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Activating Young Science Learners: Igniting Persistent Engagement in Science Learning and Inquiry
Mon, April 16, 10:35am to 12:05pm, Pan Pacific, Floor: Lobby Level, Oceanview 1&2Session Submission Type: Structured Poster Session
Abstract
Science learning research does not provide clear and compelling evidence of the most effective ways of inspiring and preparing young science learners. This structured poster session includes presentations by researchers from the Science Learning Activation Lab who are engaged in systematic investigation into the role that science learning “activation” plays in igniting persistent engagement in science learning and inquiry. Posters will present work related to measuring “activation,” examining learning experiences, and identifying pathways that learners follow from childhood to adult careers and behavioral patterns. Analyses presented will apply multiple and mixed-methods to a large, diverse data set. The session will conclude with large group reflections and discussions of the implications of this work for science learning research and experience design.
Sub Unit
Chairs
Rena Dorph, University of California - Berkeley
Kevin Crowley, University of Pittsburgh
Christian D. Schunn, University of Pittsburgh
Patrick M. Shields, SRI International
Papers
Evidence of Science Activation in Life Histories of Adult Scientists and Engineers - Lynette Jacobs-Priebe, University of Pittsburgh; Ardice Hartry, University of California - Berkeley
Images of Activation in Context: Implications for Design of Activating Science Learning Experiences - Kevin Crowley, University of Pittsburgh; Rena Dorph, University of California - Berkeley; Lisa R Newton, University of California - Berkeley; Scott M. Randol, University of California - Berkeley
Activated Science Learners as Self-Regulation Agents - Li Sha, University of Pittsburgh; Christian D. Schunn, University of Pittsburgh; Meghan Bathgate, University of Pittsburgh
Oceans Versus Robots: Exploring the Importance of Topic Effects in Student Science Engagement - Meghan Bathgate, University of Pittsburgh; Richard James Correnti, University of Pittsburgh; Jessica Degol, University of Pittsburgh
Scientific Sense Making in Context - Kristin Nagy Catz, University of California - Berkeley; Amanda Crowell, University of Pittsburgh; Kristen Orourke Burmester, University of California - Berkeley; Christian D. Schunn, University of Pittsburgh; Rena Dorph, University of California - Berkeley
What Science Looks Like in the Lives of 11-Year-Olds - Megan R. Luce, Stanford University; Tammie Visintainer, University of California - Berkeley
Exploring Everyday Talk as Scientific Talk - Sherry H. Hsi, University of California - Berkeley; Megan R. Luce, Stanford University; Kimberley Gomez, University of California - Los Angeles
A Lesson from the Counterfactuals: Analyzing the Stories of Atypical Scientists - Kimberly N. Harris, University of California - Berkeley; Vanessa Beth Lujan, University of California - Berkeley; Rena Dorph, University of California - Berkeley
In Pursuit of Science Careers: Pathways From Childhood to Adulthood - Matthew A. Cannady, University of California - Berkeley; Kimberly N. Harris, University of California - Berkeley; Karen Knutson, University of Pittsburgh; Eric Greenwald, SRI International; Patrick M. Shields, SRI International