Supporting Students' Development of Scientific Inquiry Skills and STEM Identities: A Learning Community Approach

• In Event: Science Teaching and Learning: Student Attitudes and Identity

Abstract

This paper describes the objectives, theoretical framework, design and preliminary outcomes of a research study conducted with a Grade 11 Biology classroom in a diverse urban school in Ontario, Canada. In this study, students worked as a scientific learning community to explore case studies and datasets, evaluate the credibility of resources, develop scientific argumentation, reflect in personal journals, and explore the Nature of Science (NOS) and STEM-related careers. Guided by a theoretical model of Knowledge Community and Inquiry (KCI), we co-designed a year-long curriculum in which students co-constructed understandings of the NOS, made connections across course topics, and built connections to real-world issues. One important focus of our designs was to support development of students’ scientific inquiry skills.

Authors

• Elena M. Boldyreva, University of Toronto

• Maria Niño-Soto, University of Toronto Schools

• James D. Slotta, University of Toronto