How the use of current events in an earth science classroom affects student scientific literacy, content knowledge, and engagement

Abstract

In my classroom I have noticed a disconnection between students' learning inside the classroom and world outside the classroom, although making connections outside the classroom is critical. My action research explored if current events in an Earth science classroom can increase students' scientific literacy, content knowledge, and engagement. Students were given instruction without using a current world event and with using a world current event. Through the use of multiple-choice tests, student surveys, observations to analyze how the instruction affects student scientific literacy, content knowledge, and engagement. The analysis shows that the only significant change in students is engagement during the current event instruction. Future action research plans would investigate how the use of technology can engage students, affect content knowledge, and build scientific literacy in students.