Pub Date : 2021-05-12DOI: 10.1080/02635143.2021.1924656
Sejung Kim, Jinwoong Song
ABSTRACT Purpose This study wants to identify how teachers perceive technology and engineering as distinct entities and develop a framework of NOTE. Design and methods To develop the NOTE framework, this study conducted interviews with eight secondary school teachers, comprising four technology and four science teachers. To examine how the teachers perceive technology and engineering and distinguish them, transcriptions of the interviews were analyzed using phenomenography. Results The results show that all research participants appeared to distinguish technology and engineering in some ways, but with varying degrees. In addition, their perceptions expressed through the interviews were categorized into 11 elements in three domains of the NOTE. The teachers’ perceptions also appeared to be influenced by language. As many Korean words are based on Chinese characters, teachers often understood the terms through the meanings of the Chinese characters. Teachers were confused between the Korean terms and their corresponding English terms because what the terms connote are different in each language. Conclusion This study provides useful information concerning NOTE by analyzing how teachers perceive technology and engineering, which could be helpful in teaching STEM based on NOTE.
{"title":"The nature of technology and engineering (NOTE) as perceived by science and technology teachers in Korea","authors":"Sejung Kim, Jinwoong Song","doi":"10.1080/02635143.2021.1924656","DOIUrl":"https://doi.org/10.1080/02635143.2021.1924656","url":null,"abstract":"ABSTRACT Purpose This study wants to identify how teachers perceive technology and engineering as distinct entities and develop a framework of NOTE. Design and methods To develop the NOTE framework, this study conducted interviews with eight secondary school teachers, comprising four technology and four science teachers. To examine how the teachers perceive technology and engineering and distinguish them, transcriptions of the interviews were analyzed using phenomenography. Results The results show that all research participants appeared to distinguish technology and engineering in some ways, but with varying degrees. In addition, their perceptions expressed through the interviews were categorized into 11 elements in three domains of the NOTE. The teachers’ perceptions also appeared to be influenced by language. As many Korean words are based on Chinese characters, teachers often understood the terms through the meanings of the Chinese characters. Teachers were confused between the Korean terms and their corresponding English terms because what the terms connote are different in each language. Conclusion This study provides useful information concerning NOTE by analyzing how teachers perceive technology and engineering, which could be helpful in teaching STEM based on NOTE.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"596 - 613"},"PeriodicalIF":1.6,"publicationDate":"2021-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1924656","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49087500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-10DOI: 10.1080/02635143.2021.1919868
Paulina Bravo González, M. Reiss
ABSTRACT Background There is a growing view that ‘Big Ideas of science education’ are useful for teaching science but there is not much knowledge of how teachers work with them. Purpose This study explores the conceptualisation and practice of the use of Big Ideas of science education by primary and secondary teachers in Chile. Sample A total of 63 science teachers (a purposive sample) from pre-school, primary and secondary education in Valparaíso Region in Chile participated in the study, with 38 of them answering all the questions in the research instrument and 25 answering some of them. Design and methods The research instrument was a questionnaire with open-ended questions. Results The use of Big Ideas was seen as the ‘natural way’ to teach science, mostly related to the students’ daily lives. Many of the teachers had their own understanding of Big Ideas. They were very positive about Big Ideas, seeing them as a possible way of connecting with the daily lives of students and facilitating progression in students’ learning of science. The teachers also saw Big Ideas as enabling students to work collaboratively and make links between different parts of the curriculum, helping them to understand how science works, and preferable to having to teach an overloaded science curriculum that lacks such an organising framework. Conclusion The teachers were more interested in their own creation and development of Big Ideas rather than simply adopting the existing, official published framework and adhering to what is said in the Chilean curriculum regarding the approach of Big Ideas. These results indicate the need to explore in-depth such varied conceptualisations of schoolteachers regarding the approach of Big Ideas. In turn, this can offer empirical insights into the way Big Ideas are treated in policy documents in Chile and elsewhere.
{"title":"Science teachers’ views of creating and teaching Big Ideas of science education: experiences from Chile","authors":"Paulina Bravo González, M. Reiss","doi":"10.1080/02635143.2021.1919868","DOIUrl":"https://doi.org/10.1080/02635143.2021.1919868","url":null,"abstract":"ABSTRACT Background There is a growing view that ‘Big Ideas of science education’ are useful for teaching science but there is not much knowledge of how teachers work with them. Purpose This study explores the conceptualisation and practice of the use of Big Ideas of science education by primary and secondary teachers in Chile. Sample A total of 63 science teachers (a purposive sample) from pre-school, primary and secondary education in Valparaíso Region in Chile participated in the study, with 38 of them answering all the questions in the research instrument and 25 answering some of them. Design and methods The research instrument was a questionnaire with open-ended questions. Results The use of Big Ideas was seen as the ‘natural way’ to teach science, mostly related to the students’ daily lives. Many of the teachers had their own understanding of Big Ideas. They were very positive about Big Ideas, seeing them as a possible way of connecting with the daily lives of students and facilitating progression in students’ learning of science. The teachers also saw Big Ideas as enabling students to work collaboratively and make links between different parts of the curriculum, helping them to understand how science works, and preferable to having to teach an overloaded science curriculum that lacks such an organising framework. Conclusion The teachers were more interested in their own creation and development of Big Ideas rather than simply adopting the existing, official published framework and adhering to what is said in the Chilean curriculum regarding the approach of Big Ideas. These results indicate the need to explore in-depth such varied conceptualisations of schoolteachers regarding the approach of Big Ideas. In turn, this can offer empirical insights into the way Big Ideas are treated in policy documents in Chile and elsewhere.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"523 - 543"},"PeriodicalIF":1.6,"publicationDate":"2021-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1919868","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49666815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-26DOI: 10.1080/02635143.2021.1917535
C. M. Chew, L. Ng, S. Mah, Yee-Sern Ng
ABSTRACT Background One of the many challenges faced by universities in developing countries is to equip graduates with practical skills and knowledge for the demanding workforce. The traditional textbook-oriented lecture lacks up-to-date industrial practices. Background Purpose: This study highlights the development of a university-industry collaboration model for producing work-ready engineering graduates. An experienced practising engineer from Universiti Tunku Abdul Rahman’s Industry Advisory Panel representing Techkem Group was invited as a guest lecturer for two undergraduate engineering elective courses. Besides conventional lectures and tutorial sessions, the invited guest lecturer with vast industrial exposure also demonstrated actual engineering equipment working principles to the undergraduate students. Sample A total of 80 final year students and 10 lecturers took part to provide the feedback. Design and methods Feedback from students and lecturers was analyzed to determine the acceptance level towards incorporating industrial practice knowledge in these elective courses. Results The integration of current industrial practices into these courses has shown encouraging response from both students and lecturers with scoring between 80.8 and 93.3 points out of the maximum 100 points. Conclusions Positive results from the respondents have paved the path for the future development of such collaboration. Corporate social responsibility engagement by the industry as well as initiative to improve the teaching and learning process for elective courses by the university are essential aspects for a mutually beneficial collaboration in this model.
{"title":"Development of a university-industry collaboration model towards work-ready engineering graduates","authors":"C. M. Chew, L. Ng, S. Mah, Yee-Sern Ng","doi":"10.1080/02635143.2021.1917535","DOIUrl":"https://doi.org/10.1080/02635143.2021.1917535","url":null,"abstract":"ABSTRACT Background One of the many challenges faced by universities in developing countries is to equip graduates with practical skills and knowledge for the demanding workforce. The traditional textbook-oriented lecture lacks up-to-date industrial practices. Background Purpose: This study highlights the development of a university-industry collaboration model for producing work-ready engineering graduates. An experienced practising engineer from Universiti Tunku Abdul Rahman’s Industry Advisory Panel representing Techkem Group was invited as a guest lecturer for two undergraduate engineering elective courses. Besides conventional lectures and tutorial sessions, the invited guest lecturer with vast industrial exposure also demonstrated actual engineering equipment working principles to the undergraduate students. Sample A total of 80 final year students and 10 lecturers took part to provide the feedback. Design and methods Feedback from students and lecturers was analyzed to determine the acceptance level towards incorporating industrial practice knowledge in these elective courses. Results The integration of current industrial practices into these courses has shown encouraging response from both students and lecturers with scoring between 80.8 and 93.3 points out of the maximum 100 points. Conclusions Positive results from the respondents have paved the path for the future development of such collaboration. Corporate social responsibility engagement by the industry as well as initiative to improve the teaching and learning process for elective courses by the university are essential aspects for a mutually beneficial collaboration in this model.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"505 - 522"},"PeriodicalIF":1.6,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1917535","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43843050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-18DOI: 10.1080/02635143.2021.1912726
R. Hadjilouca, N. Papadouris, C. Constantinou
ABSTRACT Background Developing upper secondary school students’ understanding of the nature of science and technology are important priorities in educational systems worldwide. More research is needed to better understand the conditions under which teaching and learning of epistemological insights become possible, as well as the tools that are necessary for this purpose. Purpose This study investigates the potential impact of Explicit Epistemological Discourse (EED) in improving student understanding of the interrelationship between Science and Technology (S&T) through a combined inquiry-oriented and design-oriented teaching and learning activity sequence on Electromagnetic Properties of Materials. Sample The participants were 16 year-old students from two intact classes (N = 37 and N = 26, respectively) in their last year of state schooling, in a European country, one year before selection of high school elective courses. Design and methods We implemented two conditions of the activity sequence; one included EED activities on the interrelationship between S&T, the other condition included identical inquiry and design activities, with additional practice exercises substituting the reflection activities on EED. Pre-post tests and interviews evaluated students’ understanding about the goals of S&T. Results Students in the EED condition surpassed students in the non-EED condition. The results support the claim that students’ awareness about the interrelationship between S&T is improved when integrating EED into classroom activities that are credibly authentic and relevant from the students’ perspective. Conclusion Discursive reflection activities have an important role to play in helping students appreciate aspects of the nature of science and the nature of technology as part of their science classes. The integration of epistemological insights in the objectives of science education and the findings of this study are particularly relevant for contemporary efforts to promote education for innovation and entrepreneurship.
{"title":"Teaching aspects of the interrelationship between science and technology: explicit or implicit approach?","authors":"R. Hadjilouca, N. Papadouris, C. Constantinou","doi":"10.1080/02635143.2021.1912726","DOIUrl":"https://doi.org/10.1080/02635143.2021.1912726","url":null,"abstract":"ABSTRACT Background Developing upper secondary school students’ understanding of the nature of science and technology are important priorities in educational systems worldwide. More research is needed to better understand the conditions under which teaching and learning of epistemological insights become possible, as well as the tools that are necessary for this purpose. Purpose This study investigates the potential impact of Explicit Epistemological Discourse (EED) in improving student understanding of the interrelationship between Science and Technology (S&T) through a combined inquiry-oriented and design-oriented teaching and learning activity sequence on Electromagnetic Properties of Materials. Sample The participants were 16 year-old students from two intact classes (N = 37 and N = 26, respectively) in their last year of state schooling, in a European country, one year before selection of high school elective courses. Design and methods We implemented two conditions of the activity sequence; one included EED activities on the interrelationship between S&T, the other condition included identical inquiry and design activities, with additional practice exercises substituting the reflection activities on EED. Pre-post tests and interviews evaluated students’ understanding about the goals of S&T. Results Students in the EED condition surpassed students in the non-EED condition. The results support the claim that students’ awareness about the interrelationship between S&T is improved when integrating EED into classroom activities that are credibly authentic and relevant from the students’ perspective. Conclusion Discursive reflection activities have an important role to play in helping students appreciate aspects of the nature of science and the nature of technology as part of their science classes. The integration of epistemological insights in the objectives of science education and the findings of this study are particularly relevant for contemporary efforts to promote education for innovation and entrepreneurship.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"482 - 504"},"PeriodicalIF":1.6,"publicationDate":"2021-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1912726","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47023626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-15DOI: 10.1080/02635143.2021.1909553
Yunus Doğan, V. Batdı, M. Yaşar
ABSTRACT Background: Flipped classroom, which is inversion of conventional classroom procedures in simple terms, currently stands out as a popular teaching strategy for many Science courses. Purpose: In this article, we tried to make a reinterpretation of the findings of recent empirical studies conducted on the effectiveness of the flipped classroom approach in science education. Design and Methods: To determine the overall effect size of the flipped classroom implementations in Science courses, a meta-analysis of 30 studies with such moderator variables as education levels, durations of implementations, various subjects areas of science and class sizes was carried out. To consolidate the academic achievement theme dwelled on in the meta-analysis part, a meta-thematic analysis based on document analysis of qualitative studies was conducted to expound in detail general characteristics of the approach, its effect on academic dimension, its contribution to the affective domain and classroom environment. Results: The findings reveal that the flipped classroom implementations have a positive medium effect (g = 0.727) on academic achievement in Science classes. Physics and Chemistry classes have the highest effect size values while Biology has the lowest effect size; the flipped classroom practices proved best in small size classes and at Primary School level with the highest effect sizes. Conclusions: The findings of both analyses provide insights into applicability of the approach in teaching of Science and its sub-branches. The drawbacks of the approach are also discussed with some suggestions for implication.
{"title":"Effectiveness of flipped classroom practices in teaching of science: a mixed research synthesis","authors":"Yunus Doğan, V. Batdı, M. Yaşar","doi":"10.1080/02635143.2021.1909553","DOIUrl":"https://doi.org/10.1080/02635143.2021.1909553","url":null,"abstract":"ABSTRACT Background: Flipped classroom, which is inversion of conventional classroom procedures in simple terms, currently stands out as a popular teaching strategy for many Science courses. Purpose: In this article, we tried to make a reinterpretation of the findings of recent empirical studies conducted on the effectiveness of the flipped classroom approach in science education. Design and Methods: To determine the overall effect size of the flipped classroom implementations in Science courses, a meta-analysis of 30 studies with such moderator variables as education levels, durations of implementations, various subjects areas of science and class sizes was carried out. To consolidate the academic achievement theme dwelled on in the meta-analysis part, a meta-thematic analysis based on document analysis of qualitative studies was conducted to expound in detail general characteristics of the approach, its effect on academic dimension, its contribution to the affective domain and classroom environment. Results: The findings reveal that the flipped classroom implementations have a positive medium effect (g = 0.727) on academic achievement in Science classes. Physics and Chemistry classes have the highest effect size values while Biology has the lowest effect size; the flipped classroom practices proved best in small size classes and at Primary School level with the highest effect sizes. Conclusions: The findings of both analyses provide insights into applicability of the approach in teaching of Science and its sub-branches. The drawbacks of the approach are also discussed with some suggestions for implication.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"393 - 421"},"PeriodicalIF":1.6,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1909553","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47374274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-13DOI: 10.1080/02635143.2021.1902977
H. Jin, Hayat Hokayem, Dante Cisterna
ABSTRACT Background New technology and increased collaboration have revolutionized how scientists work with data. This creates a need to identify new aspects of working with scientific data that are important for K-12 students to learn. Purpose To address this need, we conducted a study with practicing scientists and K-12 science teachers. The purpose of the study is to identify new aspects of working with scientific data and the strategies involved in those aspects, which are potentially important for students to learn. The research questions are: (1) How do scientists work with data in their scientific inquiry? (2) What strategies used by scientists to work with data do not commonly appear in the science teachers’ class? Sample In the study, 15 practicing scientists and 11 science teachers each participated in a one-on-one interview; and 40 practicing scientists and 175 science teachers each completed a survey. Design and methods We first developed an initial model of working with data based on relevant literature. Next, we conducted a two-stage sequential study. At the exploration stage, we interviewed 15 practicing scientists and 11 science teachers and used the interview data to revise the initial model. At the investigation stage, we conducted surveys with 40 practicing scientists and 175 science teachers. Based on the survey data, we revised and finalized the model. Results The study generated an empirically grounded model that contains five aspects of working with scientific data: purposes of data analysis, planning data collection, organizing and reducing data, representing data, and interpreting analysis results. For each aspect, we identified the strategies used by scientists and investigated whether and how those strategies were taught in science classrooms. Conclusion The results provide a foundation for future research on whether and how the new aspects of working with data can be taught in K-12 science classrooms.
{"title":"New aspects of working with scientific data: a study with practicing scientists and science teachers","authors":"H. Jin, Hayat Hokayem, Dante Cisterna","doi":"10.1080/02635143.2021.1902977","DOIUrl":"https://doi.org/10.1080/02635143.2021.1902977","url":null,"abstract":"ABSTRACT Background New technology and increased collaboration have revolutionized how scientists work with data. This creates a need to identify new aspects of working with scientific data that are important for K-12 students to learn. Purpose To address this need, we conducted a study with practicing scientists and K-12 science teachers. The purpose of the study is to identify new aspects of working with scientific data and the strategies involved in those aspects, which are potentially important for students to learn. The research questions are: (1) How do scientists work with data in their scientific inquiry? (2) What strategies used by scientists to work with data do not commonly appear in the science teachers’ class? Sample In the study, 15 practicing scientists and 11 science teachers each participated in a one-on-one interview; and 40 practicing scientists and 175 science teachers each completed a survey. Design and methods We first developed an initial model of working with data based on relevant literature. Next, we conducted a two-stage sequential study. At the exploration stage, we interviewed 15 practicing scientists and 11 science teachers and used the interview data to revise the initial model. At the investigation stage, we conducted surveys with 40 practicing scientists and 175 science teachers. Based on the survey data, we revised and finalized the model. Results The study generated an empirically grounded model that contains five aspects of working with scientific data: purposes of data analysis, planning data collection, organizing and reducing data, representing data, and interpreting analysis results. For each aspect, we identified the strategies used by scientists and investigated whether and how those strategies were taught in science classrooms. Conclusion The results provide a foundation for future research on whether and how the new aspects of working with data can be taught in K-12 science classrooms.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"306 - 325"},"PeriodicalIF":1.6,"publicationDate":"2021-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1902977","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47227180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-08DOI: 10.1080/02635143.2021.1908248
M. Basaran, M. Erol
ABSTRACT Background In the study conducted with primary school students, the differences between STEM and STEAM activities and environmental awareness and environmental aesthetics were examined. Purpose This study aims to examine the effects of traditional methods, STEM, and STEAM-based activities on primary school fourth-grade students’ environmental awareness. Besides, the extent to which an aesthetic view predicts environmental awareness was also examined. Sample In the study, practices were carried out on six fourth grade classes located in the state primary schools in Başakşehir district of Istanbul province, which were selected using the random cluster sampling method. Design and methods In the study, a quasi-experimental design with a pretest-posttest control group was used. At the end of the applications, the Environmental Awareness Scale and the Aesthetic View Scale developed by the researchers were applied to the students. As a result of the research, it has been observed that STEM and STEAM-based applications are effective in gaining both environmental awareness and aesthetic perspective, but the traditional method is effective in gaining environmental awareness, but not in gaining an aesthetic view. Results According to ANOVA results to determine which application is more effective in gaining environmental awareness and aesthetic perspective, STEM applications are more effective than traditional applications, and STEAM applications are more effective than both traditional and STEM applications. In the regression analysis, it was seen that the aesthetic view explained 22% of the variation in environmental awareness. Conclusions According to the results of the study, conveying only environmental knowledge to the students in environmental education may be insufficient to reach the intended goal. To raise environmentally sensitive students, it can be said that in environmental education, attention should be paid to gaining affective behaviours and giving students an aesthetic view and cognitive behaviour.
{"title":"Recognizing aesthetics in nature with STEM and STEAM education","authors":"M. Basaran, M. Erol","doi":"10.1080/02635143.2021.1908248","DOIUrl":"https://doi.org/10.1080/02635143.2021.1908248","url":null,"abstract":"ABSTRACT Background In the study conducted with primary school students, the differences between STEM and STEAM activities and environmental awareness and environmental aesthetics were examined. Purpose This study aims to examine the effects of traditional methods, STEM, and STEAM-based activities on primary school fourth-grade students’ environmental awareness. Besides, the extent to which an aesthetic view predicts environmental awareness was also examined. Sample In the study, practices were carried out on six fourth grade classes located in the state primary schools in Başakşehir district of Istanbul province, which were selected using the random cluster sampling method. Design and methods In the study, a quasi-experimental design with a pretest-posttest control group was used. At the end of the applications, the Environmental Awareness Scale and the Aesthetic View Scale developed by the researchers were applied to the students. As a result of the research, it has been observed that STEM and STEAM-based applications are effective in gaining both environmental awareness and aesthetic perspective, but the traditional method is effective in gaining environmental awareness, but not in gaining an aesthetic view. Results According to ANOVA results to determine which application is more effective in gaining environmental awareness and aesthetic perspective, STEM applications are more effective than traditional applications, and STEAM applications are more effective than both traditional and STEM applications. In the regression analysis, it was seen that the aesthetic view explained 22% of the variation in environmental awareness. Conclusions According to the results of the study, conveying only environmental knowledge to the students in environmental education may be insufficient to reach the intended goal. To raise environmentally sensitive students, it can be said that in environmental education, attention should be paid to gaining affective behaviours and giving students an aesthetic view and cognitive behaviour.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"326 - 342"},"PeriodicalIF":1.6,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1908248","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44898252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-08DOI: 10.1080/02635143.2021.1909554
Jong-Chao Hong, Chi-Ruei Tsai, Kai-Hsin Tai
ABSTRACT Background Students need to practice their hands-on skills when they are young to develop confidence for their future careers. Nowadays, iSTEAM (integrated science, technology, engineering, arts and mathematics) contests provide opportunities for participants to experience meaningful and challenging hands-on tasks that may foster learning, and to generate positive attitudes that may enhance their self-confidence in their ability to make miniature models. Purpose To understand the relations between mastery orientation of hands-on tasks, hands-on making interest, engagement, and self-confidence enhancement in an iSTEAM (integrated science, technology, engineering, arts and mathematics) contest. Sample The sample consisted of 212 junior high students including 131 males and 81 females who were preparing to join the iSTEAM contest. Design and Method Data were collected from 212 questionnaires and subjected to confirmatory factor analysis and structural equation modeling using AMOS 20. Results The results indicated that mastery orientation of hands-on tasks was positively related to hands-on making interest and engagement. Engagement was positively related to hands-on making interest, and hands-on making interest and engagement were positively related to self-confidence enhancement. Conclusions Students with high levels of mastery orientation might gain higher self-confidence, mediated by their interest and engagement in a science and technology hands-on making contest.
{"title":"iSTEAM contest on enhancing self-confidence in making miniature models: correlate to mastery orientation, engagement and interest","authors":"Jong-Chao Hong, Chi-Ruei Tsai, Kai-Hsin Tai","doi":"10.1080/02635143.2021.1909554","DOIUrl":"https://doi.org/10.1080/02635143.2021.1909554","url":null,"abstract":"ABSTRACT Background Students need to practice their hands-on skills when they are young to develop confidence for their future careers. Nowadays, iSTEAM (integrated science, technology, engineering, arts and mathematics) contests provide opportunities for participants to experience meaningful and challenging hands-on tasks that may foster learning, and to generate positive attitudes that may enhance their self-confidence in their ability to make miniature models. Purpose To understand the relations between mastery orientation of hands-on tasks, hands-on making interest, engagement, and self-confidence enhancement in an iSTEAM (integrated science, technology, engineering, arts and mathematics) contest. Sample The sample consisted of 212 junior high students including 131 males and 81 females who were preparing to join the iSTEAM contest. Design and Method Data were collected from 212 questionnaires and subjected to confirmatory factor analysis and structural equation modeling using AMOS 20. Results The results indicated that mastery orientation of hands-on tasks was positively related to hands-on making interest and engagement. Engagement was positively related to hands-on making interest, and hands-on making interest and engagement were positively related to self-confidence enhancement. Conclusions Students with high levels of mastery orientation might gain higher self-confidence, mediated by their interest and engagement in a science and technology hands-on making contest.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"444 - 461"},"PeriodicalIF":1.6,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1909554","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46656517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-06DOI: 10.1080/02635143.2021.1908981
Y. Soysal
ABSTRACT Purpose An analysis of the relationship between discourse and cognition in the context of middle school science teaching is provided in this study. Teacher-led questions, cognitive demands and patterns of interaction were analysed for the discourse side of the study. The students’ argumentation quality was explored for the cognition side of the study. Methods Participants were an elementary science teacher and 19 seventh grade students. Socio-cultural discourse analysis was conducted in two phases: systematic observation (coding and counting) and episode analysis (contextual in-depth exploration). Findings The student-led argument quality was found to be reduced due to close-ended triadic dialogues when the teacher overtly displayed follow-up evaluations and follow-up explanations. The argument quality was fostered considerably when the teacher staged timely and relevant follow-up questions, since more dialogic space on the side of the students had been created. The students’ argumentations were observed at the highest levels when the teacher used low (e.g. understand) and high (e.g. analyse and evaluate) cognitively demanding questions together. These findings were also supported by the episode analysis, which aimed at representing the discursive-contextual compositions of the in-class implementations. The results showed that discourse (questions’ cognitive demands and patterns of interaction) and cognition (students’ argumentation quality) were found to be associated. Suggestions were made for science teachers and science teacher educators.
{"title":"An exploration of the determinants of middle school students’ argument quality by classroom discourse analysis","authors":"Y. Soysal","doi":"10.1080/02635143.2021.1908981","DOIUrl":"https://doi.org/10.1080/02635143.2021.1908981","url":null,"abstract":"ABSTRACT Purpose An analysis of the relationship between discourse and cognition in the context of middle school science teaching is provided in this study. Teacher-led questions, cognitive demands and patterns of interaction were analysed for the discourse side of the study. The students’ argumentation quality was explored for the cognition side of the study. Methods Participants were an elementary science teacher and 19 seventh grade students. Socio-cultural discourse analysis was conducted in two phases: systematic observation (coding and counting) and episode analysis (contextual in-depth exploration). Findings The student-led argument quality was found to be reduced due to close-ended triadic dialogues when the teacher overtly displayed follow-up evaluations and follow-up explanations. The argument quality was fostered considerably when the teacher staged timely and relevant follow-up questions, since more dialogic space on the side of the students had been created. The students’ argumentations were observed at the highest levels when the teacher used low (e.g. understand) and high (e.g. analyse and evaluate) cognitively demanding questions together. These findings were also supported by the episode analysis, which aimed at representing the discursive-contextual compositions of the in-class implementations. The results showed that discourse (questions’ cognitive demands and patterns of interaction) and cognition (students’ argumentation quality) were found to be associated. Suggestions were made for science teachers and science teacher educators.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"343 - 371"},"PeriodicalIF":1.6,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1908981","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42157080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT Background: STEM (science, technology, engineering, mathematics) education is attracting increasing public interest and policy attention and being promoted at different educational levels in Cambodia. Purpose: The study seeks to identify factors associated with Cambodian university freshmen’s choice of STEM major and how significant associations differ by gender and university location. Sample: The study draws on primary data collected from a survey of 2,016 freshmen at 15 universities across Cambodia. Design and method: Binary logistic regression was applied to detect correlates of major choice (dichotomized into STEM major and non-STEM major). Results: Students who choose a STEM major are likely to be male, have clearly prioritized the major since high school, have high self-efficacy in the chosen major, want a career in STEM, enrol at a Phnom Penh-based university, excel at mathematics at high school, excel at science at high school, have no job while studying, and value the importance of science and technology to society. When moderated by gender and university location, only excellence in mathematics, excellence in science, and STEM career prospects remained significantly associated with STEM major choice. Conclusion: Student experience in learning mathematics and science subjects at high school and their exposure to career information and guidance are vital in widening participation in STEM disciplines at higher education level in Cambodia.
{"title":"Correlates of STEM major choice: a quantitative look at Cambodian university freshmen","authors":"Phyrom Eam, Borin Keo, Phirom Leng, Sopheak Song, Sothy Khieng","doi":"10.1080/02635143.2019.1682987","DOIUrl":"https://doi.org/10.1080/02635143.2019.1682987","url":null,"abstract":"ABSTRACT Background: STEM (science, technology, engineering, mathematics) education is attracting increasing public interest and policy attention and being promoted at different educational levels in Cambodia. Purpose: The study seeks to identify factors associated with Cambodian university freshmen’s choice of STEM major and how significant associations differ by gender and university location. Sample: The study draws on primary data collected from a survey of 2,016 freshmen at 15 universities across Cambodia. Design and method: Binary logistic regression was applied to detect correlates of major choice (dichotomized into STEM major and non-STEM major). Results: Students who choose a STEM major are likely to be male, have clearly prioritized the major since high school, have high self-efficacy in the chosen major, want a career in STEM, enrol at a Phnom Penh-based university, excel at mathematics at high school, excel at science at high school, have no job while studying, and value the importance of science and technology to society. When moderated by gender and university location, only excellence in mathematics, excellence in science, and STEM career prospects remained significantly associated with STEM major choice. Conclusion: Student experience in learning mathematics and science subjects at high school and their exposure to career information and guidance are vital in widening participation in STEM disciplines at higher education level in Cambodia.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"39 1","pages":"206 - 224"},"PeriodicalIF":1.6,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2019.1682987","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42484395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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