Science-in-Action Project
Article: Teachers Visit NSTA Annual Meeting
Science-in-Action Members
The Challenge of Learning Science
There is no question that the vast majority of learners find science difficult to understand and develop negative attitudes (e.g. Dawson, 2000; Osbourne, 2003). We know that almost all elementary level students like science and find it interesting. We also know that there is a sharp decrease in attitudes towards science and interest in studying science beginning in middle school. Researchers suggest there are four potential barriers that can influence students’ perceptions of science by making science seem nonsensical—their prior experiences, their preferred ways of making sense of the world, language, and culture.
We are only beginning to understand the sense learners make of their science and mathematics experiences in or outside the classroom. While there is growing research about the kinds of prior conceptions a learner bring to and develop during their school studies, there is less known about the ways in which learning variables outside the classroom contribute to and influence their understanding of science.
Science-in-Action Program
Science-in-Action is designed to provide students in Grades three through eight with extracurricular science experiences. We want to know whether these learners will develop more complex understandings of science and mathematics than with school-based studies alone and would more of them pursue science careers? If ongoing, informal science activities and research projects embedded in students’ own communities were available, will they become involved and would they stay involved throughout their schooling? To research these questions, we are developing and implementing two programs -- The Whoooo Club for Grades 3 to 5 and the ECO Action for Grades 6 to 8.
There is limited opportunity in schools for sustained reflection or engagement with some aspect of science. These programs will allow young and intermediate learners to grapple with ideas over a period of time and work in multi-age groups, which will give them an opportunity to mentor new members. Equally important this ongoing program captures/mimics the social, interactive community in which scientists themselves practice.
The Whoooo/Hibou Hou Hou Club Activity Program -- Elementary Level
The Whooo Clubs encourage students in Grades 3 through 5 to develop the investigation skills scientists use as they undertake a series of activities. These activities will be designed by a group of science educators from university, community colleges, community science organizations and the government. The Whoooo Clubs are established in 3 English and 1 Francophone school under the leadership of two or more teachers who also participate as members of the research team. Teachers help develop and identify activities, resources and materials for the number of teams in their club.
The focus of the Whoooo Club is learning about things like how scientists make observations, how they tell one kind of object from another through their properties, what kinds of records they keep, how they work in teams, and how they communicate with others what they learned from their studies. To understand how scientists work and the skills they use, we need to study something scientists are interested in studying. In a three year rotation elementary level students will study bungs, animal habitats, and the chemistry of animals. At first, the projects we give students will be short activities designed to explore their backgrounds by determining what they already know and what skills they have. We also want them to develop skills in working as teams. These shorter activities will lead into longer projects that require team efforts to gather information and develop new skills.
The Science-in-Action Research Team – Middle Level
The Science-in-Action Research Team for grades 6 through 8 is designed to allow students to work with ScienceEast, Huntsman Marine Science Centre and numerous scientists. East school has a kilometre land near the school to study as an Eco Action Research Zone. (EARZ)
The study of science will build on the skills began in the Whoooo Club. In a three year rotation students will learn how scientists inventory and study pieces of land and conduct an inventory of their EARZ. They will inventory the plants, soils and water and environmental air quality. Each group will collect and analyze data and information in and on their EARZ. At the end of the year middle school students from all clubs come together at the Eco Action Summit to share what they learned.
Outcomes
This project will result in a research-based model of effective, informal learning for third through eighth grade students that complements school-based science/mathematics programs. The research will provide insights into factors that inhibit science interest, positive attitudes, and achievement. There will be interaction with scientists and experts in the community, businesses, colleges, and universities with teachers and learners. The body of research that emerges from this project will be disseminated through conferences, presentations, and publications such as newsletters, the project website, research articles, and reports.
Conference presentations and publications
Publications
Sullenger, K. S. (2006). Beyond school walls: Informal education and the culture of science. Education Canada, 46(3), 15-18. Invited.
Sullenger, K. (2005). Fostering higher levels of scientific literacy: confronting potential barriers to science literacy. Morning Watch, 33(1-2), 7. (Invited.) http://www.mun.ca/educ/faculty/mwatch/historic.htm).
Conference Proceedings
Sullenger, K.S. & Freiman, V. (2008). Choosing to study Mathematics and Science beyond the classroom: Who participates and why? Science Teaching and Learning SIG of the American Educational Research Association, New York City.
Sullenger, K. S., Edwards, M., Lom, E., Peck, D. and Marmen,D. (2007). Science in Action: What it means to participate in a collaboration. A symposium presented at the Conference of Atlantic Educators, Charlottetown, PEI.
Sullenger, K.S. (2007) Informal education: Engaging elementary and middle students in conversations about doing science (Symposium). Science Teaching and Learning SIG of the American Educational Research Association, Chicago.
Individual Papers Presented:
- Sullenger, K. S. & Cashion, M. -- Science-in-Action: Can we get it right?
- Edwards, M. Sullenger, K.S. – Elementary students’ perceptions of doing science
- Morrison, P., Peck, D., Marmen, D. & Sullenger, K. S. -- Middle school students views of themselves doing science
- Cashion, M. & Dhillon, Manvi -- A look at who joins after-school science programs
Sullenger, K.S. (2007) Elementary and Middle school students’ engaged in science: The potential of informal education. (Symposium). National Association for Research in Science Teaching, New Orleans.
Individual Papers:
- Sullenger, K. S. & Cashion, M. -- Science-In-Action: Implementing a new approach to informal education
- Edwards, M., Lom, E., and Sullenger, K. -- Elementary students' perceptions of scientists versus themselves doing science
- Peck, D., Morrison, P. Marman, D. & Sullenger, K. -- Is what we are doing science? -- Middle school students' perspectives of scientists and themselves doing science
- Cashion, M. & Sullenger, K. -- Joining an Extra School Science Program: Is There Any Effect on Classroom Science Experiences?
Sullenger, K. S., Heatherington, J., Gowen S., Pacey J., & Brown, J. (2007). Science-in-Action: Informal Learning to Enhance Science Understandings and Attitudes. Presented at the National Science Teachers Association annual meeting in St. Louis, Missouri.
Sullenger, K. S., Edwards, M., Morrison, P., Peck, D. and Cashion, M. (2006). Science in Action: An after school program to engage students in science. A symposium presented at the Conference of Atlantic Educators, Fredericton, New Brunswick.
Other projects
Examining and Extending Teachers' Understanding of Science Studies
Understanding the Impact of Technology and Online Learning Studies
What Happens When We Extend Learning Beyond the School Curriculum Studies
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