A self-reported instrument to measure and foster students’ science connection to life with the CARE-KNOW-DO model and open schooling for sustainability.

Okada, Alexandra (2024). A self-reported instrument to measure and foster students’ science connection to life with the CARE-KNOW-DO model and open schooling for sustainability. Journal of Research in Science Teaching (Early Access).

Abstract

Problem: National governments are concerned about the disconnection of young people from science, which hampers the development of a scientifically literate society promoting sustainable development, wellbeing, equity, and a green economy. Introduced in 2015 alongside Agenda 2030, the 'open schooling' approach aims at enhancing students' science connections through real-life problem-solving with families and scientists, necessitating solid evidence for scalability and sustainability.
Objective: This study conceptualizes 'science connection', underexplored in the literature, as the integration of science's meaning and purpose into personal, social, and global actions informed by socioscientific thinking. It details a novel 32-item self-report questionnaire developed and validated from insights of 85 teachers into 'science connection'-enhanced learning.
Methods: A new consensual qualitative analysis method with visual and textual snapshots enabled developing quantitative measures from the qualitative findings with rigor. The multilanguage instrument provided just-in-time actionable data, enhancing the immediacy and applicability of the feedback to 2,082 underserved students aged 11-18 across five countries participating in open schooling activities using the CARE-KNOW-DO model. This innovative feature supports open science and responsible open research, offering real-time insights and fostering immediate educational impact.
Results: Exploratory and confirmatory factor analyses revealed five components of science connection: Confidence and aspiration in science; Fun participatory science with teachers, family, and experts; Active learning approaches; Involvement in-and-outside school activities; and Valuing science's role in life-and-society. Notably, 57% to 80% of underserved students felt connected to science, though nonbinary students showed lower engagement. Results suggest that science connections typically decline from primary to secondary education, but the CARE-KNOW-DO model may reengage older students.
Implications: A robust science connection enhances scientific literacy and builds science capital. This instrument aids policymakers, educators, and learners in identifying factors that facilitate or impede students' science connection with emotional-intellectual-social-proactive involvement for life-changing sustainability efforts.

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