¡Youth &amp; The Ocean! (¡YO!): Partnering High School and Graduate Students for Youth-Driven Research Experiences

Weiss, Emily M.; Chi, Bernadette

doi:10.1007/978-3-319-90778-9_3

Cited by 7 publications

(5 citation statements)

References 22 publications

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“…While our results are based on only one study of one group of students from New York City, our findings are comparable to other studies of ISE programs across multiple major cities including Boston (e.g., Barros-Smith et al, 2012); Chicago (e.g., Chi et al, 2010); San Francisco (e.g., Weiss & Chi, 2019);and St. Louis (e.g., Flowers & Beyer, 2016). The program design principle of engaging students in authentic science research is ubiquitous in our nation.…”

Section: The Role Of Authentic Science Research In Identity Developmentsupporting

confidence: 84%

“…(¡YO!) program facilitated by the Lawrence Hall of Science in collaboration with the University of California, Santa Cruz utilizes graduate student mentors to guide cohorts of high school students as they engage in youth-driven marine science investigations (Weiss & Chi, 2019). Hence, from a sociocultural perspective, opportunities to engage in meaningful social Habig and Gupta IJ STEM Ed (2021) 8:57 interactions with like-minded peers and guided training from expert adults are two important design features for triggering and maintaining the early phases of interest development (Pressick-Kilborn, 2015;Renninger & Hidi, 2011;.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…A certain type of authentic science integral to many informal science education (ISE) programs is one in which youth are positioned to engage in authentic science research. From our perspective, authentic science research is defined as experiences in which students engage as practitioners of science, that is, where they develop research questions and use specific tools and practices of science in real-world contexts to collect and analyze data, and to communicate their findings (Buxton, 2006;Habig et al, 2018;Weiss & Chi, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Authentic STEM research, practices of science, and interest development in an informal science education program

Habig

Gupta

2021

IJ STEM Ed

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Background Two critical challenges in science education are how to engage students in the practices of science and how to develop and sustain interest. The goal of this study was to examine the extent to which high school youth, the majority of whom are members of racial and ethnic groups historically underrepresented in STEM, learn the skills and practices of science and in turn develop interest in conducting scientific research as part of their career pursuits. To accomplish this goal, we applied Hidi and Renninger’s well-tested theoretical framework for studying interest development in the context of a museum-based, informal science education (ISE) program. We used a mixed methods approach, incorporating both survey and interview data, to address three research questions: (1) As youth engage in authentic science research, do they develop perceived competence in mastering the skills and practices of science? (2) Do participants increase, maintain, or decrease interest in science research as a result of this experience? (3) How does participation in scientific practices manifest in non-program contexts? Results Our study yielded three main results. First, we found that participants developed competence in mastering several of the skills and practices of science. Strikingly, there was significant improvement in self-reported level of competency for 15 specific research skills. Second, we found that participants maintained their interest in scientific research over time. Our post-survey results revealed that one hundred percent of students were either excited about or expressed deep interest in scientific research. Based on a Phases of Interest Development Rubric developed for this study, most participants exhibited emerging individual interest. Finally, participants exhibited significant increases in the frequency in which they engaged in scientific practices outside of the program. Conclusions Our findings suggest that participation in authentic research in an ISE context affords youth critical opportunities for gaining mastery of several of the skills and practices of science, which in turn reinforces, and in some cases increases participants’ interest in scientific research beyond the span of the program.

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Section: The Role Of Authentic Science Research In Identity Developmentsupporting

confidence: 84%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Authentic STEM research, practices of science, and interest development in an informal science education program

Habig

Gupta

2021

IJ STEM Ed

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“…Second, our studies of youth learning respond to the calls for more longitudinal studies of youth in STEM that focus on intersections with inequality (Avraamidou, 2020; Calabrese Barton et al, 2013; Rahm et al, 2022). While a growing set of studies focus upon pathways of youth into STEM (Espinosa, 2011; Kimmel et al, 2012; Maltese & Tai, 2011; Mein et al, 2020; Metcalf, 2014; Ong et al, 2011), engaging in pathways research in long‐term, out‐of‐school STEM programs has been more rare, because such studies cannot draw upon existing datasets and require programs to follow‐up with alumni (Chi et al, 2015; Nguyen, 2023; Weiss & Chi, 2023). Addressing that need with a longitudinal design exploring the contributions of a long‐term, out‐of‐school program, we help reveal the intersections of identity within contexts of inequality, and provide systematic, rigorous data on the impacts of these programs at a larger scale than many similar current studies.…”

Section: Discussionmentioning

confidence: 99%

What we've learned: A research agenda for a museum, 7 years later

Hammerness

MacPherson

Gupta

et al. 2023

Curator The Museum Journal

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We have been learning about the learning of children and youth, teachers, and visitors over the course of 7 years as we developed and deepened a research agenda in education in our natural history museum. In 2016 in this journal, we detailed how we began this effort and the development and initial steps of an educational research agenda. Focusing on our work since then, our team of educational researchers describes how our research has revealed the considerable impact of out‐of‐school learning with youth, educators, and visitors and how we incorporate a focus upon equity across all areas of inquiry. We share main findings emerging from our research, early roadblocks and current challenges, and lessons about engaging in research on learning in a cultural institution with implications for both large and small settings.

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“…Based on this fact, the concepts related to the sea (its component, functions, and processes) should be taught more deeply to students by adopting the idea of ocean literacy principles into teacher learning instruction [ [3], [32]]. Students should also be encouraged to do handson activities related to marine exploration because this can also train ocean literacy [33]. The hands-on activity is expected to increase curiosity and students' interest in learning about the ocean or further to work in the STEM field (ocean career) [23].…”

Section: Figure 4 Sample Questionmentioning

confidence: 99%

Investigating the Need for Ocean Literacy in the Indonesian Science Classroom

Sari¹,

Wilujeng²

2021

Advances in Social Science, Education and Humanities Research

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Ocean literacy is a skill needed to conserve our ocean. However, there is vaguely research about it, including research on middle school students. The aim of this research is to investigate the need for ocean literacy to teach in a science classroom for middle school students in Indonesia. This research is a descriptive study with a survey method conducted at SMPN 2 Kretek Yogyakarta. Samples were randomly selected, and data were collected using modified IOLS (The International Ocean Literacy Survey), which consists of 42 multiple choice questions represented seven principles of ocean literacy. The data were analyzed descriptively and statistically non-parametric using the Mann-Whitney U-test to determine differences in ocean literacy based on gender. Data analysis results state that of all principles of ocean literacy, the 3 rd and the 7 th principle get the lowest score. The results of the Mann-Whitney U-test at the significance level of 0.05 is 0.204 of the Asymp Sig. (2-tailed), which means there is no difference in ocean literacy between male and female students.

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¡Youth & The Ocean! (¡YO!): Partnering High School and Graduate Students for Youth-Driven Research Experiences

Cited by 7 publications

References 22 publications

Authentic STEM research, practices of science, and interest development in an informal science education program

Authentic STEM research, practices of science, and interest development in an informal science education program

What we've learned: A research agenda for a museum, 7 years later

Investigating the Need for Ocean Literacy in the Indonesian Science Classroom

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