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1. Biological Field Stations Promote Science Literacy through Outreach

   https://doi.org/10.1093/biosci/biab057  

   Struminger, Rhonda; Short, Rachel A; Zarestky, Jill; Vilen, Lauren; Lawing, A Michelle (May 2021, BioScience)

   null (Ed.)

   Abstract Biological field stations (BFSs) are well positioned through their informal STEM (science, technology, engineering, and mathematics) education programs to improve levels of science literacy and support environmental sustainability. A survey of 223 US BFSs revealed that their outreach programs strive to promote conservation and environmental stewardship in addition to disseminating place-based knowledge and/or skills. In this article, we unpack the educational approaches that BFSs use to engage learners, the aspects of science literacy most often addressed, and the perceived learning outcomes. Most notably, the BFSs reported that their participants develop an interest in and excitement for science, increase or change their knowledge of program topics, identify more with the scientific enterprise, and engage in scientific practices. The results indicate opportunities for BFSs to conduct more rigorous assessments of participant learning and program impact. By focusing on learner engagement, science learning, and participant outcomes, BFSs and other place-based informal education venues can expand their efforts and better support conservation and science learning. 

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2. Science in stories: Implications for Latine children’s science learning through home-based language practices

   https://doi.org/10.3389/fpsyg.2023.1096833  

   Haden, Catherine A.; Melzi, Gigliana; Callanan, Maureen A. (February 2023, Frontiers in Psychology)

   There is growing interest in stories as potentially powerful tools for science learning. In this mini-review article, we discuss theory and evidence indicating that, especially for young children, listening to and sharing stories with adult caregivers at home can make scientific ideas and inquiry practices meaningful and accessible. We review recent research offering evidence that stories presented in books can advance children’s science learning. Nonetheless, most of this work focuses on middle-class European-American U. S. children and involves narrative story books. Given the national imperative to increase Latine 1 representation in STEM education and career pursuits in the U. S., we argue that it is vital that we broaden the definition of stories to include oral narrative storytelling and other conversational routines that Latine families engage in at home. Cultural communities with firmly rooted oral traditions, such as those from Latin American heritage, rely frequently on oral storytelling rather than book reading to convey world and community knowledge to young children. Therefore, we advocate for a strengths-based approach that considers Latine families’ everyday practices around science and storytelling on their own terms instead of contrasting them with European-American middle-class practices. We offer support for the view that for young children in Latine communities, culturally relevant oral practices, including personal narrative storytelling, can engender significant opportunities for family science learning at home. 

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3. Embracing Culturally Relevant Computational Thinking in the Preschool Classroom: Leveraging Familiar Contexts for New Learning

   https://doi.org/10.1007/s10643-023-01581-w  

   Quinn, Margaret_F; Caudle, Lori_A; Harper, Frances_K (October 2023, Early Childhood Education Journal)

   Abstract Computational thinking (CT) is an important twenty-first century skill that begins developing early. Recent interest in incorporating early CT experiences in early childhood education (i.e., preschool) has increased. In fact, the early years mark an important time during which initial competencies are acquired, interest and motivation begins to form, and in which children may develop a sense of belonging in STEM fields. As a result, providing children with access to robotics and computer science experiences to support CT that are also developmentally appropriate and culturally relevant is key. This paper uses the “powerful ideas” of computer science, seven developmentally appropriate CT concepts that children can learn, as a framework and explores the experiences of two (composite) teachers who participated in and co-developed a culturally relevant robotics program and the processes they undertake to support children’s CT development and learning. This paper considers practices that support the seven key powerful ideals while leveraging existing instructional routines and contexts that are already occurring in most classrooms, such as centers, small group activities, classroom environments, and read-alouds. Of note, this paper prioritizes approaches that acknowledge, center, and feature the ethnic, cultural, and linguistic backgrounds of young children and their families. Identifying affordable and accessible practices, this paper provides educators with tangible, integrated, and authentic practices to support children’s computational thinking, STEM learning, and sense of belonging. 

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4. Consequential insights for advancing informal STEM learning and outcomes for students from historically marginalized communities

   https://doi.org/10.1057/s41599-024-02797-w  

   Ludwig, Claudia McLaughlin; Howsmon, Rebecca A; Stromholt, Shelley; Valenzuela, Jacob J; Calder, Rachel; Baliga, Nitin S (December 2024, Humanities and Social Sciences Communications)

   Abstract Consequential STEM experiences in informal settings can address issues of equity by fully engaging historically marginalized high school students in complex socio-scientific issues. However, inclusive and effective programs are in high demand, and there is little research on what specific aspects, context, and timeframes are most important when scaling these experiences. Using a mixed method approach, this study demonstrates that students make significant gains, in the short and long term, through in-person and remote informal programs ranging between 22-h and 320-h. Progress across STEM learning constructs is attributed to authentic research experiences, students’ connections to STEM professionals, direct hands-on participation in projects, and group work. Relative to formal education settings, research-based informal STEM programs can be implemented with minimal resources, can maintain effectiveness while scaling, and work towards addressing the societal challenge of improving STEM learning and outcomes for high school students from historically marginalized communities. 

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5. Effects of the engagement in authentic water and sanitation research on Ghanaian high school students and teachers

   Feldman, A. (November 2022, Florida Educational Research Association 66th Annual Meeting)

   This symposium reports on a study done in Ghana to understand how participation in authentic water and sanitation research affects students’ learning of science practices, their attitudes toward science, their interest in science-related careers, and their identities as scientists. It also sought effective ways to scaffold science teachers’ engagement of their students in authentic science activities. It was found students increased their knowledge of science and their ability to engage in science practices; they increased their interest in STEM-related careers; and they took on identities as scientists. Teachers gained new content and pedagogical methods to incorporate in their teaching. 

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