An Australian-based authentic science research programme transforms the 21st century learning of rural high school students

Authentic student-led inquiry and exposure to scientific research impact students' science career choices. Given Australian students decline in STEM skills, knowledge of whether such programmes impact student learning is critical. This research examined the short-term impact of an authentic, ha...

Full description

Saved in:
Bibliographic Details
Published in:The Australian journal of education 2020-08, Vol.64 (2), p.98-112
Main Authors: Puslednik, Louise, Brennan, Patrick C
Format: Article
Language:English
Subjects:
21st century
21st Century Skills
Academically gifted
Authentic Learning
College School Cooperation
Control Groups
Data Collection
Educational partnerships
Experiential learning
Foreign Countries
Generic skills
Grade 10
Hands on Science
High Achievement
High School Students
Higher education
Inquiry
Learning
Mentoring
Mentors
Program Effectiveness
Public Health
Rural Education
Rural Schools
Rural students
Science
Science Careers
Science Process Skills
Science skills
Science teaching
Scientific methodology
Scientific Research
Scientists
Secondary education
Secondary school students
Self evaluation
Self evaluation (Individuals)
Skill Development
STEM Education
Talent development
University school cooperation
Year 10
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Authentic student-led inquiry and exposure to scientific research impact students' science career choices. Given Australian students decline in STEM skills, knowledge of whether such programmes impact student learning is critical. This research examined the short-term impact of an authentic, hands-on research mentor programme on rural student's science skills. Nine Year 10 students participated in a science academic research programme leading to scientific publications and students collecting of first-hand data from international experiments on a major world-wide health issue. The NSW Department of Education Year 10 VALID assessment scores of this intervention group were compared to a control group. Intervention students had significantly higher overall scores as well as significantly higher scores in 21st century skills. These results were supported by student's self-assessment of their learning growth. Our study suggests authentic science research mentor programmes are pedagogically advantageous for Year 10 high achieving rural students. Educators' willingness to embrace these innovative approaches has the potential to produce the next generation of scientists. [Author abstract]
ISSN:0004-9441
2050-5884
DOI:10.1177/0004944120919890