Fostering Grade 9 Girls’ Sense of Belonging Through the Use of Collaborative Lab Practicums as Authentic Assessments in Science

Item sets
Global Action Research Reports
2023-24 GARC Research Reports: Collaboration
Teaching and Learning
Upper Grades (Ages 14-18)
Media
Chavali.A-FINAL-Report-.pdfChavali.A-FINAL-Report-.pdf
Title
Fostering Grade 9 Girls’ Sense of Belonging Through the Use of Collaborative Lab Practicums as Authentic Assessments in Science
Author
Aruna Chavali (2024)
Year Published
2024
Description
In 2023, the gender gap in STEM remains significant, with women making up only 28% of the STEM workforce (UNESCO, 2023). Research suggests that fostering a sense of belonging in secondary Science classes is an effective strategy for increasing and sustaining the participation of girls in the STEM pipeline (Hansen,2023). The three guiding principles for a student to have a sense of academic belonging are interpersonal relationships, disciple identity, and a growth mindset (CELT Teaching Briefs). This action research project investigated how collaborative lab practicums, as authentic assessments, cultivated discipline identity, and promoted a growth mindset, to foster a sense of belonging for girls in a Grade 9 Physics classroom. The research, conducted at The Spence School, an all-girls K-12 institution, employed a mixed-methods approach, combining Likert-scale surveys, field observations, video recordings, and interviews. Twenty-nine Grade 9 students participated in this study. Findings indicate that collaborative lab practicums deepened students' understanding, and promoted collaborative learning. Students valued the hands-on, real-world application of theoretical knowledge, which facilitates a deeper connection to science. Additionally, the collaborative nature of the assessments encouraged teamwork and enhanced communication skills. The majority of students exhibited a growth mindset, emphasizing the importance of redoing and revising calculations as part of the learning process. While challenges, such as the fast-paced nature of practicums, were noted, overall, students expressed a preference for this collaborative, authentic learning approach. This study contributes valuable insights into fostering a positive sense of belonging in the Science classroom which could ultimately increase the participation of girls in the STEM pipeline.
Type
Research Report
Research Category
Teaching
Upper Grades (ages 14-18)
Institution
The Spence School
Year of Study
2024
Identifier
38422
Publisher
The Spence School