Creating and Teaching Science Lessons in K–12 Schools Increases Undergraduate Students’ Science Identity

Success and persistence in the life sciences is influenced by a student’s self-efficacy, sense of belonging, and science identity. It has already been demonstrated that outreach experiences and service learning by graduate students in K–12 schools aid in the graduate students’ confidence and intrins...

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Autores principales:	Jennifer A. A. Gubbels, Seasson P. Vitiello
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2018
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/f086f9cd49f448d2a86fae4e1f7743a0
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spelling	oai:doaj.org-article:f086f9cd49f448d2a86fae4e1f7743a02021-11-15T15:04:14ZCreating and Teaching Science Lessons in K–12 Schools Increases Undergraduate Students’ Science Identity10.1128/jmbe.v19i3.15941935-78851935-7877https://doaj.org/article/f086f9cd49f448d2a86fae4e1f7743a02018-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v19i3.1594https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Success and persistence in the life sciences is influenced by a student’s self-efficacy, sense of belonging, and science identity. It has already been demonstrated that outreach experiences and service learning by graduate students in K–12 schools aid in the graduate students’ confidence and intrinsic satisfaction. Others have shown the importance of engaging scientists in outreach activities, both for the benefit of the K–12 student and as a way to engage scientists with the community. We predicted it would also be beneficial for undergraduates to engage in service-learning activities during their coursework because working with K–12 students would solidify their scientific identity and sense of belonging while deepening their understanding of the course content. Consequently, we implemented service projects in our upper-level molecular biology and human physiology courses at a primarily undergraduate institution that focuses on five core values: Christian, Liberal Arts, Excellence, Community, and Service. Outcomes such as the undergraduate students’ value of service, confidence in their knowledge of course content, ability to create effective lesson plans, and science identity were measured using anonymous surveys. Overall, students reported that they highly valued and enjoyed this unique experience. This type of activity could be used to increase future scientists’ awareness of synergistic activities such as academic service and of the joy found in such activities. Future plans include measuring the effects on the participating high school and elementary school students and visiting schools with a high proportion of students from underserved populations.Jennifer A. A. GubbelsSeasson P. VitielloAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 19, Iss 3 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Jennifer A. A. Gubbels Seasson P. Vitiello Creating and Teaching Science Lessons in K–12 Schools Increases Undergraduate Students’ Science Identity
description	Success and persistence in the life sciences is influenced by a student’s self-efficacy, sense of belonging, and science identity. It has already been demonstrated that outreach experiences and service learning by graduate students in K–12 schools aid in the graduate students’ confidence and intrinsic satisfaction. Others have shown the importance of engaging scientists in outreach activities, both for the benefit of the K–12 student and as a way to engage scientists with the community. We predicted it would also be beneficial for undergraduates to engage in service-learning activities during their coursework because working with K–12 students would solidify their scientific identity and sense of belonging while deepening their understanding of the course content. Consequently, we implemented service projects in our upper-level molecular biology and human physiology courses at a primarily undergraduate institution that focuses on five core values: Christian, Liberal Arts, Excellence, Community, and Service. Outcomes such as the undergraduate students’ value of service, confidence in their knowledge of course content, ability to create effective lesson plans, and science identity were measured using anonymous surveys. Overall, students reported that they highly valued and enjoyed this unique experience. This type of activity could be used to increase future scientists’ awareness of synergistic activities such as academic service and of the joy found in such activities. Future plans include measuring the effects on the participating high school and elementary school students and visiting schools with a high proportion of students from underserved populations.
format	article
author	Jennifer A. A. Gubbels Seasson P. Vitiello
author_facet	Jennifer A. A. Gubbels Seasson P. Vitiello
author_sort	Jennifer A. A. Gubbels
title	Creating and Teaching Science Lessons in K–12 Schools Increases Undergraduate Students’ Science Identity
title_short	Creating and Teaching Science Lessons in K–12 Schools Increases Undergraduate Students’ Science Identity
title_full	Creating and Teaching Science Lessons in K–12 Schools Increases Undergraduate Students’ Science Identity
title_fullStr	Creating and Teaching Science Lessons in K–12 Schools Increases Undergraduate Students’ Science Identity
title_full_unstemmed	Creating and Teaching Science Lessons in K–12 Schools Increases Undergraduate Students’ Science Identity
title_sort	creating and teaching science lessons in k–12 schools increases undergraduate students’ science identity
publisher	American Society for Microbiology
publishDate	2018
url	https://doaj.org/article/f086f9cd49f448d2a86fae4e1f7743a0
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_version_	1718428287972147200

Creating and Teaching Science Lessons in K–12 Schools Increases Undergraduate Students’ Science Identity

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