U.S. and Finnish high school science engagement during the COVID-19 pandemic.

When the COVID-19 pandemic struck, research teams in the United States and Finland were collaborating on a study to improve adolescent academic engagement in chemistry and physics and the impact remote teaching on academic, social, and emotional learning. The ongoing "Crafting Engaging Science Environments" (CESE) intervention afforded a rare data collection opportunity. In the United States, students were surveyed at the beginning of the school year and again in May, providing information for the same 751 students from before and during the pandemic. In Finland, 203 students were surveyed during remote learning. Findings from both countries during this period of remote learning revealed that students' academic engagement was positively correlated with participation in hands-on, project-based lessons. In Finland, results showed that situational engagement occurred in only 4.7% of sampled cases. In the United States, students show that academic engagement, primarily the aspect of challenge, was enhanced during remote learning. Engagement was in turn correlated with positive socioemotional constructs related to science learning. The study's findings emphasise the importance of finding ways to ensure equitable opportunities for students to participate in project-based activities when learning remotely.

Intervention initiatives to raise young people's interest and participation in STEM.

For nearly a decade, two science interventions anchored in project-based learning (PBL) principles have been shown to increase student science learning in 3rd grade and high school physical science classes. Both interventions employed a randomized control trial of several thousand students (N = 3,271 in 3rd grade and N = 4,238 in 10th, 11th, and 12th grades). Incorporating a rich background of research studies and reports, the two interventions are based on the ideas of PBL as well as the National Academies of Science's publications, including how children learn; how science learning and instruction can be transformed; and the performance expectations for science learning articulated in the Next Generation of Science Standards. Results show significant positive increases in student academic, social, and emotional learning in both elementary and secondary school. These findings can be traced, in part, to carefully crafted experiential participatory activities and high-quality instructional materials which act as strong facilitators for knowledge acquisition and use. Reviewing the innovations undertaken by these two interventions, this article describes the importance of studying social and emotional factors 'in situ', using the Experience Sampling Method (ESM), that can motivate and engage students in science learning in both elementary and secondary school. Using these 'in situ' data collection (N = 596 students in 3rd and N = 1412 students in 10th, 11th, and 12th grades) along with case studies and repeated measures analysis gave deep insights into emotional and social development for young children and adolescents. These methods should continue to be considered when trying to understand key factors of improving engagement in science.