Scientist Spotlights in Secondary Schools: Student Shifts in Multiple Measures Related to Science Identity after Receiving Written Assignments.

Autor:	Ovid D; Department of Physiology and Pharmacology, University of Georgia, Athens 30602., Abrams L; San Mateo High School-San Mateo Union High School District, San Mateo, CA 94401., Carlson T; Wallenberg High School-San Francisco Unified School District, San Francisco, CA 94115., Dieter M; Encinal Junior Senior High School-Alameda Unified School District, Alameda, CA 94501., Flores P; Department of Biology, Foothill College, Los Altos Hills, CA 94022., Frischer D; Abraham Lincoln High School-San Francisco Unified School District, San Francisco, CA 94116., Goolish J; Department of Biology, Foothill College, Los Altos Hills, CA 94022.; Saint Mary's University of Minnesota, Minneapolis, MN 55404., Bernt ML; San Marin High School-Novato Unified School District, Novato, CA 94945., Lancaster A; Wallenberg High School-San Francisco Unified School District, San Francisco, CA 94115., Lipski C; Hillsdale High School-San Mateo Union High School District, San Mateo, CA 94403., Luna JV; Department of Biology, San Francisco State University, San Francisco, CA 94132., Luong LMC; Department of Biology, San Francisco State University, San Francisco, CA 94132., Mullin M; Eastside College Preparatory School-Ravenswood School District, Palo Alto, CA 94303., Newman MJ; K. International School Tokyo-Tokyo Metropolitan, Koto City, Tokyo 135-0021, Japan., Quintero C; Department of Biology, San Francisco State University, San Francisco, CA 94132., Reis J; Abraham Lincoln High School-San Francisco Unified School District, San Francisco, CA 94116., Robinson F; Lowell High School-San Francisco Unified School District, San Francisco, CA 94132., Ross AJ; Hillsdale High School-San Mateo Union High School District, San Mateo, CA 94403., Simon H; Department of Biology, Foothill College, Los Altos Hills, CA 94022., Souza G; Abraham Lincoln High School-San Francisco Unified School District, San Francisco, CA 94116., Taylor J; Department of Biology, Foothill College, Los Altos Hills, CA 94022.; Cornell University, Ithaca, NY 14850., Ward KE; Aragon High School-San Mateo Union High School District, San Mateo, CA 94402., White YL; Hayward High School-Hayward Unified School District, Hayward, CA 94541., Witkop E; Hillsdale High School-San Mateo Union High School District, San Mateo, CA 94403., Yang C; Chaffey High School-Chaffey Joint Union High School District, Ontario, CA 91762., Zenilman A; San Mateo High School-San Mateo Union High School District, San Mateo, CA 94401., Zhang E; Department of Biology, Foothill College, Los Altos Hills, CA 94022., Schinske JN; Department of Biology, Foothill College, Los Altos Hills, CA 94022., Tanner KD; Department of Biology, San Francisco State University, San Francisco, CA 94132.
Jazyk:	angličtina
Zdroj:	CBE life sciences education [CBE Life Sci Educ] 2023 Jun; Vol. 22 (2), pp. ar22.
DOI:	10.1187/cbe.22-07-0149
Abstrakt:	Based on theoretical frameworks of scientist stereotypes, possible selves, and science identity, written assignments were developed to teach science content through biographies and research of counter-stereotypical scientists-Scientist Spotlights (www.scientistspotlights.org). Previous studies on Scientist Spotlight assignments showed significant shifts in how college-level biology students relate to and describe scientists and in their performance in biology courses. However, the outcomes of Scientist Spotlight assignments in secondary schools were yet to be explored. In collaboration with 18 science teachers from 12 schools, this study assessed the impacts of Scientist Spotlight assignments for secondary school students. We used published assessment tools: Relatability prompt; Stereotypes prompt; and Performance/Competence, Interest, and Recognition (PCIR) instrument. Statistical analyses compared students' responses before and after receiving at least three Scientist Spotlight assignments. We observed significant shifts in students' relatability to and descriptions of scientists as well as other science identity measures. Importantly, disaggregating classes by implementation strategies revealed that students' relatability shifts were significant for teachers reporting in-class discussions and not significant for teachers reporting no discussions. Our findings raise questions about contextual and pedagogical influences shaping student outcomes with Scientist Spotlight assignments, like how noncontent Instructor Talk might foster student shifts in aspects of science identity.
Databáze:	MEDLINE
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