Multi-Strand (6/13) Stand-alone Paper Set

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545 Impact of Personalized Narrative on Audience Engagement with Light Pollution Planetarium Show Elise Abbott; Julia Plummer; Christopher Palma; Hailey Bowers; Clinton Kellick; Thomas Gaudin The Pennsylvania State University; University Park; Pennsylvania; USA Abstract The planetarium is a unique teaching tool that can immerse audiences not only in three-dimensional visualizations; but also in stories and narratives. In an effort to determine how different types of narratives in the planetarium impact audience engagement; understanding; and motivation; we presented one of two shows to 52 families; centered on the topic of Artificial Light at Night (ALAN); its consequences; and possible solutions. Show A was designed with narrative and interactive elements that targeted a local audience; show B presented the same content in the style of a documentary; without the personalized narrative elements. Analysis of pre/post surveys indicates that families from both groups showed a significant increase in awareness of ALAN and motivation to make changes to reduce light pollution. Some measures indicated greater improvement in some specific knowledge areas for show A; but the increase in awareness; opinions; and motivation regarding light pollution was not significantly different between the two shows. Overall findings indicate planetarium education improves public investment in and concern for the issue; emphasizing the potential benefits of using this medium for further science outreach endeavors. Strands Strand 6: Science Learning in Informal Contexts 948 Exploring the Impact of Facilitating Afterschool STEM Activities on College Students' Interest; Confidence; and Skills Alexandria Hansen ORCID iD; Amaya De Vore; Myunghwan Shin California State University; Fresno; Fresno; CA; USA Abstract This study examines the development of Science; Technology; Engineering; Mathematics (STEM) interest; confidence; and skills among college students who served as facilitators in an afterschool program in which they engaged underserved youth in Maker-based STEM activities. Using a Service-Learning model; college students received formal training and course credit for working with youth over the course of a semester at a large public university in the western United States. Participants (n=146) included both STEM majors and future teachers. Grounded in sociocultural and constructionist learning theories; this quantitative study used a pre/post-survey design to measure changes in college students' STEM interest and confidence; STEM teaching confidence; and growth in 21st century skills. Results revealed significant gains in all areas measured. Specifically; the highest gains were observed for the content areas of Engineering and Science. This experience also greatly increased college students' problem-solving and collaboration skills. This research highlights the value of embedding Service-Learning experiences in courses for both STEM majors and future teachers. For STEM education more broadly; this study offers a scalable program model to enhance university-community partnerships through afterschool programs that feature college student facilitators with the larger goal of increasing youth interest and confidence in STEM. Strands Strand 6: Science Learning in Informal Contexts 402 Learning about Science by Doing Real Science: Fostering NOS Understanding through Citizen Science Haya Ben Simon ORCID iD; Leah Yifrach; Dina Tsybulsky ORCID iD Technion; Haifa; Israel Abstract Citizen science is a collaborative approach to scientific research that actively engages individuals from diverse backgrounds; such as students; in real scientific investigations. Our study explored the pedagogical potential of citizen science projects to cultivate the Nature of Science (NOS) understanding. We focused on the "Sleep Project;" where students investigated sleep patterns through a two-phase inquiry. The first phase involved analysis of adolescent sleep data; the second involved experimental research on sleep patterns using Drosophila Melanogaster flies. The learning sequence was designed to immerse students in genuine scientific practices; including hypothesis formation; data collection and analysis; and critical reflection. Qualitative content analysis of classroom discussions; student artifacts; and pre/post tests revealed multiple expressions of NOS aspects. Quantitative analysis of pre/post tests indicated a significant improvement in students' understanding of the aspects of knowledge revision; theory in science; aims in science and practices in science. This study emphasizes the potential of CS as a dynamic educational framework that fosters NOS understanding. Strands Strand 13: History; Philosophy; Sociology; and Nature of Science 189 Mapping the landscape of stem and ssi integration: research trends and educational implications Dilek KARISAN ORCID iD1; Dana L. ZEIDLER ORCID iD2 1aydin adnan menderes uni; aydin; Turkey. 2university of south florida; tampa; florida; USA Abstract This study examines research on the integration of STEM education and socioscientific issues (SSI) based on defined criteria. A literature review was conducted using Google Scholar and Web of Science with the keywords "STEM and SSI integration;" resulting in 56 studies that met inclusion criteria. Data were analyzed through document analysis; focusing on publication year; participant profiles; research types; designs; and formats. Findings indicate growing interest in STEM–SSI integration; reflected in an increasing number of publications. Mixed methods and qualitative approaches are most common; while theoretical and review studies are also significant; quantitative research is less frequent. Journal articles make up the majority of publications; with book chapters and conference papers appearing less often. Regarding participants; undergraduate students; in-service teachers; and middle school students are most frequently studied; followed by pre-service teachers and elementary students. Overall; the literature emphasizes interpretive; practice-oriented approaches and highlights teacher development and student engagement. The notable presence of theoretical work suggests ongoing efforts to define and strengthen the pedagogical framework. Findings underscore the potential of SSI-based STEM education to promote critical thinking; reasoning; decision-making; and scientific literacy; and recommendations are offered to inform effective instructional practices in science education. Strands Strand 13: History; Philosophy; Sociology; and Nature of Science 378 Developmental Patterns in Early Childhood Scientific Thinking: Critical Inquiry, Hypothesis Testing, Analytical Interpretation and Metacognition Elif OZTURK ORCID iD Giresun University, Giresun, Turkey. Indiana University, Bloomington, Indiana, USA Abstract In an era where early scientific thinking forms the foundation for lifelong learning, understanding how these skills develop in the early years is essential for shaping effective science education. This study explores how young children's scientific thinking unfolds across four key dimensions—Critical Inquiry, Hypothesis Testing, Analytical Interpretation, and Metacognitive Awareness—during formative years of early and middle childhood. Drawing on data from 282 children aged five to eight in Türkiye, the study employed the Scientific Thinking Skills Assessment Tool (STS-AT), a validated, play-based, and culturally responsive instrument, to capture nuanced patterns of growth. Results reveal a distinct progression: Critical Inquiry shows rapid development between the ages of five-six, while Hypothesis Testing and Analytical Interpretation accelerate markedly after age six. Metacognitive Awareness grows steadily across ages and emerges as the strongest partner to Critical Inquiry, reinforcing the role of reflective thinking in inquiry-based learning. The absence of gender-based differences highlights the potential of equitable environments to nurture all learners' reasoning skills. These findings emphasize the urgency of integrating sustained, open-ended scientific exploration and metacognitive support into early curricula—creating opportunities for children to question, test, reflect, and reason in ways that lay a solid foundation for lifelong scientific literacy. Strands Strand 3: Science Teaching — Primary School (Grades preK-6): Characteristics and Strategies