The Impact of Scientific Journal Reading in the High School Classroom
The absence of primary scientific literature in the high school classroom is an oversight that deserves to be addressed to increase familiarity in students before they begin college and career routes. Using Alexander’s Model of Domain Learning, this quasi-experimental study introduces high school students to scientific journal reading with the hopes of raising STEM career awareness and STEM identity. Using a pre- and post-survey design, the students establish baselines that are then compared to end results to show if the readings are impactful. The survey measures the students' outlook on science, as well as their ability to name careers in STEM. Four readings, one from each discipline of STEM, are read over four days. These scientific journals were chosen to foster dialogue and intrigue in the students to want to know more about the possibilities that are available to them in STEM. The results revealed that this approach impacts students positively on the number of STEM careers they can name compared to where they began on the pre- survey. While the results did not show a positive correlation between STEM identity and the number of STEM careers a student can name, the research begins a discussion of the importance of students being aware of all their career options. By introducing them to primary scientific literature, the research provides a direct connection into the work of real-world scientists. This can help students discover career paths they did not even know existed.
STEM Identity, Primary Scientific Literature, STEM, STEM Careers, Model of Domain Learning, Curriculum and Instruction, Educational Assessment, Evaluation, and Research, Educational Methods
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