Collaboration Crushes Competition! Preparing High School Research Students for Success in Big Science Careers

Autor/inn/en	Hemmick, Lucinda; Forbes, Dame; Bolen, Robert; Kroll, Mary; Gobler, Dianna; Halloran, John; Stojanoff, Vivian; Perez, Aleida
Titel	Collaboration Crushes Competition! Preparing High School Research Students for Success in Big Science Careers
Quelle	In: Science Teacher, 88 (2021) 6, S.38-44 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	High School Students; Student Research; Cooperation; Competition; Technology Uses in Education; 21st Century Skills; Science Education + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studentenforschung; Co-operation; Kooperation; Wettkampf; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Naturwissenschaftliche Bildung
Abstract	Some high school science students now have access to new sophisticated research tools using synchrotron radiation and other instruments not found in a typical high school setting. Students use these tools to collaborate on projects in a variety of disciplines with support from classroom teachers and scientists. Access to these tools advances NSTA's position on quality science and 21st-century science skills, including engaging students in real-world problem-solving, critical thinking, and opportunities to investigate and build scientific explanations (NSTA 2011). Such real-life, hands-on opportunities allow students--who would not normally interact with their teachers and scientists in such a collaborative way--a unique learning experience that builds scientific confidence and curiosity and could help inspire a future generation of scientists. This access brings with it a new set of issues. How can students learn about the specialized capabilities of these tools? How will they discern the best ways to apply the tools to their specific research questions, and make best use of the limited time they will be granted? How will students learn to collaborate in large, multischool groups? How can students learn to use state-of-the-art computational tools to analyze the big data generated by their projects (Sneider 2014)? How can teachers discern which portions of the projects the students may safely perform at the facility, using techniques of active learning to promote interest in STEM careers? How will these experiences enrich students and inform the science research curricula studied by students in high school? (Bell et al. 2003). In this article, the authors will explore some answers to these questions by sharing student experiences with Student Partnerships for Advanced Research and Knowledge (SPARK), a new collaborative program at Brookhaven National Laboratory (BNL). The SPARK program is designed to promote student research at BNL's National Synchrotron Light Source II (NSLS II) with the guidance of their high school teachers, BNL educational leaders, and BNL scientific mentors. (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01