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An Australian-based authentic science research programme transforms the 21st century learning of rural high school students
Puslednik, Louise Brennan, Patrick C.
Puslednik, Louise
Brennan, Patrick C.
Abstract
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.
Keywords
21st century skills, university partnership, science education, university mentor, authentic science research, open inquiry, secondary education, science skills
Date
2020
Type
Journal article
Journal
Australian Journal of Education
Book
Volume
64
Issue
2
Page Range
98-112
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled