
Summary: This study found that teachers' personal care, challenges, and supportive guidance are crucial for student success in a project-based learning environment.
INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION
(2021)
Article
Education & Educational Research
Bing Wei, Zhimeng Jiang, Lichun Gai
Summary: The study examined the diversity of scientific methods represented in practical work in science textbooks used in junior high school in China. The distribution of the four categories of scientific methods varied within biology, chemistry, and physics textbooks, with non-manipulative parameter measurement (NPM) being the predominant scientific method in all three subjects. Further research is suggested to track the evolution of practical work nature over time and compare practical work in science textbooks across different regions and countries.
SCIENCE & EDUCATION
(2022)
Article
Education & Educational Research
Lichun Gai, Yanmei Li, Changlong Zheng, Bing Wei, Zhimeng Jiang, Judith S. Lederman
Summary: This study aimed to investigate the current understanding of nature of scientific inquiry (VNOSI) among students in Hebei province, China. The results showed that most students had low levels of understanding of VNOSI, although higher grade students had higher attainment in certain aspects. These findings provide implications for improving students' VNOSI.
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
(2022)
