Collaboration Crushes Competition

• Published in: The Science teacher (National Science Teachers Association) 2021-07, Vol.88 (6), p.38-44
• Main Authors: Hemmick, Lucinda, Forbes, Dame, Bolen, Robert, Kroll, Mary, Gobler, Dianna, Halloran, John, Stojanoff, Vivian, Perez, Aleida
• Format: Article
• Language: English
• Subjects: Academic Achievement; Active Learning; Chemical composition; Collaboration; Experiments; High School Students; Imagination; Instructional Leadership; Interpersonal Competence; Laboratories; Laboratory Safety; Learner Engagement; Learning; Mentors; Mineral composition; Opportunities; Peers; Program Proposals; Proposals; Research Design; Research Proposals; Research Tools; Science; Science Careers; Scientific Research; Scientists; Secondary School Science; Secondary School Teachers; Secondary schools; Student Attitudes; Student Experience; Student Research; Students; Thinking Skills; World Problems
• ISSN: 0036-8555; 1943-4871
• DOI: 10.1080/00368555.2021.12293623

[...]real-life, hands-on opportunities allow students-who would not normally interact with their teachers and scientists in such a collaborative way-a unique learning experience that builds scientific confidence and curiosity and could help inspire a future generation of scientists. Available beamlines include those capable of elucidating protein crystal structure (AMX, FMX, NYX, and LIX), analyzing chemical compositions of samples (IR), revealing mineral composition (XPD and XFM), and analyzing and mapping elemental composition (SRX, TES, and XFM). The process of submitting proposals requires SPARK students to * collaborate with peers, teachers, and scientific mentors to refine a research question; * investigate the technical capabilities of each beamline to determine which beamline(s) are most appropriate to use for their sample analysis; * conduct an extensive scientific literature search to inform their proposals and support the validity of the research question; * design a properly controlled experiment; * describe how samples will be prepared appropriately for the specifications of each beamline; * demonstrate time-management skills by requesting an appropriate number of shifts at each beamline and access to necessary tools; * exhibit an appreciation for established safety protocols at BNL and at specific beamlines; and * develop communications skills with peers, teachers, and scientist mentors. Attention is paid to ensuring that the information gained when using the beamlines justifies the time spent. Because students are free to ask research questions in any field, crosscutting concepts (CCCs) commonly emerge in our collaborative work (National Research Council 2012).