Activation Lab

RESEARCH

RESEARCH

How can we activate children’s interest and curious minds in ways that ignite persistent engagement in science, technology, engineering, art, and mathematics learning, inquiry, and innovation?

The synthesis of past research, in conjunction with a collaborative theory-building process resulted a theoretical framework that positions researchers at the Learning Activation Lab to investigate this question in systematic ways across learning settings. This framework has multiple components: the activated learner, the trajectory of predicted outcomes, and the features of the learning experiences that support or maintain activation. Together these components posit a set of hypotheses that Learning Activation Lab researchers seek to investigate.

Hypotheses

The main focus of the lab is to test 3 core hypotheses:

ACTIVATION ENABLES SUCCESS

There are clear individual differences in general engagement with science, technology, engineering, art, and mathematics across contexts and time. Activation is a state composed of dispositions, practices, and knowledge that enables success in proximal learning experiences.

ACTIVATION IS MALLEABLE

Synthesizing across a wide range of input from research, practice, and original empirical data, Learning Activation Lab researchers have identified features of learning experiences that support changes in the conceptual building blocks (e.g. curiosity, interest, persistence, etc.) that underlie the activation dimensions.

ACTIVATION IS PREDICTIVE

To test this hypothesis, we posed the following question: if a science, technology, engineering, art, or mathematics learner is activated by age 11, what outcomes do we predict? We are focusing attention on the predictiveness of both proximal and more distal outcomes.

Papers and Presentations

Below are links to journal articles, conference papers, presentations, posters, and technical reports produced to date by Learning Activation Lab team members.

Papers

  • Dorph, R., Schunn, C. D., & Crowley, K. (2017). Crumpled Molecules and Edible Plastics: Science Learning Activation in Out of School Time. Afterschool Matters.
  • Bathgate, M. E., & Schunn, C. D. (2017). Factors that deepen or attenuate decline of science utility value during the middle school years. Contemporary Educational Psychology.
  • Vincent-Ruz, P., & Schunn, C. D. (2017). The increasingly important role of science competency beliefs for science learning in girls. Journal of Research in Science Teaching.
  • Ben-Eliyahu, A., Moore, D., Dorph, R. & Schunn, C. D. (2017). Investigating the multidimensionality of engagement: affective, behavioral, and cognitive engagement across science activities and contexts.
  • Bathgate, M., & Schunn, C. (2016). Disentangling intensity from breadth of science interest: What predicts learning behaviors? Instructional Science, 44(5), 423-440.
  • Dorph, R., Cannady, M. A., & Schunn, C. D. (2016). How Science Learning Activation Enables Success for Youth in Science Learning Experiences. Electronic Journal of Science Education, 20(8).
  • Cannady, Vincent-Ruz, & Schunn (2016). Scientific sensemaking: Intellectual resources that support content learning.
  • Cannady, Moore, Votruba-Drzal, Greenwald, Stites & Schunn (2016). How personal, behavioral, and environmental factors predict working in STEM vs non-STEM middle-skill careers.
  • Dorph, Bathgate, Schunn, & Cannady (2016). When I Grow Up: The relationship of science learning activation to STEM career preference.
  • Lin, P. Y., & Schunn, C. D. (2016). The dimensions and impact of informal science learning experiences on middle schoolers’ attitudes and abilities in science. International Journal of Science Education, 38(17), 2551-2572.
  • Bathgate, M. E. (2016). Examining motivational shifts in middle school: What deepens science motivation and what attenuates its decline? (Doctoral dissertation, University of Pittsburgh).
  • Bathgate, M.E., Crowell, A.J., Cannady, M., Dorph, R. & Schunn, C.D. The learning benefits of being willing and able to engage in scientific argumentation. International Journal of Science Education.
  • Crowell, A. J., & Schunn, C. D. Unpacking the relationship between science education and applied scientific literacy. Research in Science Education.
  • Crowley, K., Barron, B. J., Knutson, K., & Martin, C. Interest and the development of pathways to science.
  • Knutson, K., Barron, B., & Crowley, K. How early interest becomes science activation and engagement.
  • Sha, L., Schunn, C. D., Bathgate, M., & Ben-Eliyahu, A. Families support their children’s success in science learning by influencing interest and self-efficacy. Journal of Research in Science Teaching.
  • Luce, M. R. & Hsi, S. (2015). Science-relevant curiosity expression and interest in science: An exploratory study. Science Education, 99: 70-97.
  • Sha, L., Schunn, C. D. & Bathgate, M. E. (2015). Measuring choice to participate in optional science learning experiences during early adolescence. Journal of Research in Science Teaching, 52(5), 686-709.
  • Bathgate, M. E., Schunn, C. D., & Correnti, R. J. (2014). Children’s motivation towards science across contexts, manner-of-interaction, and topic. Science Education, 98(2), 189-215.
  • Cannady, M. A., Greenwald, E., & Harris, K. N. (2014). Problematizing the STEM Pipeline Metaphor: Is the STEM pipeline metaphor serving our students and the STEM workforce? Science Education, 98: 443-460.
  • Crowell, A. J., & Schunn, C. D. (2014). The context-specificity of scientifically literate action: key barriers and facilitators across contexts and contents. Public Understanding of Science, 23(6), 718-733.
  • Moore, D. W., Bathgate, M. E., Chung, J., & Cannady, M. A. (2013). Measuring and evaluating science learning activation. Dimensions, November/December 2013.
  • Moore, D. W., Bathgate, M. E., Chung, J., & Cannady, M. A. (2011). Technical report: Measuring activation and engagement; Activation Lab, Enables Success Study.

For conference presentations (AERA 2016, 2013, 2012, 2011; ASTC 2012, 2011) and other presentations, please contact info@activationlab.org.