1887

Creating and Teaching Science Lessons in K–12 Schools Increases Undergraduate Students’ Science Identity

    Authors: Jennifer A. A. Gubbels1, Seasson P. Vitiello1,*
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Augustana University, Sioux Falls, SD 57197
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    Source: J. Microbiol. Biol. Educ. October 2018 vol. 19 no. 3 doi:10.1128/jmbe.v19i3.1594
MyBook is a cheap paperback edition of the original book and will be sold at uniform, low price.
  • PDF
    1.39 MB
  • XML
    43.39 Kb
  • HTML
    49.01 Kb

    Abstract:

    Success and persistence in the life sciences is influenced by a student’s self-efficacy, sense of belonging, and science identity. It has already been demonstrated that outreach experiences and service learning by graduate students in K–12 schools aid in the graduate students’ confidence and intrinsic satisfaction. Others have shown the importance of engaging scientists in outreach activities, both for the benefit of the K–12 student and as a way to engage scientists with the community. We predicted it would also be beneficial for undergraduates to engage in service-learning activities during their coursework because working with K–12 students would solidify their scientific identity and sense of belonging while deepening their understanding of the course content. Consequently, we implemented service projects in our upper-level molecular biology and human physiology courses at a primarily undergraduate institution that focuses on five core values: Christian, Liberal Arts, Excellence, Community, and Service. Outcomes such as the undergraduate students’ value of service, confidence in their knowledge of course content, ability to create effective lesson plans, and science identity were measured using anonymous surveys. Overall, students reported that they highly valued and enjoyed this unique experience. This type of activity could be used to increase future scientists’ awareness of synergistic activities such as academic service and of the joy found in such activities. Future plans include measuring the effects on the participating high school and elementary school students and visiting schools with a high proportion of students from underserved populations.

References & Citations

1. Laursen S, Liston C, Thiry H, Graf J 2007 What good is a scientist in the classroom? participant outcomes and program design features for a short-duration science outreach intervention in K–12 classrooms CBE Life Sci Educ 6 49 64 10.1187/cbe.06-05-0165 17339394 1810206 http://dx.doi.org/10.1187/cbe.06-05-0165
2. Ecklund EH, James SA, Lincoln AE How academic biologists and physicists view science outreach PLOS One 7 e36240 22590526 3348938
3. Brownell SE, Price JV, Steinman L 2013 Science communication to the general public: why we need to teach undergraduate and graduate students this skill as part of their formal scientific training J Undergrad Neurosci Educ 12 E6 E10 24319399 3852879
4. American Association for the Advancement of Science 2011 Vision and change in undergraduate biology education: a call to action: a summary of recommendations made at a national conference organized by the American Association for the Advancement of Science July 15–17, 2009 Washington DC http://visionandchange.org/files/2013/11/aaas-VISchange-web1113.pdf
5. Graham MJ, Frederick J, Byars-Winston A, Hunter A-B, Handelsman J 2013 Increasing persistence of college students in STEM Sci Mag 341 1455 1456
6. Seymour E, Hewitt N 1997 Talking about leaving: why undergraduates leave the sciences Westview Press Boulder, CO
7. Stevens C Integrating community outreach into the undergraduate neuroscience classroom J Undergrad Neurosci Educ 10 A44 A49 23626492 3598185
8. Achenbach J 2015 The age of disbelief Nat Geograph 227 30 47
9. Trujillo G, Tanner KD 2014 Considering the role of affect in learning: monitoring students’ self-efficacy, sense of belonging, and science identity CBE Life Sci Educ 13 6 15 10.1187/cbe.13-12-0241 24591497 3940464 http://dx.doi.org/10.1187/cbe.13-12-0241
10. DeJarnette N 2012 America’s children: providing early exposure to STEM (Science, Technology, Engineering and Math) initiatives Education 1 77 84

Supplemental Material

Loading

Article metrics loading...

/content/journal/jmbe/10.1128/jmbe.v19i3.1594
2018-10-31
2019-02-18

Abstract:

Success and persistence in the life sciences is influenced by a student’s self-efficacy, sense of belonging, and science identity. It has already been demonstrated that outreach experiences and service learning by graduate students in K–12 schools aid in the graduate students’ confidence and intrinsic satisfaction. Others have shown the importance of engaging scientists in outreach activities, both for the benefit of the K–12 student and as a way to engage scientists with the community. We predicted it would also be beneficial for undergraduates to engage in service-learning activities during their coursework because working with K–12 students would solidify their scientific identity and sense of belonging while deepening their understanding of the course content. Consequently, we implemented service projects in our upper-level molecular biology and human physiology courses at a primarily undergraduate institution that focuses on five core values: Christian, Liberal Arts, Excellence, Community, and Service. Outcomes such as the undergraduate students’ value of service, confidence in their knowledge of course content, ability to create effective lesson plans, and science identity were measured using anonymous surveys. Overall, students reported that they highly valued and enjoyed this unique experience. This type of activity could be used to increase future scientists’ awareness of synergistic activities such as academic service and of the joy found in such activities. Future plans include measuring the effects on the participating high school and elementary school students and visiting schools with a high proportion of students from underserved populations.

Highlighted Text: Show | Hide
Loading full text...

Full text loading...

/deliver/fulltext/jmbe/19/3/jmbe-19-96.html?itemId=/content/journal/jmbe/10.1128/jmbe.v19i3.1594&mimeType=html&fmt=ahah

Figures

Image of FIGURE 1

Click to view

FIGURE 1

Timeline of lesson plan preparation. Preparation took 4 class meetings for both the Molecular Biology course (left) and Human Physiology course (right). Some time is required outside of class for further development of the lesson.

Source: J. Microbiol. Biol. Educ. October 2018 vol. 19 no. 3 doi:10.1128/jmbe.v19i3.1594
Download as Powerpoint
Image of FIGURE 2

Click to view

FIGURE 2

Students’ scientific identity. Students’ feelings about being a scientist were assessed using indirect quantitative measurements. A. Outcomes for Molecular Biology students—high school lesson plan. B. Outcomes for Human Physiology students—elementary school lesson plan.

Source: J. Microbiol. Biol. Educ. October 2018 vol. 19 no. 3 doi:10.1128/jmbe.v19i3.1594
Download as Powerpoint
Image of FIGURE 3

Click to view

FIGURE 3

Students’ efficacy in the material. Students’ feelings about how much they learned the course content after completing the activity were assessed using indirect quantitative measurements. A. Outcomes for Molecular Biology students—high school lesson plan. B. Outcomes for Human Physiology students—elementary school lesson plan.

Source: J. Microbiol. Biol. Educ. October 2018 vol. 19 no. 3 doi:10.1128/jmbe.v19i3.1594
Download as Powerpoint
Image of FIGURE 4

Click to view

FIGURE 4

Students’ value of service. Students’ feelings about service and service-learning after completing the activity were assessed using indirect quantitative measurements. A. Outcomes of Molecular Biology students—high school lesson plan. B. Outcomes of Human Physiology students—elementary school lesson plan.

Source: J. Microbiol. Biol. Educ. October 2018 vol. 19 no. 3 doi:10.1128/jmbe.v19i3.1594
Download as Powerpoint
Image of FIGURE 5

Click to view

FIGURE 5

Students’ enthusiasm toward the service-learning activity. Students’ feelings about how much they enjoyed the service-learning activity were assessed using indirect quantitative measurements. A. Outcomes of Molecular Biology students—high school lesson plan. B. Outcomes of Human Physiology students—elementary school lesson plan.

Source: J. Microbiol. Biol. Educ. October 2018 vol. 19 no. 3 doi:10.1128/jmbe.v19i3.1594
Download as Powerpoint
Image of FIGURE 6

Click to view

FIGURE 6

Students’ written comments following the service-learning activity. Students were asked to anonymously share their thoughts about the service-learning activity. Representative comments from both Molecular Biology and Human Physiology students are shown.

Source: J. Microbiol. Biol. Educ. October 2018 vol. 19 no. 3 doi:10.1128/jmbe.v19i3.1594
Download as Powerpoint
Image of FIGURE 7

Click to view

FIGURE 7

Students’ grades for the lesson plan, dress rehearsal, and subway speech. Group grades for the dress rehearsal and lesson plan development (both elementary and high school presentations) and individual grades for the subway speech (high school only) are shown.

Source: J. Microbiol. Biol. Educ. October 2018 vol. 19 no. 3 doi:10.1128/jmbe.v19i3.1594
Download as Powerpoint
Image of FIGURE 8

Click to view

FIGURE 8

Elementary and high school teachers’ comments about the lessons. Teachers were surveyed after the service-learning day to evaluate the effectiveness of the undergraduates’ lesson plans on their students.

Source: J. Microbiol. Biol. Educ. October 2018 vol. 19 no. 3 doi:10.1128/jmbe.v19i3.1594
Download as Powerpoint

This is a required field
Please enter a valid email address
Please check the format of the address you have entered.
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error