Jin Yang|Thomas J. LaBounty|Stephen C. Ekker|Chris Pierret
Students being and becoming scientists: measured success in a novel science education partnership
Mayo Clinic in Arizona|Mayo Clinic in Arizona|Mayo Clinic in Arizona
primary secondary learning years shape development scientific interest skills required science literacy presenting critical timeline target science education intervention although many initiatives exist target timeframe modern classroom belies easy scientific investigation numerous initiatives often run simultaneously given classroom creating limited capacity variable control consequently dearth highquality meaningful data education sciences exacerbates general segregation education research practice many science reform programmes go unmeasured limited number researched often report strictly qualitative results stop short statistically significant quantitative investigation lack highresolution data restricts ability make informed policy changes precludes attainment evidencebased education demonstrate 5year efficacy novel inquirybased primary secondary science reform programme integrated science education outreach inscied five years data three cohorts matched students us grades 58 show maintained gains science fair honours biology election well improved performance minnesota state standardized science testing detailed valueadded analyses reveal inscied outcorrelated gains partnershipfocused areas life sciences history nature science analyses provide evidence scientifically rigorous evaluation demonstrating relevant programme efficacy indeed achievable education science results support premise inscied programme scalable intervention capable primary secondary science education reform programme substantively builds upon prior efforts field although inscied deploys novel approaches tools broad lessons learned programme readily translatable contemporary efforts cultivating science literacy