GlobalEd 2: An Online Socio-science Simulation’s Impact on Science Identity

  1. Lisa Lynn, University of Illinois at Chicago, United States
  2. Kimberly Lawless, University of Illinois at Chicago, United States

Thursday, June 22 5:30 PM-6:30 PM

Presider: {% thumbnail paper.presentation.session.presider.user.profile.photo "micro" crop="center" as photo % Joyce Johnston, George Mason University, United States

Students’ attitudes (interest, self-efficacy, and identity) relative to science play a major role in their enrollment and success in STEM courses, majors, and careers. By engaging in a global, socio-scientific issue (one with both STEM implications and socio-political/economic/cultural implications), students can find their place in STEM and STEM’s place in their lives. The intervention is an online, problem-based learning simulation in which students research and discuss a socio-scientific issue such as global freshwater shortage. Prior research shows the intervention supports favorable impacts on science interest and academic self-efficacy. New instruments also measure science identity and will report results in a pre-post design. More positive attitudes toward science will aid in reconnecting students with the STEM pipeline and support the ultimate goal of bringing more students, and more diverse students, into the STEM workforce.

ID
50733
Type
Poster/Demo
Topics
Constructivist Perspectives Cooperative/Collaborative Learning Improving Classroom Teaching
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