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Creating young scientists through community science projects
Kanrawee Pewnim1, Watcharee Ketpichainarong1, Bhinyo Panijpan2
1Institute for Innovative Learning, Mahidol University, Thailand.
Procedia, Social and Behavioral Sciences
|April 15, 2020
Summary
This study developed a science-technology-society (STS) learning unit on biological control, significantly improving secondary students' scientific inquiry skills through community science projects. Students applied knowledge to solve local agricultural issues.
Area of Science:
- Education
- Environmental Science
- Agricultural Science
Background:
- Traditional science education often lacks real-world application.
- Integrating science, technology, and society (STS) can enhance student engagement and understanding.
- Community science projects offer authentic learning experiences.
Purpose of the Study:
- To develop and evaluate an STS-based learning unit focused on biological control.
- To enhance the scientific inquiry capabilities of secondary school students.
- To foster collaboration between students, educators, and community experts.
Main Methods:
- Implementation of an STS-based learning unit on biological control.
- Utilizing community science projects for hands-on learning.
- Assessing scientific inquiry skills using multiple instruments (skill tests, reports, projects, interviews, observations).
Main Results:
- Significant improvements in students' scientific inquiry abilities were observed.
- Students effectively applied integrated scientific knowledge from classroom and field studies.
- Students demonstrated enhanced problem-solving skills applicable to real-world agricultural challenges.
Conclusions:
- The STS-based learning unit on biological control is effective in enhancing scientific inquiry.
- Community science projects facilitate the application of scientific knowledge to solve local problems.
- This approach fosters practical problem-solving skills and interdisciplinary understanding in students.
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