There is Science at Guadalupe

Open Schools Journal for Open Science ◽

10.12681/osj.23446 ◽

2020 ◽

Vol 3 ◽

Author(s):

S. Figueiredo

Keyword(s):

Small Groups ◽

School Community ◽

Interest In Science ◽

12Th Grade ◽

Cycle Classes

Our project seeks to disseminate science throughout the school community. 12th-grade students are building a scientific magazine and developing mini-projects, in small groups, which aim to stimulate the school community's interest in science and scientific discoveries. There are groups of students doing research and planning experiments. Other groups have establishedpartnerships with pre-school and 1st cycle classes so that, in a playful and fun way, interest in science grows more and earlier. The project started in October/November 2019 and, at this moment, we are still planning and devising strategies. In parallel, some of the mini-projects are already being implemented. In partnerships with the pre-school and 1st cycle classes, we have already started a scientific cooking project. We will also hold workshops on building terrariums, maintaining aquariums, and composting projects.

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“I Would Like Other People to See His Stories Because He Was Woke!”

Participatory Literacy Practices for P-12 Classrooms in the Digital Age - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-7998-0000-2.ch007 ◽

2020 ◽

pp. 115-138

Author(s):

Julie Rust ◽

Sarah Alford Ballard

Keyword(s):

Small Groups ◽

Age Groups ◽

Subject Area ◽

Field Trip ◽

Practicing Teachers ◽

Face To Face ◽

Digital Product ◽

12Th Grade ◽

Digital Stories ◽

Participatory Practices

This chapter explores the varied participatory practices that were triggered during the Spring 2016 iteration of the Digital Dialogue Project (DDP), an initiative that connected different age groups in distinct subject-area classes within contrasting schools embedded inside divergent communities. During the project, youth (from 3rd grade to 12th grade) engaged in three phases: (1) producing multimodal products connected to curricular goals, (2) virtually sharing/viewing/commenting on the digital product with small groups of 3-5 youth from different schools, and (3) meeting face to face at a culminating field trip to engage in collaborative theater exercises to dramatically embody the groups' digital stories. Authors provide concrete examples of the kinds of participation that the DDP evoked as well as key pedagogical commitments to literacies that were central to designing and implementing the project. Throughout the chapter, real talk for practicing teachers is provided in order to offer guidance for those interested in imagining similar participatory projects for youth.

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Interest in Biology: Grade-dependent Differences and Benefits of Participating in Out-of-school Interventions

International Journal of Research in Education and Science ◽

10.46328/ijres.v6i3.1051 ◽

2020 ◽

Vol 6 (3) ◽

pp. 427

Author(s):

Claas Wegner ◽

Mario Schmiedebach

Keyword(s):

Deep Level ◽

Long Term Effects ◽

School Interventions ◽

Interest In Science ◽

Upper Secondary Education ◽

9Th Grade ◽

12Th Grade ◽

Student Laboratory ◽

High Degree ◽

Out Of School

Many studies have shown a decrease in scientific interest with an increase in age. Since interest is linked to a high degree of deep-level learning, it is of great relevance to foster interest in science. This study investigates interest in biology from 7th, 9th, and 12th grade students in Germany (N=257). Results show a significantly lower interest in 9th grade in comparison to 7th grade, but a significantly higher level of interest in 12th grade compared to 9th grade. This increase could potentially be linked to the fact that students can chose to continue taking biology in upper secondary education, which leads them to be more interested in the subject. In order to increase interest in 9th grade students, a one-day intervention in an out-of-school student laboratory was developed. During the intervention, students conducted hands-on experiments to investigate the field of bionics. Students in 7th and 9th grade (N=121) participated in the intervention. An increase in interest in biology was observed in both grades. This highlights the potential of out-of-school laboratories to foster and develop interest. Future studies should investigate if the same effect is achieved using in-school interventions as well as looking at possible long-term effects.

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