Scientific sensemaking supports science content learning across disciplines and instructional contexts

Cannady, Matthew A.; Vincent‐Ruz, Paulette; Chung, Joo Man; Schunn, Christian D.

doi:10.1016/j.cedpsych.2019.101802

Cited by 34 publications

(53 citation statements)

References 62 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Sufficient information about each topic was also provided within the assessments so that students with different levels of prior knowledge on the topic could still succeed on the assessments. Providing strong evidence of validity, scores on these measures were found to be highly predictive of how much science content students learned during a semester of science class regardless of grade-level (6th, 8th, or 9th grades), disciplines (life sciences or physical sciences), or type of instruction (textbook vs. hands-on instruction; teachercentric vs. student-centric classroom discourse) (Cannady et al, 2019;Vincent-Ruz & Schunn, 2017). Further, similar student estimates were obtained from pure multiplechoice assessments compared to assessments involving open-ended responses scored with rubrics (Bathgate et al, 2015).…”

Section: Scientific Sensemakingmentioning

confidence: 99%

“…These skills provide the foundation for scientific thinking that helps learners purposefully build and connect knowledge across scientific contexts (Berland et al, 2015;Kapon, 2016). Because these skills are not content-specific, they support learners in engaging with novel contexts and understanding the content within them (Bathgate, Crowell, Cannady, Dorph, & Schunn, 2015;Cannady, Vincent-Ruz, Chung, & Schunn, 2019). Based on the Activation Lab framework, an "activated science learner" is someone who can apply scientific practices and existing content knowledge to understand novel scientific situations.…”

Section: The Current Studymentioning

confidence: 99%

See 1 more Smart Citation

Predicting pathways to optional summer science experiences by socioeconomic status and the impact on science attitudes and skills

Liu

Schunn

2020

IJ STEM Ed

Self Cite

View full text Add to dashboard Cite

Background Large achievement and motivation gaps exist in science between students from higher and lower socioeconomic status (SES) backgrounds. Middle and high school are an important time to address these disparities, as science motivation typically declines for all students at this time, leading to particularly low science interest and achievement for lower SES students on average when the gaps are left unaddressed. Students’ control over their free time also increases at this time, providing opportunities for optional science experiences that may improve science attitudes and skills to combat these achievement and motivation gaps. Using a longitudinal dataset of 2252 middle and high school students from two regions in the USA, we investigate (1) disparities between higher and lower SES students in participation in optional summer science experiences and post-summer science attitudes and skills; (2) whether the child and family characteristics that predict participation in home-related, nature-related, and STEM camp experiences in the summer differ for higher and lower SES students; and (3) how participation in these types of optional summer science experiences contribute to post-summer science attitudes and skills when controlling for self-selection biases. Results Higher SES students reported greater participation in optional summer science experiences and higher post-summer science attitudes and sensemaking skills. Fascination for science was more important for participation in home-related and nature-related experiences for higher SES participants, whereas science competency beliefs were more important for lower SES participants. For STEM camp experiences, higher SES participants with higher competency beliefs and lower SES participants with lower scientific sensemaking skills were more likely to participate. After controlling for self-selection biases that may influence participation in these experiences, we found that home-related and nature-related experiences had a positive impact on students’ attitudes toward science. Conclusions Our findings suggest two pathways for increasing participation in optional summer science experiences for higher SES and lower SES students. Specifically, it may be helpful to support interest in science for higher SES students and competency beliefs for lower SES students. Greater participation in home-related and nature-related summer science experiences can also increase science attitudes during middle and high school.

show abstract

Section: Scientific Sensemakingmentioning

confidence: 99%

Section: The Current Studymentioning

confidence: 99%

Predicting pathways to optional summer science experiences by socioeconomic status and the impact on science attitudes and skills

Liu

Schunn

2020

IJ STEM Ed

Self Cite

View full text Add to dashboard Cite

show abstract

“…In addition, students were reluctant to ask questions when they did not understand the learning materials. Science learning must provide a learning process that can accommodate competence (cognitive), attitude (affective), and skills (psycho-motor) of the student (Cannady et al, 2019;Trefil & Hazen, 2016;Tursinawati, 2015). Therefore, science learning is not only limited to understanding the concepts of science but also involves other activities to optimize the attitudes and skills of students through a process of discovery to find out about science systematically (Budwig, 2015;Chiappetta & Koballa, 2010;Timostsuk & Jaanila, 2015).…”

Section: A R T I C L E I N F Omentioning

confidence: 99%

“…Improvement of superior human resources in the future is vital to improve the quality of education, one of which is by improving the quality of learning (Artuner, Uzun, & Ilbars, 2012;Gajardo & Carmenado, 2012;Reisner et al, 2017). Learning is an effort in the delivery of knowledge (Cannady, Vincent-Ruz, Chung, & Schunn, 2019), organizing and creating a learning environment system with various methods (Falloon, 2019;Sanchez & Weber, 2019). So that students can carry out the activities of learning effectively and efficiently and can achieve optimal learning outcomes (Gerritsen-van Leeuwenkamp, Joosten-ten Brinke, & Kester, 2019;Zendler & Reile, 2018).…”

Section: Introductionmentioning

confidence: 99%

Students’ curiosity profile in excretion system topic taught using authentic inquiry learning

Mouromadhoni

Atun

Nurohman

2019

JPBI

View full text Add to dashboard Cite

Curiosity is a basic important aspect encourages students in finding various information which, in turn, aid them to encompass the concept learnt. This descriptive research aimed at elaborating the curiosity profile of junior high school students in science learning, particularly in excretion system topic who were taught using the authentic inquiry learning. This research was conducted at SMP Negeri 14 Yogyakarta with 32 of eight graders as the subjects. The instrument used was curiosity response questionnaire. The data obtained was analyzed using percentage. The results showed that the average of curiosity achievement obtained was categorized as strong (75%). However, the comparison of implementations between the authentic inquiry learning and the other learning models are needed to get more comprehensive information.

show abstract

“…Student learning will be carried out using a scientific approach. A scientific approach aims to obtain systematic scientific knowledge (Cannady, Vincent-Ruz, Chung, & Schunn, 2019;Hernawati, Amin, Irawati, Indriwati, & Omar, 2018;Syahroni, Dewi, & Kasmui, 2016;Triyuni, 2016). The first step in the scientific learning process is observing.…”

Section: Introductionmentioning

confidence: 99%

Improving Student’s Factual Knowledge with Concrete Media through Observing Activities in Scientific Approaches in Elementary Schools

Wayan

Tegeh

Parwata

et al. 2020

Journal of Education and e-Learning Research

View full text Add to dashboard Cite

The current conditions in Indonesia show that student activities in the learning process tend to be passive which impacts factual knowledge. This study aims to analyze the effectiveness of concrete media in improving students' factual knowledge through observing activities. This study was quasi-experimental, designed in a non-equivalent post with only a control group. The population examined where the 4th-grade elementary school students in the 2013 curriculum pioneer school, Buleleng Regency. A total of 353 students were randomly sampled, and a group of 56 students was identified to take part. Data were collected on students' factual knowledge using objective tests. Data were analyzed using descriptive statistics, namely modus, median, mean, and inferential statistics, i.e., the t-test. The results of the t-test analysis with t-count were greater than the t-table, 5.46 > 2.00. Thus, it can be concluded that observing learning activities assisted by concrete media has a positive effect on students' factual knowledge in an elementary school. This finding will have implications that will lead to an increase in the factual knowledge of students in elementary schools by using concrete media through observing activities.

show abstract

Scientific sensemaking supports science content learning across disciplines and instructional contexts

Cited by 34 publications

References 62 publications

Predicting pathways to optional summer science experiences by socioeconomic status and the impact on science attitudes and skills

Predicting pathways to optional summer science experiences by socioeconomic status and the impact on science attitudes and skills

Students’ curiosity profile in excretion system topic taught using authentic inquiry learning

Improving Student’s Factual Knowledge with Concrete Media through Observing Activities in Scientific Approaches in Elementary Schools

Contact Info

Product

Resources

About