Maggie Renken

Science Classroom Inquiry (SCI) Simulations: A Novel Method to Scaffold Science Learning

Science education is progressively more focused on employing inquiry-based learning methods in the classroom and increasing scientific literacy among students. However, due to time and resource constraints, many classroom science activities and laboratory experiments focus on simple inquiry, with a step-by-step approach to reach predetermined outcomes. The science classroom inquiry (SCI) simulations were designed to give students real life, authentic science experiences within the confines of a typical classroom. The SCI simulations allow students to engage with a science problem in a meaningful, inquiry-based manner. Three discrete SCI simulations were created as website applications for use with middle school and high school students. For each simulation, students were tasked with solving a scientific problem through investigation and hypothesis testing. After completion of the simulation, 67% of students reported a change in how they perceived authentic science practices, specifically related to the complex and dynamic nature of scientific research and how scientists approach problems. Moreover, 80% of the students who did not report a change in how they viewed the practice of science indicated that the simulation confirmed or strengthened their prior understanding. Additionally, we found a statistically significant positive correlation between students’ self-reported changes in understanding of authentic science practices and the degree to which each simulation benefitted learning. Since SCI simulations were effective in promoting both student learning and student understanding of authentic science practices with both middle and high school students, we propose that SCI simulations are a valuable and versatile technology that can be used to educate and inspire a wide range of science students on the real-world complexities inherent in scientific study.

Initial Validation of an Instrument Measuring Psychology-Specific Epistemological Beliefs

Psychology-specific epistemological beliefs (EBs) are believed to influence students’ approach to and performance in psychology courses. However, empirical research on this topic is limited due in part to a lack of well-validated instruments measuring this construct. The primary objective of this research was to develop and validate the Psychology-Specific Epistemological Belief Scale (Psych-SEBS), a short self-report instrument measuring psychology-specific EBs. Study 1 addresses the structural validity, internal consistency, test–retest reliability, and convergent validity of the Psych-SEBS. Study 2 addresses the criterion-related and incremental validity of the Psych-SEBS. Findings indicated acceptable psychometric properties of this 13-item instrument and its three subscales, namely, significance of psychology research, subjective nature of psychology knowledge, and predictability of human behavior. Scores on Psych-SEBS scales were significantly associated with construct-relevant outcomes, including student interest and performance in psychology courses, and explained unique variance in these outcomes beyond that explained by existing instruments.

Practical Strategies for Collaboration across Discipline-Based Education Research and the Learning Sciences

As the field of discipline-based education research continues to grow and enters into its “second generation,” this essay provides timely and useful advice for advancing life sciences education research and provides practical strategies for collaborations across the life and learning sciences.

Scaffolding Science Learning: Promoting Disciplinary Knowledge, Science Process Skills, and Epistemic Processes

Current, prominent approaches to science education, such as inquiry-based science education and problem-based learning, pose unique challenges for learners and educators. Although inquiries or problems may be designed for learners to approach independently, learners often lack the requisite understanding and skills. Such challenges are best met with scaffolded supports. Selecting appropriate scaffolds requires careful attention to the educational context, including instructional goals and learner needs. Consistent with prior literature and international trends, we identify three primary categories of learner needs and instructional goals relevant to science education—disciplinary or conceptual knowledge, science process knowledge or skills, and epistemic or reflective processes. In this section, we set the stage for embedding simulations as scaffolds by defining what is meant by scaffolding and identifying science education-specific learner needs within three overarching categories.

Computer Simulations on a Multidimensional Continuum: A Definition and Examples

Computer simulations exist on a multidimensional continuum with other educational technologies including static animations, serious games, and virtual worlds. The act of defining simulations is context dependent. In our context of science education, we define simulations as algorithmic, dynamic, often simplified models of real-world or hypothetical phenomenon that contain features that not only allow but promote the exploration of ideas, manipulation of parameters, observation of events, and testing of questions. The origin and components of this definition are described in further detail with emphasis on simulations’ algorithmic, dynamic, and simple features. Defined as models, simulations can be computational or conceptual in nature and may reflect hypothetical or real events; such distinctions are addressed. Examples of programs that demonstrate the features of simulations emphasized in our definition are introduced throughout the current chapter.

Developmental Trends in the Process of Constructing Own- and Other-Race Facial Composites

ABSTRACT The current study examined developmental differences from the age of 5 to 18 in the creation process of own- and other-race facial composites. In addition, it considered how differences in the creation process affect similarity ratings. Participants created two composites (one own- and one other-race) from memory. The complexity of the composite creation process was recorded during Phase One. In Phase Two, a separate group of participants rated the composites for similarity to the corresponding target face. Results support the cross-race effect, developmental differences (based on composite creators) in similarity ratings, and the importance of the creation process for own- and other-race facial composites. Together, these findings suggest that as children get older the process through which they create facial composites becomes more complex and their ability to create facial composites improves. Increased complexity resulted in higher rated composites. Results are discussed from a psycho-legal perspective.

Targeting Students’ Epistemologies: Instructional and Assessment Challenges to Inquiry-Based Science Education

Abstract Prior research has shown the effectiveness of inquiry education in increasing content knowledge and motivation. Improving learners’ epistemologies is an additional component that should be examined when considering inquiry effectiveness. The basis for students’ participation in inquiry-based science education (IBSE) is to emulate the scientific process in classroom learning – and, by extension, to alter their scientific epistemologies. In this chapter, we discuss the challenges associated with the construction and assessment of IBSE. First, despite it being a common underlying theoretical framework of inquiry units, assessments of learning outcomes rarely reflect a consideration of students’ changing epistemologies. Second, we examine whether inquiry practices in the classroom are constructed to alter students’ epistemologies. We integrate preliminary research findings from a week-long, researcher-taught ecology inquiry unit with urban adolescents, reporting on posttest assessments of students’ thoughts on sources of knowledge, their ecology content knowledge, and their understanding of the nature of science. While we expected this unit to foster learner epistemology, our results did not confirm our expectations. In fact, students who participated in the inquiry unit were outperformed by a comparison group matched on age and ethnicity in several unexpected areas relevant to learner epistemology. This chapter explores explanations of unexpected findings and recommendations for the future assessment and practice of inquiry couched in challenges associated with current challenges to instructing and assessing learner epistemology.

Distinctions Between Computer Simulations and Other Technologies for Science Education

We define simulations as algorithmic, dynamic, often simplified models of real-world or hypothetical phenomenon that contain features that not only allow but promote the exploration of ideas, manipulation of parameters, observation of events, and testing of questions. Many of the features in this definition overlap with other educational technologies, including static animations, serious games, and virtual worlds. In what follows, we address how simulations differ from such technologies despite these overlapping features. We conclude that an interactive nature paired with a lack of extrinsically embedded motivational structures primarily distinguishes simulations from other educational technologies.

Inquiry-Based Science Education and Problem-Based Learning: Motivations, Objectives, and Challenges Relevant to Computer Simulations

We briefly describe inquiry-based science education (IBSE) and problem-based learning (PBL)—two current, prominent approaches to science education. Rather than an exhaustive review of the theoretical underpinnings and empirical support for IBSE or PBL, what follows is an attempt to highlight the fundamental underlying motivation and primary learning objectives of these approaches to science education. In prior sections, we have defined computer simulations as algorithmic, dynamic, often simplified models of real-world or hypothetical phenomenon that contain features which not only allow but promote the exploration of ideas, manipulation of parameters, observation of events, and testing of questions. The motivations and objectives of IBSE and PBL emphasized here, including learner-driven characteristics and knowledge- and skill-based outcomes, have been selected as those most relevant to our definition of simulations. We close this section with a comment on the challenges of IBSE and PBL that call for scaffolding supports.

Considerations for Integrating Simulations in the Science Classroom

Evidence suggests computer simulations serve as effective supplements in traditional science instruction. In this section, we highlight seven considerations for embedding simulations in instruction in meaningful ways. We emphasize the specific aim of embedding simulations to provide learner supports required by inquiry-based and problem-based learning approaches to science education. These approaches are more open ended and learner driven which poses a unique set of challenges to educators and learners. In prior sections of this brief, we have set the stage for simulations to address these challenges. Here we suggest that for simulations to function scaffolds, educators, designers, and researchers must consider: attending to opportunities for transfer during curriculum design, connecting simulations to classroom exercises purposefully, developing learners’ scientific process skills through the manipulation of variables, addressing science misconceptions, fading scaffolds to best support learning, supporting assessment for and of learning, and building teacher knowledge.