Students as Community Teachers about Contemporary Science Phenomena: A Powerful Way of Enhancing Student Learning
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| Title: | Students as Community Teachers about Contemporary Science Phenomena: A Powerful Way of Enhancing Student Learning |
|---|---|
| Language: | English |
| Authors: | Dennis Schatz, Andrew Fraknoi, Flavio Mendez |
| Source: | Connected Science Learning. 2025 7(2):40-47. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Astronomy, Science Education, Community Education, Nonschool Educational Programs, Scientific Concepts, School Community Relationship, Partnerships in Education, Peer Teaching, Science Programs |
| DOI: | 10.1080/24758779.2025.2461800 |
| ISSN: | 2475-8779 |
| Abstract: | In preparation for two solar eclipses that were visible in North America--the annular eclipse on October 23, 2023, and a total eclipse on April 8, 2024--the National Science Teaching Association (NSTA) launched the Solar Eclipse Partners program to identify over 300 teachers who agreed to offer educational programming about the eclipses at community organizations and/or events. The authors of this article, who led the Solar Eclipse Partners effort for NSTA, encouraged the Partners to provide students with opportunities to engage with community members at schools, libraries, churches, community organizations and/or community festivals. This intentional program design feature was based on research that shows individuals who teach others about science concepts develop a deeper understanding of the concepts themselves. Further, research shows that using concepts that are connected to contemporary phenomena and are pertinent to the learner, such as the eclipses, provides a context that makes learning of the underlying science more meaningful. The article provides highlights and lessons learned from Solar Eclipse Partners' activities leading up to these two solar eclipses and then generalizes these findings to summarize ways to make student-led engagement with community audiences a standard practice. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496871 |
| Database: | ERIC |
| Abstract: | In preparation for two solar eclipses that were visible in North America--the annular eclipse on October 23, 2023, and a total eclipse on April 8, 2024--the National Science Teaching Association (NSTA) launched the Solar Eclipse Partners program to identify over 300 teachers who agreed to offer educational programming about the eclipses at community organizations and/or events. The authors of this article, who led the Solar Eclipse Partners effort for NSTA, encouraged the Partners to provide students with opportunities to engage with community members at schools, libraries, churches, community organizations and/or community festivals. This intentional program design feature was based on research that shows individuals who teach others about science concepts develop a deeper understanding of the concepts themselves. Further, research shows that using concepts that are connected to contemporary phenomena and are pertinent to the learner, such as the eclipses, provides a context that makes learning of the underlying science more meaningful. The article provides highlights and lessons learned from Solar Eclipse Partners' activities leading up to these two solar eclipses and then generalizes these findings to summarize ways to make student-led engagement with community audiences a standard practice. |
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| ISSN: | 2475-8779 |
| DOI: | 10.1080/24758779.2025.2461800 |
