Community-School Collaborations in Science: Towards Improved Outcomes Through Better Understanding of Boundary Issues

Tytler, Russell; Symington, David; Clark, John Cripps

doi:10.1007/s10763-015-9711-9

Cited by 19 publications

(8 citation statements)

References 17 publications

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“…A similar effect was found for the self-concept of girls (Euler 2007). This is also in line with the encouraging impact of encounters with role models as mentioned above, for girls in particular with female scientists (Tytler et al 2017). Even OSLeOs taking place as a single event (typically during half a day) can provide a situation with a decreased gender gap for interest and self-concept.…”

Section: Out-of-school Learning Opportunitiessupporting

confidence: 76%

“…Moreover, the researcher may convey the experience of curiosity, excitement and satisfaction found in her work (Euler 2004;Stocklmayer et al 2010). Tytler et al (2017) argued that such encounters can make a valuable contribution to provide role models of adults interested in and committed to science and related areas. Affective outcomes of this kind are also one of the main objectives of V&L, and we will discuss the relevant research in more detail in the following section.…”

Section: Out-of-school Learning Opportunitiesmentioning

confidence: 99%

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Learning About Archaeology and Prehistoric Life

et al. 2019

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This article is about an intervention introducing prehistoric life in primary education. Its objectives were to foster openness and interest for prehistory and archaeology, as well as content knowledge and conceptual learning with a focus on four main facets: basic knowledge about prehistoric life; conceptual learning/change regarding prehistory; learning about archaeologists and archaeology as a scientific discipline; and learning about interactions of archaeology and other disciplines (interdisciplinarity). Students participated in two workshops about the creation of a prehistoric object, highlighting the close interaction between the natural sciences and humanities within archaeology. The workshop emphasised dialogue between students, teachers and researchers, as well as active participation by the students. The educational effects of the workshops were studied using a pre-post design (N = 439, ages 8-10 years). Results show that the workshops had sizeable positive effects on both affective and cognitive variables. The appreciation of the workshops ranged from ≈ 70 to 90% (of maximum value) for interest, perceived educational value and further aspects. We also found a positive impact of the intervention on cognitive variables, e.g. for several elements of key knowledge about prehistory (such as where prehistoric people lived and with what resources; medium to large effect sizes: d > 0.9 and d = 0.46, respectively). Regarding conceptual learning, we found improved understanding of the link between climate change and long-term changes in wildlife in a given area (medium to large effect sizes, d = 0.5-0.8). A positive impact was also found for the understanding of archaeology encompassing both humanities and the natural sciences (e.g. understanding of climate change as inferred from archaeological knowledge, d = 0.3-0.5). No differences of the various outcomes were found between girls and boys; the workshops appear suitable for both genders. We conclude with a discussion of the interpretation of our findings, of some limitations and possible improvements, and of future perspectives, in particular for further classroom implementation.

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Section: Out-of-school Learning Opportunitiessupporting

confidence: 76%

Section: Out-of-school Learning Opportunitiesmentioning

confidence: 99%

Learning About Archaeology and Prehistoric Life

et al. 2019

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“…Pedagogical approaches are an example of school-level factors, which are a promising area of research given their potential malleability (van den Hurk et al, 2019). The use of local contexts to teach STEM subjects is viewed as a useful way to increase the relevance of STEM education for students (Tytler et al, 2017), with evidence suggesting that student engagement and understanding can be enhanced by such approaches (Archer et al, 2018). These approaches have been associated with outdoor and environmental education for some time (Gruenewald, 2003), but the application of these approaches to STEM education more broadly is relatively recent.…”

Section: Linking Stem Pedagogy With Local Contextsmentioning

confidence: 99%

Linking K-12 STEM Pedagogy to Local Contexts: A Scoping Review of Benefits and Limitations

et al. 2021

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Student engagement and learning in science, technology, engineering and mathematics (STEM) fields in primary and secondary schools is increasingly being emphasized as the importance of STEM skills for future careers is realized. Localized learning has been identified as a group of pedagogical approaches that may enhance learning in STEM by making the relevance of STEM clear to students and providing stronger connections to students’ lives and contexts. This paper reports on a scoping review that was conducted to identify the benefits and limitations of localized learning in primary and secondary school STEM disciplines. A secondary aim of the review was to identify strategies that increase the effectiveness of localized learning these disciplines. Following literature searches of four databases, 1923 articles were identified. Twenty-five studies met the inclusion criteria. Potential benefits of localized learning included increases in enjoyment of STEM, improvements in learning, more positive STEM career aspirations, and development of transferable skills. The main challenges of these pedagogical approaches were time restrictions and lack of community involvement. Strategies for enhancing the impact of localized pedagogy included professional development for teachers (in STEM content knowledge, integration of localized pedagogy, and capacity to address socio-scientific issues), integration of technology, whole-school implementation of the pedagogical approach, and integration of the wider community into STEM education. These findings provide support for localized learning as an effective pedagogical approach to enhance STEM learning in schools, while emphasizing the critical roles of teachers and communities in supporting students to realize the relevance of STEM in their lives.

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“…The link with the MRI was directly mentioned in one comment as making the learning meaningful to students, and the currency and relevancy of the resources were also appreciated by multiple teachers. This dynamic has been framed as "bridging communities of practice" and has been shown to have benefits for students, teachers, and scientists (Tytler et al 2015(Tytler et al , 2017. Medical research institutes (MRIs) and universities are well placed to support secondary teachers with current, relevant, and authentic contexts for teaching scientific concepts (Haury and Nehm 2012).…”

Section: Discussionmentioning

confidence: 99%

“…Medical research institutes (MRIs) and universities are well placed to support secondary teachers with current, relevant, and authentic contexts for teaching scientific concepts (Haury and Nehm 2012). In the case of these resources, educators employed by the MRI served in the role Tytler et al (2017) call "brokers", bridging the gap between the scientific developments in clinical genomics and the requirements of high school curriculum and assessment.…”

Section: Discussionmentioning

confidence: 99%

Supporting teachers to use genomics as a context in the classroom: an evaluation of learning resources for high school biology

et al. 2021

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As genomics becomes embedded into healthcare, public genomic health literacy is critical to support decision-making for personal and family health decisions and enable citizens to engage with related social issues. School science education has the potential to establish the foundations of genetic and genomic literacy. The concept of literacy extends beyond conceptual understanding of biological principles to familiarity with the applications and implications of genetics, critical thinking skills, and socioscientific reasoning. We developed and evaluated a suite of resources for teaching genetics and genomics in the Australian senior biology syllabus for students aged 16-18 years. The aim was to increase teachers' knowledge and confidence to teach genetic and genomic content, and their capacity to develop robust genetic literacy in their students. Resources, including an inquiry-based task and five associated lesson plans, were developed and made freely available to teachers online. Evaluation was undertaken between December 2019 and March 2020 with a post-use survey emailed to teachers who had accessed the resources. The 56 teachers who responded rated the resources as high quality, engaging, and well-aligned with the syllabus. Teachers who used the resources self-reported increases in their knowledge and confidence in teaching. They also perceived positive outcomes in their students, reporting that the resources deepened their students understanding of genetic concepts, helped them to consider social and ethical issues, and developed their higher order thinking skills. Findings may inform future interactions with high schools to improve genetic literacy.

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Community-School Collaborations in Science: Towards Improved Outcomes Through Better Understanding of Boundary Issues

Cited by 19 publications

References 17 publications

Learning About Archaeology and Prehistoric Life

Learning About Archaeology and Prehistoric Life

Linking K-12 STEM Pedagogy to Local Contexts: A Scoping Review of Benefits and Limitations

Supporting teachers to use genomics as a context in the classroom: an evaluation of learning resources for high school biology

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