Using a Self-Related Intervention (ICAN) to Promote Science Learning, Interest, and Sense of Belonging

• In Event: Leveling the Playing Field: Utilizing Interest and/or Value for Engagement and Learning

Abstract

Objectives
This paper overviews recent findings from ongoing study of the ICAN Intervention-- in which students write responses to ICAN probes about the day’s science inquiry activity in their lab notebooks, just as a scientist would keep records of work on experimentation (Renninger, et al., 2014; Renninger & Riley, 2015). In its most recent iteration, evidenced-based ICAN probes were employed to support science learning, interest, and sense of belonging. For example, on the topic of surface tension, the I CAN probe that also requests evidence was: “I can tell you what I notice when I’m lifting the button out of the water.” “I can tell you why I think that this happens.”

Background
We developed the ICAN Intervention to address questions of educators who wanted to support their students’ interest, sense of belonging, and learning from science inquiry. Our methodology is consistent with national science standards that suggest supporting students to reflect and draw on evidence in learning (NGSS, 2012). It also is informed by study of self-related information processing which shows that the brain prioritizes personally important information (e.g., Hidi et al., 2017; Renninger & Hidi, 2021, 2022; Sui, et al., 2015).

Methods
In this iteration, participants were 14 (10 girls, 4 boys) urban, middle-school age, Black youth who attended underfunded schools. Mixed methods that included extensive quantitative and qualitative analysis were employed. They provide a rich corpus of data for examining the potential of evidence-based ICAN probes. Data sources included observational records of participants’ daily workshop behaviors, classroom artifacts, and task-based interviews. Data were collected at 4 time points: 5 weeks prior to the workshop, at the beginning of the workshop, 5 weeks later at the end of the workshop, and 5 weeks following workshop completion. Study participants served as their own controls.

Learning was assessed using an adaptation of each of the three approaches suggested by Lehrer and Schauble (2006): science as theory change, science as practice, and science as logical reasoning. Interest was studied as a cognitive and affective motivational variable that can be supported to develop and has been repeatedly shown to benefit learners of all ages and backgrounds (Hidi & Renninger, 2006; see Crouch, et al., 2018; Jansen et al., 2016; Xu et al., 2012). Sense of belonging in science was studied as the participants’ social and academic comfort and knowledge that they could “do” science (e.g., Green et al., 2019).

Results and Significance
Study findings indicate that the added request for evidence provided by the ICAN probe, together with support from the learning environment, led to positive results. In each of the three tasks testing approaches to science, learning increased over the course of the workshop and was maintained five weeks following its completion. In addition, students’ interest and sense of belonging in science was positively influenced. These results illustrate the benefit of an intervention such as the ICAN which supports them to reflect on their self-related connections to content.

Authors

• K. Ann Renninger, Swarthmore College
  Presenting Author

• Suzanne E. Hidi, University of Toronto
  Non-Presenting Author