Research

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  • #3547
    Sharon Locke
    Participant

    At the upcoming network meeting we will have a session exploring research that we might initiate across nodes in the network. Let us know here if you are interested in the session and what topics you would like to see discussed.

    #3548
    Lawrence NorrisLawrence Norris
    Participant

    Do you mean a research project that the teens do vis a vis science? Or education research where the teens are the subjects of the research?

    #3599
    Lawrence NorrisLawrence Norris
    Participant

    Off hand I can think of several research projects. Some of them also fit into an evaluation plan,
    ** https://teensciencecafe.org/forums/topic/assessment-evaluation/
    and depend on having a robust online learning community
    ** https://teensciencecafe.org/forums/topic/towards-an-online-community-of-practice/
    For instance, we could synthesize these ideas,
    ** Can Personalized Text Messages and Peer Mentor Outreach Increase College Going Among Low-Income High School Graduates? http://bit.ly/1wYi4sb
    ** SciFair: A multi-user virtual environment for building science literacy http://bit.ly/1DXqNQ7
    ** Fostering Opportunities to Talk About Science http://bit.ly/122vcnc
    ** Fostering Brand Community Through Social Media: A New Relational Framework for Targeting Connected Consumers – http://bit.ly/1u3FmBo
    ** Informal learning and identity formation in online social networks http://bit.ly/1FUpSor
    to see if we can move the YLTs to be committed STEM learners as exemplified by HS course selection and college majors. They likely were on track for taking advanced HS STEM courses, and maybe being a STEM major anyway. But we can ask what effect they had on their peers. And with an online social network we can study all kinds of phenomena vusing tools of sociophysics

    ** Origin of Peer Influence in Social Networks http://bit.ly/1yiwFlg
    ** Social selection and peer influence in an online social network http://bit.ly/1DFjRd6

    We can study if and how the TSCN encourages participation is authentic science research with one another cross-site via citizen science
    ** Fostering Student Metacognition and Motivation in STEM through Citizen Science Programs http://bit.ly/1wwJD0f
    ** Transcript of #iteachphysics chat on citizen science in the classroom http://bit.ly/CitSciChat

    #3603
    Sharon Locke
    Participant

    Awesome, Lawrence. Thanks for these ideas. The session will focus on education research–what new understandings about STEM learning might arise from the teen cafe project?

    #3618
    Lawrence NorrisLawrence Norris
    Participant

    This article reports on how a science lunch group in an inner-city high school forged a community …and how this community afforded African American male teens the opportunity to participate in science in new ways.
    http://dx.doi.org/10.1002/tea.1044

    What can the TSCN add to this study? I think this article is a rather seminal re: using informal gathering to transform attitudes about science.

    #3633
    Michelle HallMichelle Hall
    Keymaster

    Thanks for the links and ideas Lawrence. I can see some direct connections to what we are trying to accomplish with teens in cafes. It would be interesting to try and design an experiment that is implemented across several sites to see whether/how a community is built among the teens attending the cafes and how that might be different than the community experience of the teen leaders. My question is, how can we make the experience of the participants as rich as that for the leaders (assuming it is richer for the leaders).

    #3634
    Michelle HallMichelle Hall
    Keymaster

    Thanks for the links and ideas Lawrence. I can see some direct connections to what we are trying to accomplish with teens in cafes. It would be interesting to try and design an experiment that is implemented across several sites to see whether/how a community is built among the teens attending the cafes and how that might be different than the community experience of the teen leaders. My question is, how can we make the experience of the participants as rich as that for the leaders (assuming it is richer for the leaders).

    #3639
    Lawrence NorrisLawrence Norris
    Participant

    It would be interesting to look at ‘opportunity to learn’ metrics at each TSCN site,

    ** Opportunity to Learn and Equity:Measuring Effort in STEM http://vtroundtable.org/filemanager/download/55095/

    ** Secondary school physics availability in an urban setting: Issues related to academic achievement and course offerings http://dx.doi.org/10.1119/1.3191690

    ** Inequities in Physics Access and Enrollment in Urban High Schools http://dx.doi.org/10.1063/1.3021265

    ** The Effects of Opportunity to Learn, Family Socioeconomic Status, and Friends on the Rural Math Achievement Gap in High School http://bit.ly/YpDtZy

    and the extent to which the YLTs make decisions to close their self-perceived opportunity and cognitive gaps. I think such a paper will be illuminating both in terms of putting a light on the opportunity gaps, and also on how the students themselves would close those gaps with the freedom and resources of TSCN.

    #3640
    Lawrence NorrisLawrence Norris
    Participant

    We cam do some self-examination of the TSCN and add to the body of literature on bridging the gap between formal and informal learning contexts http://relatingresearchtopractice.org/article/304

    ** Eshach, Haim.
    Bridging in-school and out-of-school learning: Formal, non-formal, and informal education.
    Journal of Science Education and Technology 16.2 (2007): 171-190.
    http://dx.doi.org/10.1007/s10956-006-9027-1

    ** Hofstein, A., & Rosenfeld, S. (1996).
    Bridging the Gap Between Formal and Informal Science Learning
    Studies in Science Education
    Volume 28, Issue 1, 1996
    http://www.bobpearlman.org/BestPractices/Israel/Bridging%20the%20Gap.pdf

    ** Fallik, O., Rosenfeld, S., & Eylon, B. S. (2013).
    School and out-of-school science: a model for bridging the gap.
    Studies in Science Education, 49(1), 69-91.
    http://www.academia.edu/4725358/School_and_Out-of-School_Science_A_Model_for_Bridging_the_Gap
    http://dx.doi.org/10.1080/03057267.2013.822166

    ** Dierking, L. D. (2007).
    Linking After-School Programs and STEM Learning: A View from another Window.
    http://dev.afterschoolscience.org/pdf/member_publications/Linking%20After-School%20Programs%20and%20STEM%20Learning.pdf

    And to what the informal, out-of-school-time, learning context adds to overall STEM literacy,

    ** Braund, M., & Reiss, M. (2006).
    Towards a more authentic science curriculum: The contribution of out‐of‐school learning.
    International Journal of Science Education, 28(12), 1373-1388.
    http://dx.doi.org/10.1080/09500690500498419
    http://eprints.ioe.ac.uk/454/1/Reiss2006Towards1373.pdf

    ** Tran, N. A. (2011).
    The Relationship between Students’ Connections to Out‐of‐School Experiences and Factors Associated with Science Learning.
    International Journal of Science Education, 33(12), 1625-1651.
    http://dx.doi.org/10.1080/09500693.2010.516030

    as well as subsequent college major selection (or 1st job selection), and HS-grad-yr+5 career status.

    #3641
    Lawrence NorrisLawrence Norris
    Participant

    To what extent are teens using their site of the TSCN as a respite from, alternative to, or consequence of disciplinary action in the formal school environment? And what was the consequence of the TSCN in terms of remediation, rehabilitation, reorientation and reintroduction for the formal schooling context.

    2014 saw a lot of attention shined upon school discipline,

    ** The Failure of Zero Tolerance
    http://bit.ly/1DRdkvX

    ** Irby, D. J. (2014).
    Trouble at school: Understanding school discipline systems as nets of social control. Equity & Excellence in Education, 47(4), 513-530.
    http://dx.doi.org/10.1080/10665684.2014.958963

    So we can ask, is participation in the TSCN (either as a YLT mbr or just an audience participant) an effective intervention in school discipline to prison pipeline.

    Modern educational praxis is about restorative discipline in the school.

    The Promise of Restorative Practices to Transform Teacher-Student Relationships and Achieve Equity in School Discipline
    http://dx.doi.org/10.1080/10474412.2014.929950
    http://gsappweb.rutgers.edu/rts/equityrsch/equitypdfs/Equity%20and%20Restorative%20Practices.pdf

    I think in Arlington VA, principals are rated on suspension avoidance. We are setting protocols covering how an at-risk student is vectored to the TSC activity, i.e., how are such students identified, diagnosed and “treated”, how we brief and train the YLT if such student is imposed upon them as a YLT mbr, and how we find the any latent interest in such students, i.e., Seiler ‘Reversing the Standard Direction.

    #3642
    Michelle HallMichelle Hall
    Keymaster

    When teens are directed to attend the Teen Cafes rather than making a free choice, with few exceptions, they do not participate or worse, they are disruptive. That is why the emphasis is on free choice. There may be incentives, but the teen must take responsibility for his or her free choice to walk in the door.

    I have on only a few occasions had to remind a teen that they made a free choice to participate and if they have changed their mind about it, I encourage them to leave. A few leave because they never wanted to be there, but most change their attitude.

    If the Cafe turns into any thing but free choice, it is no longer a joy, and becomes a punishment.

    I have seen parents make the Cafe a punishment in their over zealous desire for their child to be involved and to like it as much as they do. It is a disaster for the child, when this happens.

    #3645
    Lawrence NorrisLawrence Norris
    Participant

    I remembering reminding a group of teachers that Richard Feynman was a total hooligan and really incorrigible in a lot of ways. But he had unlimited mental abilities.

    ////

    There is a paucity of research on what drives free-choice as it relates to STEM selection and how that changes with demographics.

    ** Dabney, K. P., Tai, R. H., Almarode, J. T., Miller-Friedmann, J. L., Sonnert, G., Sadler, P. M., & Hazari, Z. (2012).
    Out-of-school time science activities and their association with career interest in STEM.
    International Journal of Science Education, Part B, 2(1), 63-79
    http://dx.doi.org/10.1080/21548455.2011.629455

    ** Wang, X. (2013).
    Why Students Choose STEM Majors Motivation, High School Learning, and Postsecondary Context of Support.
    American Educational Research Journal, 0002831213488622.
    http://dx.doi.org/10.3102/0002831213488622

    So a good research project would be a mixed method qualitative with focus group interview of YLTs and participants to understand why are they participating in TSC events, and what have been features of their formal STEM learning.

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