Editing Science education (section)

==== Science Education Strategies ====

Evidence suggests, however, that students learn science more effectively under hands-on, activity and inquiry based learning, rather than learning from a textbook. It has been seen that students, in particular those with learning disabilities, perform better on unit tests after learning science through activities, rather than textbook-based learning. Thus, it is argued that science is better learned through experiential activities. Additionally, it has reported that students, specifically those with learning disabilities, prefer and feel that they learn more effectively through activity-based learning. Information like this can help inform the way science is taught and how it can be taught most effectively for students of all abilities.<ref name=":12">{{Cite journal |last1=Scruggs |first1=Thomas E. |last2=Mastropieri |first2=Margo A. |last3=Bakken |first3=Jeffrey P. |last4=Brigham |first4=Frederick J. |date=April 1993 |title=Reading Versus Doing: The Relative Effects of Textbook-Based and Inquiry-Oriented Approaches to Science Learning in Special Education Classrooms |url=http://journals.sagepub.com/doi/10.1177/002246699302700101 |journal=The Journal of Special Education |language=en |volume=27 |issue=1 |pages=1–15 |doi=10.1177/002246699302700101 |s2cid=145160675 |issn=0022-4669}}</ref> The laboratory is a foundational example of hands-on, activity-based learning. In the laboratory, students use materials to observe scientific concepts and phenomena. The laboratory in science education can include multiple different phases. These phases include planning and design, performance, and analysis and interpretation. It is believed by many educators that laboratory work promotes their students' scientific thinking, problem solving skills, and cognitive development. Since 1960, instructional strategies for science education have taken into account [[Jean Piaget|Jean Piaget's]] developmental model, and therefore started introducing concrete materials and laboratory settings, which required students to actively participate in their learning.<ref>{{Cite journal |last1=Hofstein |first1=Avi |last2=Lunetta |first2=Vincent N. |date=June 1982 |title=The Role of the Laboratory in Science Teaching: Neglected Aspects of Research |url=http://journals.sagepub.com/doi/10.3102/00346543052002201 |journal=Review of Educational Research |language=en |volume=52 |issue=2 |pages=201–217 |doi=10.3102/00346543052002201 |s2cid=210859561 |issn=0034-6543}}</ref>

In addition to the importance of the laboratory in learning and teaching science, there has been an increase in the importance of learning using computational tools. The use of computational tools, which have become extremely prevalent in [[STEM]] fields as a result of the advancement of technology, has been shown to support science learning. The learning of computational science in the classroom is becoming foundational to students' learning of modern science concepts. In fact, the Next Generation Science Standards specifically reference the use of computational tools and simulations. Through the use of computational tools, students participate in computational thinking, a cognitive process in which interacting with computational tools such as computers is a key aspect. As computational thinking becomes increasingly relevant in science, it becomes an increasingly important aspect of learning for science educators to act on.<ref>{{Cite journal |last1=Hurt |first1=Timothy |last2=Greenwald |first2=Eric |last3=Allan |first3=Sara |last4=Cannady |first4=Matthew A. |last5=Krakowski |first5=Ari |last6=Brodsky |first6=Lauren |last7=Collins |first7=Melissa A. |last8=Montgomery |first8=Ryan |last9=Dorph |first9=Rena |date=2023-01-05 |title=The computational thinking for science (CT-S) framework: operationalizing CT-S for K–12 science education researchers and educators |journal=International Journal of STEM Education |language=en |volume=10 |issue=1 |pages=1 |doi=10.1186/s40594-022-00391-7 |s2cid=255724260 |issn=2196-7822|doi-access=free }}</ref>

Another strategy, that may include both hands-on activities and using computational tools, is creating authentic science learning experiences. Several perspectives of authentic science education have been suggested, including: ''canonical'' perspective - making science education as similar as possible to the way science is practiced in the real world; ''youth-centered'' - solving problems that are of interest to young students; ''contextual'' - a combination of the canonical and youth-centered perspectives.<ref>{{Cite journal |last=Buxton |first=Cory A. |date=September 2006 |title=Creating contextually authentic science in a "low-performing" urban elementary school |url=https://onlinelibrary.wiley.com/doi/10.1002/tea.20105 |journal=Journal of Research in Science Teaching |language=en |volume=43 |issue=7 |pages=695–721 |doi=10.1002/tea.20105 |bibcode=2006JRScT..43..695B |issn=0022-4308}}</ref> Although activities involving hands-on inquiry and computational tools may be authentic, some have contended that inquiry tasks commonly used in schools are not authentic enough, but often rely on simple "cookbook" experiments.<ref>{{Cite journal |last1=Chinn |first1=Clark A. |last2=Malhotra |first2=Betina A. |date=May 2002 |title=Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks |journal=Science Education |language=en |volume=86 |issue=2 |pages=175–218 |doi=10.1002/sce.10001 |bibcode=2002SciEd..86..175C |s2cid=18931212 |issn=0036-8326|doi-access=free }}</ref> Authentic science learning experiences can be implemented in various forms.  For example: hand on inquiry, preferably involving an open ended investigation; student-teacher-scientist partnership (STSP) or [[citizen science]] projects; [[Design-based learning|design-based learning (DBL)]]; using web-based environments used by scientists (using bioinformatics tools like genes or proteins databases, alignment tools etc.), and; learning with adapted primary literature (APL), which exposes students also to the way the scientific community communicates knowledge.<ref>{{Citation |last1=Dorfman |first1=Bat-Shahar |title=How Might Authentic Scientific Experiences Promote an Understanding of Genetics in High School? |date=2021 |url=https://doi.org/10.1007/978-3-030-86051-6_6 |work=Genetics Education: Current Challenges and Possible Solutions |pages=87–104 |editor-last=Haskel-Ittah |editor-first=Michal |access-date=2023-07-04 |series=Contributions from Biology Education Research |place=Cham |publisher=Springer International Publishing |language=en |doi=10.1007/978-3-030-86051-6_6 |isbn=978-3-030-86051-6 |last2=Yarden |first2=Anat |editor2-last=Yarden |editor2-first=Anat}}</ref> These examples and more can be applied to various domains of science taught in schools (as well as undergraduate education), and comply with the calls to include scientific practices in science curricula.<ref name=":2" /><ref name=":1" />