Author(s):
Norda Stephenson, Lina Dahlberg, Trà Huỳnh, Lukas Spring, Katherine Hunter, Elayna Worline
Need: Meaningful student engagement with the science practices is an important educational priority across science disciplines. By providing opportunities for students to engage with the science practices, we allow them to engage in behaviors that scientists regularly negotiate, strengthening their disciplinary and STEM identity. The introductory science laboratory is well-suited for engaging students in the science practices, given its longer duration compared to lecture classes, and the generally smaller class size.
Guiding Questions: Our work explores student engagement in the science practices across introductory chemistry, biology and physics laboratory courses, with an emphasis on the well-defined practices in the Framework for K-12 Science Education and the Next Generation Science Standards (NGSS), and is guided by the following main questions:
1. How are scientific practices situated across the sciences in laboratory curricula and instruction?
2. In what ways do scientific practices appear in laboratory courses, and who participates in particular practices?
Specifically, we use the Three-Dimensional Learning Assessment Protocol (3D-LAP) to look for evidence of the science practices in laboratory materials across the three disciplines. We also analyze video data to check alignment between opportunities for engagement in the science practices identified in the laboratory materials and actual engagement in science practices in the laboratory; as well as who participates in particular practices.
Outcomes: In this presentation, we share our findings about how the science practices are incorporated into laboratory courses across introductory chemistry, biology and physics. We highlight similarities and differences we have observed across the disciplines, and further discuss the implications of our work for research and practice.
Broader Impacts: An understanding of how the practices are situated within laboratory curricula will motivate changes in teaching and learning for faculty and students in introductory science courses. Additionally, an improved understanding of the manifestation of biases (e.g., through the gendering of science practices) in laboratory courses will motivate changes in teaching and mentoring in courses that reach students as they begin their science careers. This is especially important for students who are members of marginalized groups.
Coauthors
Norda Stephenson, Lina Dahlberg, Trà Huỳnh, Lukas Spring, Katherine Hunter, Elayna Worline (Western Washington University, Bellingham, WA)
