The Impact of social-emotional Learning in science education

• In Event: Transforming education through social emotional learning: Happiness curriculum, garden of listening, and empathy cultivation through storytelling

Proposal

This presentation will focus on the evidence-based impact of social-emotional learning (SEL) in science education. SEL is a process or skill of developing self-awareness, self-control, and interpersonal skills vital for school, work, and life success. SEL encompasses the capacity to grasp and express emotions suitably, demonstrate empathetic responses to others, and engage in responsible decision-making (Collaborative for Academic, Social, and Emotional Learning [CASEL], (2013); O’Conner et"al., 2017). Studies conducted with young children have revealed that social-emotional skills are crucial to their well-being. These skills contribute to effective problem-solving and prosocial behaviors, which are fundamental for gaining peer acceptance and fostering positive teacher-child relationships (Downer et al., 2010; Herndon et al., 2013). Although the research on the impact of SEL within science classrooms is growing, much of it is narrowly focused on a small number of students. We can enhance this growing field by taking the time to step back and look at the impact of these many efforts.
Background
SEL is not a new concept. Improved social adjustment in children is linked to higher learning engagement, better school performance (Denham et al., 2012), and reduced risks of conduct problems, substance abuse, and juvenile delinquency (Moffitt et al., 2011). CASEL mentioned five SEL competencies required for building intra- and interpersonal knowledge, skills, and abilities (Weissberg et al., 2015). The five SEL competencies are self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Addressing social-emotional challenges in students is crucial for their school engagement and performance. Problems like discipline issues, disaffection, lack of commitment, alienation, and dropping out often hinder success or lead to failure. With many new teachers joining the workforce, it is necessary to provide training in SEL to help them manage classrooms effectively and support the K-12 students' learning. Also, to foster a better connection between SEL and study.
Methodological Approach
A meta-synthesis was conducted on the findings from 125 research studies on the impact of SEL in K-12 science classrooms. A meta-synthesis approach was used to investigate qualitative research on the impact of SEL on science learning in K-12 classrooms. Meta-synthesis is a systematic research approach that integrates existing qualitative studies. Qualitative study is used as data sources. The process involves "scratching below the surface" (Thorne, 2012, p. 513) of original studies to create new knowledge. The study incorporates qualitative studies from diverse contexts and participants, enabling a broader understanding. Research data from 125 research studies on the impact of SEL in K-12 science classrooms was analyzed to build more meticulous and significant assertions. The decision to employ the meta-analysis approach was driven by its capacity to create room for novel insights and understandings to emerge. This contrasts with approaches prioritizing overarching concepts more than detailed descriptions (Walsh & Downe, 2005, p. 205). It is appropriate for developing an overarching understanding from the collective interpretation of primary studies (Barnett, Thomas 2009). As a qualitative synthesis, it goes beyond the findings of individual studies to transform the collective results into a more comprehensive understanding that exceeds the implications of the individual parts alone (Noblit & Hare, 1988). Qualitative syntheses are increasingly acknowledged as valuable tools for exploring participants' meanings, experiences, and perspectives comprehensively and nuancedly due to their qualitative approach. They have proven to be especially beneficial in identifying research gaps, informing the design of primary studies, and offering evidence to support intervention development, implementation, and evaluation (Tong & Craig, 2012).
To establish a set of criteria for study selection, we developed criteria for selecting studies. The keywords were established through research team meetings and are either included in the article or provided as supplementary material for better clarity (Dixon-Woods, Sutton 2007). As various database employs their own set of thesaurus terms and can hold different meanings across disciplines (Bassett, McGibbon 2013), specific keywords were chosen for each database (e.g., ERIC, EBSCO, Google Scholar, IUCAT). The employed keywords encompassed a range of terms such as social-emotional learning, science education, empathy, student self-awareness, resiliency, mindfulness, K-12 science, and embodiment. A combined approach involving thesaurus and free-text terms were adopted to achieve sensitivity and specificity in retrieving pertinent articles, thereby maintaining a robust level of rigor (Shaw, Young 2004).
Emerging Findings
In adherence to the seven-stage methodology outlined for meta-synthesis studies by Noblit and Hare (1998), we have progressed to the fourth stage of this process. This stage involves an assessment of the quality of the study after conducting a literature search (2nd stage) and accumulating data from various studies (3rd stage). We have analyzed the relation in the studies, but have yet to analyze and integrate the outcome of the data (5th stage), interpretation of the gathered evidence (6th stage), and finally, the synthesis of findings drawn from the collected data (7th stage). However, our preliminary work with these stages shows specific themes relevant to my designated keywords and field of interest. We have also discerned particular gaps within the literature, particularly the absence of emphasis on instructional approaches that foster a strong emotional bond between students and their comprehension of science concepts.
Contributions
Enhancing the value and significance of science education for K-12 students involves presenting it in a manner that will allow them to establish connections between the topics of study and real-world applications. This approach aims to convey that the purpose of their learning goes beyond mere grades and encompasses a deeper understanding of the subject's practical implications. Students ought to experience a sense of their contributions and knowledge enriching the world. These convictions should be integrated into science education, employing diverse methodologies and conducive learning environments.
This presentation will highlight the importance of schools moving beyond academic instruction and administrative management to ensure students' academic success. Evidence is shared to enhance advocating for integrating science education to establish an emotional bond between students, their studies, their lives, and the environment. SEL emerged as a pivotal component within the educational system, enabling students to navigate the social and emotional dynamics of the classroom adeptly. Moreover, the findings revealed that SEL contributed to cultivating positive learning environments.

Author

• Tajinder Saroya, Indiana University Bloomington (IUB) - Bloomington, IN