Improvement in student science proficiency through InSciEd out

Chris Pierret, James D. Sonju, Jean E. Leicester, Maggie Hoody, Thomas J. Labounty, Katrin R. Frimannsdottir, Stephen C. Ekker

Research output: Contribution to journalArticle

4 Scopus citations

Abstract

Integrated Science Education Outreach (InSciEd Out) is a collaboration formed between Mayo Clinic, Winona State University, and Rochester Public Schools (MN) with the shared vision of achieving excellence in science education. InSciEd Out employs an equitable partnership model between scientists, teachers, education researchers, and the community. Teams of teachers from all disciplines within a single school experience cutting-edge science using the zebrafish model system, as well as current pedagogical methods, during a summer internship at the Mayo Clinic. Within the internship, the teachers produce new curriculum that directly addresses opportunities for science education improvement at their own school. Zebrafish are introduced within the new curriculum to support a living model of the practice of science. Following partnership with the InSciEd Out program and 2 years of implementation in the classroom, teacher-interns from a K-8 public school reported access to local scientific technology and expertise they had not previously recognized. Teachers also reported improved integration of other disciplines into the scientific curriculum and a flow of concepts vertically from K through 8. Students more than doubled selection of an Honors science track in high school to nearly 90%. 98% of students who took the Minnesota Comprehensive Assessments in their 5th and 8th grade year (a span that includes 2 years of InSciEd Out) showed medium or high growth in science proficiency. These metrics indicate that cooperation between educators and scientists can result in positive change in student science proficiency and demonstrate that a higher expectation in science education can be achieved in US public schools.

Original languageEnglish (US)
Pages (from-to)155-168
Number of pages14
JournalZebrafish
Volume9
Issue number4
DOIs
StatePublished - Dec 1 2012

ASJC Scopus subject areas

  • Animal Science and Zoology
  • Developmental Biology

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    Pierret, C., Sonju, J. D., Leicester, J. E., Hoody, M., Labounty, T. J., Frimannsdottir, K. R., & Ekker, S. C. (2012). Improvement in student science proficiency through InSciEd out. Zebrafish, 9(4), 155-168. https://doi.org/10.1089/zeb.2012.0818