Pub Date : 2023-09-29DOI: 10.1080/02635143.2023.2264194
Jianlan Wang, Yuanhua Wang
ABSTRACTBackground Clinical experience is important in science teacher preparation. Complexity in authentic science teaching may overwhelm Pre-serviceTeachers (PST) and need to be tailored into simplified teachingtasks. Microteaching is widely used in formal teacher preparation programs as an advantageous approach to simplified teaching. The authenticity in the context of microteaching impacts its effectiveness in preparing PSTs for target practices. However, few studies directly examine this issue.Purpose In this study, we investigated the authenticity in students by comparing the teaching practices of two groups of PSTs leveraged by microteaching with real students and peers who played the role of students.Sample Seventy-threePSTs were separated into two groups that received the intervention of working with peers (P-group, 36 PSTs) or students (S-group, 37 PSTs)during microteaching.Design and methods ThePSTs accomplished four science teaching assignments, including threemicroteachings about three discrete science-teaching practices and one macro-teaching in an authentic setting that combined all three practices. We used a two-sample t-test to compare the initial states of the two groups of PSTs prior to the intervention of working with peers or students. Then we used hierarchical regression to examine how the three microteachings contributed to the PSTs’macro-teaching. Finally, we investigated the properties of microteaching where two groups had significantly different average scores.Results ThePSTs from the two groups had no significant difference in teaching experience and teaching competencies prior to the intervention of working with peers or students. The three microteachings cumulativelycontributed 25% (R2score) of the macro teaching. We observed a significant difference between the two groups in the third micro-teaching, but not in their macro-teaching. The P-group performed better than their S-group counterparts probably because their peers were more cooperative and knowledgeable than real students.Conclusion Microteaching with peers and students was equally effective in preparing PSTs for authentic teaching. Working with real students does not guarantee a better transfer of teaching practices to authentic teaching. This process is non-linear and may require explicit reflection on the role of student property in microteaching.KEYWORDS: Contextual authenticitymicroteachingpractice-based teacher educationtransfer theory Disclosure statementNo potential conflict of interest was reported by the author(s).Ethics statementThis study was approved by the human research protection program of Texas Tech University (IRB No. 2019–579). Informed consent was obtained from all individual participants included in the study. The participants consented to use their data for research purposes.Data availability statementThe datasets generated and/or analyzed during the current study are not publicly available due to the protection of research participants’
{"title":"Investigating the authenticity of “students” in microteaching for science pre-service teacher education","authors":"Jianlan Wang, Yuanhua Wang","doi":"10.1080/02635143.2023.2264194","DOIUrl":"https://doi.org/10.1080/02635143.2023.2264194","url":null,"abstract":"ABSTRACTBackground Clinical experience is important in science teacher preparation. Complexity in authentic science teaching may overwhelm Pre-serviceTeachers (PST) and need to be tailored into simplified teachingtasks. Microteaching is widely used in formal teacher preparation programs as an advantageous approach to simplified teaching. The authenticity in the context of microteaching impacts its effectiveness in preparing PSTs for target practices. However, few studies directly examine this issue.Purpose In this study, we investigated the authenticity in students by comparing the teaching practices of two groups of PSTs leveraged by microteaching with real students and peers who played the role of students.Sample Seventy-threePSTs were separated into two groups that received the intervention of working with peers (P-group, 36 PSTs) or students (S-group, 37 PSTs)during microteaching.Design and methods ThePSTs accomplished four science teaching assignments, including threemicroteachings about three discrete science-teaching practices and one macro-teaching in an authentic setting that combined all three practices. We used a two-sample t-test to compare the initial states of the two groups of PSTs prior to the intervention of working with peers or students. Then we used hierarchical regression to examine how the three microteachings contributed to the PSTs’macro-teaching. Finally, we investigated the properties of microteaching where two groups had significantly different average scores.Results ThePSTs from the two groups had no significant difference in teaching experience and teaching competencies prior to the intervention of working with peers or students. The three microteachings cumulativelycontributed 25% (R2score) of the macro teaching. We observed a significant difference between the two groups in the third micro-teaching, but not in their macro-teaching. The P-group performed better than their S-group counterparts probably because their peers were more cooperative and knowledgeable than real students.Conclusion Microteaching with peers and students was equally effective in preparing PSTs for authentic teaching. Working with real students does not guarantee a better transfer of teaching practices to authentic teaching. This process is non-linear and may require explicit reflection on the role of student property in microteaching.KEYWORDS: Contextual authenticitymicroteachingpractice-based teacher educationtransfer theory Disclosure statementNo potential conflict of interest was reported by the author(s).Ethics statementThis study was approved by the human research protection program of Texas Tech University (IRB No. 2019–579). Informed consent was obtained from all individual participants included in the study. The participants consented to use their data for research purposes.Data availability statementThe datasets generated and/or analyzed during the current study are not publicly available due to the protection of research participants’","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135199324","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 : 2023-09-25DOI: 10.1080/02635143.2023.2260996
Nilay Ozturk, Sevgi AYDIN-Günbatar, Gillian H. Roehrig
ABSTRACTBackground and Purpose As a response to the need for effective engineering integration in K-12 science classrooms, teachers should be supported with rich professional development (PD) with diverse components (e.g. curriculum material support). Grounded in the framework for quality K-12 engineering education, this study explores how elementary science teachers integrated engineering into science lessons after participating in PD and the nature of engineering integration with additional curriculum material support (CMS).Design/Method In this single-case study with multiple embedded units of analysis, three teachers’ 79 classroom video recordings were analyzed using the Classroom Observation Protocol for Engineering Design with the engineering design process and engineering habits of mind components.Findings Analysis showed that teachers spent time on each design component in both PD Year and CMS Year, with an increase for at least half of the components in the CMS Year. Across all the observations in both years, the most common engineering design process component was researching possible solutions to the engineering challenge. Compared to the PD Year, teachers’ engineering habits of mind integration improved greatly in the CMS Year. Regarding engineering design and science concepts integration, observations became more balanced, moving away from the independent ends of the continuum in the CMS Year.Conclusions Long-term PD was effective in supporting teachers’ integration of engineering design components. Providing CMS had the greatest impact on the integration of engineering habits of mind components. Along with PD, curriculum support with explicit indication of how and when to incorporate engineering with habits of mind components was beneficial for teachers.KEYWORDS: Integrated STEM educationengineering integrationprofessional developmentcurriculum material support AcknowledgmentsThis work was supported by the National Science Foundation under Award Numbers DRL-1238140 and The Scientific and Technological Research Council of Turkiye (TUBITAK 2219 Program). The findings, conclusions, and opinions herein represent the views of the authors and do not necessarily represent the view of personnel affiliated with the National Science Foundation and The Scientific and Technological Research Council of Turkiye.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the National Science Foundation and The Scientific and Technological Research Council of Turkiye.
{"title":"Elementary science teachers’ engineering integration after long-term in-service training program with and without curriculum material support","authors":"Nilay Ozturk, Sevgi AYDIN-Günbatar, Gillian H. Roehrig","doi":"10.1080/02635143.2023.2260996","DOIUrl":"https://doi.org/10.1080/02635143.2023.2260996","url":null,"abstract":"ABSTRACTBackground and Purpose As a response to the need for effective engineering integration in K-12 science classrooms, teachers should be supported with rich professional development (PD) with diverse components (e.g. curriculum material support). Grounded in the framework for quality K-12 engineering education, this study explores how elementary science teachers integrated engineering into science lessons after participating in PD and the nature of engineering integration with additional curriculum material support (CMS).Design/Method In this single-case study with multiple embedded units of analysis, three teachers’ 79 classroom video recordings were analyzed using the Classroom Observation Protocol for Engineering Design with the engineering design process and engineering habits of mind components.Findings Analysis showed that teachers spent time on each design component in both PD Year and CMS Year, with an increase for at least half of the components in the CMS Year. Across all the observations in both years, the most common engineering design process component was researching possible solutions to the engineering challenge. Compared to the PD Year, teachers’ engineering habits of mind integration improved greatly in the CMS Year. Regarding engineering design and science concepts integration, observations became more balanced, moving away from the independent ends of the continuum in the CMS Year.Conclusions Long-term PD was effective in supporting teachers’ integration of engineering design components. Providing CMS had the greatest impact on the integration of engineering habits of mind components. Along with PD, curriculum support with explicit indication of how and when to incorporate engineering with habits of mind components was beneficial for teachers.KEYWORDS: Integrated STEM educationengineering integrationprofessional developmentcurriculum material support AcknowledgmentsThis work was supported by the National Science Foundation under Award Numbers DRL-1238140 and The Scientific and Technological Research Council of Turkiye (TUBITAK 2219 Program). The findings, conclusions, and opinions herein represent the views of the authors and do not necessarily represent the view of personnel affiliated with the National Science Foundation and The Scientific and Technological Research Council of Turkiye.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the National Science Foundation and The Scientific and Technological Research Council of Turkiye.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135859476","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 : 2023-09-22DOI: 10.1080/02635143.2023.2261014
Kason Ka Ching Cheung, Gift Sonkqayi
Background Different instructional factors are related to students’ achievement in different cognitive domains. Most research studies on large-scale assessment focus on science achievement as an entire variable, without considering science achievement in different cognitive domains.
{"title":"Students’ science achievement in cognitive domains: effects of practical work and clarity of instruction","authors":"Kason Ka Ching Cheung, Gift Sonkqayi","doi":"10.1080/02635143.2023.2261014","DOIUrl":"https://doi.org/10.1080/02635143.2023.2261014","url":null,"abstract":"Background Different instructional factors are related to students’ achievement in different cognitive domains. Most research studies on large-scale assessment focus on science achievement as an entire variable, without considering science achievement in different cognitive domains.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136060558","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 : 2022-02-09DOI: 10.1080/02635143.2022.2036117
Ayşe Çiftçi, M. S. Topçu
ABSTRACT Background In order for computational thinking (CT) to be successfully implemented in educational environments, teachers’ CT teaching self-efficacy beliefs should be developed. The existing research on this topic is generally focused on training in-service teachers on CT to develop their self-efficacy. Conversely, the current study aims to contribute to the development of early childhood pre-service teachers’ CT teaching self-efficacy beliefs through CT-integrated STEM education. Purpose In the current study, the effect of CT-integrated STEM education on CT teaching self-efficacy beliefs of early childhood pre-service teachers was explored. Sample The study group was composed of 68 second-year early childhood pre-service teachers. All were attending a state university in the city of İstanbul during the 2020–2021 academic year. Design and Methods The study employed a quasi-experimental design, i.e. the control group was given only STEM education, while the experimental group was given CT-integrated STEM education. The data collection tool used in the current study was ‘the scale of self-efficacy beliefs towards teaching computational thinking’. For analysis, an independent samples t-test and a paired samples t-test were used. Results The findings have revealed that there is a significant difference in the post-test scores on the ‘scale of self-efficacy beliefs towards CT teaching’ in favor of the experimental group. The effect size calculated for the difference between the mean pre-test and post-test scores of the experimental group students was found to be large. These results show that CT-integrated STEM education contributed to the development of the pre-service teachers’ CT teaching self-efficacy beliefs. Conclusion The current study contributes to the literature by showing that CT-integrated STEM education fosters pre-service teachers’ professional development and their self-efficacy beliefs about CT teaching.
{"title":"Improving early childhood pre-service teachers’ computational thinking teaching self-efficacy beliefs in a STEM course","authors":"Ayşe Çiftçi, M. S. Topçu","doi":"10.1080/02635143.2022.2036117","DOIUrl":"https://doi.org/10.1080/02635143.2022.2036117","url":null,"abstract":"ABSTRACT Background In order for computational thinking (CT) to be successfully implemented in educational environments, teachers’ CT teaching self-efficacy beliefs should be developed. The existing research on this topic is generally focused on training in-service teachers on CT to develop their self-efficacy. Conversely, the current study aims to contribute to the development of early childhood pre-service teachers’ CT teaching self-efficacy beliefs through CT-integrated STEM education. Purpose In the current study, the effect of CT-integrated STEM education on CT teaching self-efficacy beliefs of early childhood pre-service teachers was explored. Sample The study group was composed of 68 second-year early childhood pre-service teachers. All were attending a state university in the city of İstanbul during the 2020–2021 academic year. Design and Methods The study employed a quasi-experimental design, i.e. the control group was given only STEM education, while the experimental group was given CT-integrated STEM education. The data collection tool used in the current study was ‘the scale of self-efficacy beliefs towards teaching computational thinking’. For analysis, an independent samples t-test and a paired samples t-test were used. Results The findings have revealed that there is a significant difference in the post-test scores on the ‘scale of self-efficacy beliefs towards CT teaching’ in favor of the experimental group. The effect size calculated for the difference between the mean pre-test and post-test scores of the experimental group students was found to be large. These results show that CT-integrated STEM education contributed to the development of the pre-service teachers’ CT teaching self-efficacy beliefs. Conclusion The current study contributes to the literature by showing that CT-integrated STEM education fosters pre-service teachers’ professional development and their self-efficacy beliefs about CT teaching.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42901640","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 : 2022-01-27DOI: 10.1080/02635143.2022.2032629
Ching-Huei Chen, Wen-Pi Chan, Kun Huang, C. Liao
ABSTRACT Background Museums have been paying an increasing attention to the design of experiences conducive to informal learning. While spontaneous inquiries in museums often pique visitors’ intrinsic motivation to learn, certain structures or scaffolds are needed to facilitate sense making in museum learning. Two promising approaches are identified: metacognitive scaffolding and augmented reality (AR) that offer on-demand content and interactions. Purpose This study aimed to answer the following research question: Compared with metacognitive scaffolding alone, how does the access to additional AR content affect informal learning experiences in a science museum in terms of science content knowledge, intrinsic motivation, and cognitive load?. Sample The sample of the study consisted of 63 sixth-grade students divided into two groups. The treatment group (31) received both metacognitive scaffolding and AR support in their museum visit, whereas the control group (32) received only metacognitive scaffolding. Design and methods A quasi-experimental research design was conducted. The independent variable was the treatment conditions, and the dependent variables were students’ science knowledge test performance, learning motivation, and cognitive load. The research instrument for this study included a science knowledge test, a learning motivation survey, and a perceived cognitive load questionnaire. Results The results revealed that the combination of metacognitive scaffolding and AR led the treatment group to significantly outcome the control group in the science knowledge post-test, but the effect did not last in the 2-week delayed retention test. The control group perceived more importance in the museum learning activity. No difference was found in cognitive load. Conclusions Metacognitive scaffolding may have an enduring impact on science learning in museums. The long-term impact of AR needs further investigation. Balance should be maintained between structure and open exploration to sustain intrinsic motivation in informal learning settings.
{"title":"Supporting informal science learning with metacognitive scaffolding and augmented reality: effects on science knowledge, intrinsic motivation, and cognitive load","authors":"Ching-Huei Chen, Wen-Pi Chan, Kun Huang, C. Liao","doi":"10.1080/02635143.2022.2032629","DOIUrl":"https://doi.org/10.1080/02635143.2022.2032629","url":null,"abstract":"ABSTRACT Background Museums have been paying an increasing attention to the design of experiences conducive to informal learning. While spontaneous inquiries in museums often pique visitors’ intrinsic motivation to learn, certain structures or scaffolds are needed to facilitate sense making in museum learning. Two promising approaches are identified: metacognitive scaffolding and augmented reality (AR) that offer on-demand content and interactions. Purpose This study aimed to answer the following research question: Compared with metacognitive scaffolding alone, how does the access to additional AR content affect informal learning experiences in a science museum in terms of science content knowledge, intrinsic motivation, and cognitive load?. Sample The sample of the study consisted of 63 sixth-grade students divided into two groups. The treatment group (31) received both metacognitive scaffolding and AR support in their museum visit, whereas the control group (32) received only metacognitive scaffolding. Design and methods A quasi-experimental research design was conducted. The independent variable was the treatment conditions, and the dependent variables were students’ science knowledge test performance, learning motivation, and cognitive load. The research instrument for this study included a science knowledge test, a learning motivation survey, and a perceived cognitive load questionnaire. Results The results revealed that the combination of metacognitive scaffolding and AR led the treatment group to significantly outcome the control group in the science knowledge post-test, but the effect did not last in the 2-week delayed retention test. The control group perceived more importance in the museum learning activity. No difference was found in cognitive load. Conclusions Metacognitive scaffolding may have an enduring impact on science learning in museums. The long-term impact of AR needs further investigation. Balance should be maintained between structure and open exploration to sustain intrinsic motivation in informal learning settings.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44564319","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 : 2022-01-03DOI: 10.1080/02635143.2021.1983796
Tzu-Ling Hsieh, P. Yu
ABSTRACT Background This study, based on Astin’s input-environment-outcome (I-E-O) model, proposes a refined model that is helpful for understanding the STEM gender difference and learning process. The multiple pathways depicting the relationship among achievement motivation and learning experiences for STEM college students are currently unknown in this field. Purpose This study focused on two research questions: (a) Are there significant differences in achievement motivation, student engagement, and learning outcomes between male and female STEM college students? (b) How are male and female STEM college students’ achievement motivations, mediated by student engagement, associated with their learning outcomes? Sample This study used empirical data from the Survey Research Data Archive of Taiwan Academia Sinica in Taiwan. The participants were recruited from one highly selective science/engineering research university in Taiwan. There were 280 STEM students left after deleting students from social science and management majors. Methods A MANOVA and a structural equation model (SEM) were used in the analysis. Results The results found that male STEM college students reported significantly higher scores on practical STEM competence gains than female STEM college students. In addition, the results of multi-group SEM found that there were no significant differences in male and female students. The results indicated that IOAM (individual oriented achievement motivation) had a significant relationship to practical STEM competence gains via the engagement behaviors of active participation and interactions with instructors. However, SOAM (social-oriented achievement motivation) can only predict interactions with instructors, and cannot predict the learning outcomes. Conclusions The result of the MANOVA analysis indicated that male STEM college students perceived significantly higher practical STEM competence gains. This result was noteworthy because these male and female STEM college students receive the same curriculum, instructors, and learning environment, and there was no significant gender difference in current class rank. In addition, the result of SEM highlighted the importance of IOAM. More discussion and implications follow.
{"title":"Exploring achievement motivation, student engagement, and learning outcomes for STEM college students in Taiwan through the lenses of gender differences and multiple pathways","authors":"Tzu-Ling Hsieh, P. Yu","doi":"10.1080/02635143.2021.1983796","DOIUrl":"https://doi.org/10.1080/02635143.2021.1983796","url":null,"abstract":"ABSTRACT Background This study, based on Astin’s input-environment-outcome (I-E-O) model, proposes a refined model that is helpful for understanding the STEM gender difference and learning process. The multiple pathways depicting the relationship among achievement motivation and learning experiences for STEM college students are currently unknown in this field. Purpose This study focused on two research questions: (a) Are there significant differences in achievement motivation, student engagement, and learning outcomes between male and female STEM college students? (b) How are male and female STEM college students’ achievement motivations, mediated by student engagement, associated with their learning outcomes? Sample This study used empirical data from the Survey Research Data Archive of Taiwan Academia Sinica in Taiwan. The participants were recruited from one highly selective science/engineering research university in Taiwan. There were 280 STEM students left after deleting students from social science and management majors. Methods A MANOVA and a structural equation model (SEM) were used in the analysis. Results The results found that male STEM college students reported significantly higher scores on practical STEM competence gains than female STEM college students. In addition, the results of multi-group SEM found that there were no significant differences in male and female students. The results indicated that IOAM (individual oriented achievement motivation) had a significant relationship to practical STEM competence gains via the engagement behaviors of active participation and interactions with instructors. However, SOAM (social-oriented achievement motivation) can only predict interactions with instructors, and cannot predict the learning outcomes. Conclusions The result of the MANOVA analysis indicated that male STEM college students perceived significantly higher practical STEM competence gains. This result was noteworthy because these male and female STEM college students receive the same curriculum, instructors, and learning environment, and there was no significant gender difference in current class rank. In addition, the result of SEM highlighted the importance of IOAM. More discussion and implications follow.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49032985","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 : 2021-12-23DOI: 10.1080/02635143.2021.2012648
Y. Soysal
ABSTRACT Purpose The relationship between teacher talk and students’ talk productivity is explored by two approaches: process-product,interpretive. Most studies used a process-product perspective by not considering the discursive compositions that may considerably modify the relations between a science teacher’s talk interventions and students’ talk productivity. In this study, the linkage between teacher talks, discursive compositions and students’ talk productivity were explored to present a holistic picture of the discourse and cognition relations. Methods A science teacher and his 16 6th grade students were the participants. Three aspects of classroom discourse were analysed: teacher talk moves, students cognitive contributions and discourse contexts. For the first two analyses, systematic observations were conducted by coding and quantifying the teacher’s and students’ utterances. For extracting the discursive compositions, an episode-based analysis was conducted.. Results The teacher ensured the clarity in the classroom talks, maintained metacognitive activity, invited the students to evaluate their classmates’ opinions, challenged the students’ invalid claims, shared her authority for the symmetrical power allocation, and all these were found to be fostering the students’ talk productivity. Low cognitive productivity was observed when the teacher rejected the student responses. Interactive-dialogic verbal exchanges augmented the students’ talk productivity. Once the teacher pooled the ideas by constantly pressing the students to elaborate on them, their cognitive productivity pitched at the conception and abstraction levels. A critical but constructive discursive context was substantially scaffolding for deepening the students’ utterances’ intellectual sophistication. Conclusions It is concluded that discourse and cognition relations are more understandable when both analytical and holistic aspects are explored. When productive talk moves are associated with open-ended patterns of interactions, students’ intellectual productivity is fostered. However, it should be questioned whether science teachers hold a noticing to practice the regulators of the context-sensitive productive classroom talks.
{"title":"Understanding linkage between teacher talk moves, discourse contexts and students’ talk productivity","authors":"Y. Soysal","doi":"10.1080/02635143.2021.2012648","DOIUrl":"https://doi.org/10.1080/02635143.2021.2012648","url":null,"abstract":"ABSTRACT Purpose The relationship between teacher talk and students’ talk productivity is explored by two approaches: process-product,interpretive. Most studies used a process-product perspective by not considering the discursive compositions that may considerably modify the relations between a science teacher’s talk interventions and students’ talk productivity. In this study, the linkage between teacher talks, discursive compositions and students’ talk productivity were explored to present a holistic picture of the discourse and cognition relations. Methods A science teacher and his 16 6th grade students were the participants. Three aspects of classroom discourse were analysed: teacher talk moves, students cognitive contributions and discourse contexts. For the first two analyses, systematic observations were conducted by coding and quantifying the teacher’s and students’ utterances. For extracting the discursive compositions, an episode-based analysis was conducted.. Results The teacher ensured the clarity in the classroom talks, maintained metacognitive activity, invited the students to evaluate their classmates’ opinions, challenged the students’ invalid claims, shared her authority for the symmetrical power allocation, and all these were found to be fostering the students’ talk productivity. Low cognitive productivity was observed when the teacher rejected the student responses. Interactive-dialogic verbal exchanges augmented the students’ talk productivity. Once the teacher pooled the ideas by constantly pressing the students to elaborate on them, their cognitive productivity pitched at the conception and abstraction levels. A critical but constructive discursive context was substantially scaffolding for deepening the students’ utterances’ intellectual sophistication. Conclusions It is concluded that discourse and cognition relations are more understandable when both analytical and holistic aspects are explored. When productive talk moves are associated with open-ended patterns of interactions, students’ intellectual productivity is fostered. However, it should be questioned whether science teachers hold a noticing to practice the regulators of the context-sensitive productive classroom talks.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44564124","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 : 2021-12-21DOI: 10.1080/02635143.2021.2006622
Hayden Godfrey, S. Erduran
ABSTRACT Background Argumentation, the justification of claims with reasons and/or evidence, has emerged as a significant goal in science education in recent years. Yet, there is limited understanding of secondary students’ arguments and particularly their use of warrants in interdisciplinary contexts such as science and religious education. Furthermore, research on argumentation in science education has not paid sufficient attention to how students’ arguments may potentially reflect intellectual humility. The concept of intellectual humility reinforces the view that one is not excessively arrogant regarding their beliefs, or excessively dismissive of their or others’ beliefs Purpose It is important to understand students’ engagement in argumentation particularly in the context of topics such as evolution and creationism that often present tension and conflict. For classroom argumentation activities to be fruitful, students’ understanding of warrants as well as their intellectual humility are prerequisite. Sample The data are drawn from Year 9 students’ engagement in a card sort activity in the context of a funded project in England. The activity engaged the students in a task on the origins of life, where evidence and reasons were related to evolution versus creationism. Design and Methods The card sort activity was designed to limit students’ contributions about different evidence and emphasise specifically, the link (warrant) by providing fixed evidence and claims. During the activity, students were presented with ‘evidence cards’. Students were asked to consider each card and place it under the claim that they felt the card supported even if the student did not support that claim personally. They were further asked to explain why they thought the evidence might be used to support that claim. Students’ verbal accounts of their warrants for placing cards were explored. Conclusion Students’ warrants included repetition of evidence statements without articulating the reasons. As intellectual humility concerns accurately tracking the positive epistemic status of a belief or argument, a lack of coherence within students’ arguments contradicts the embodiment of intellectual humility.
{"title":"Argumentation and intellectual humility: a theoretical synthesis and an empirical study about students’ warrants","authors":"Hayden Godfrey, S. Erduran","doi":"10.1080/02635143.2021.2006622","DOIUrl":"https://doi.org/10.1080/02635143.2021.2006622","url":null,"abstract":"ABSTRACT Background Argumentation, the justification of claims with reasons and/or evidence, has emerged as a significant goal in science education in recent years. Yet, there is limited understanding of secondary students’ arguments and particularly their use of warrants in interdisciplinary contexts such as science and religious education. Furthermore, research on argumentation in science education has not paid sufficient attention to how students’ arguments may potentially reflect intellectual humility. The concept of intellectual humility reinforces the view that one is not excessively arrogant regarding their beliefs, or excessively dismissive of their or others’ beliefs Purpose It is important to understand students’ engagement in argumentation particularly in the context of topics such as evolution and creationism that often present tension and conflict. For classroom argumentation activities to be fruitful, students’ understanding of warrants as well as their intellectual humility are prerequisite. Sample The data are drawn from Year 9 students’ engagement in a card sort activity in the context of a funded project in England. The activity engaged the students in a task on the origins of life, where evidence and reasons were related to evolution versus creationism. Design and Methods The card sort activity was designed to limit students’ contributions about different evidence and emphasise specifically, the link (warrant) by providing fixed evidence and claims. During the activity, students were presented with ‘evidence cards’. Students were asked to consider each card and place it under the claim that they felt the card supported even if the student did not support that claim personally. They were further asked to explain why they thought the evidence might be used to support that claim. Students’ verbal accounts of their warrants for placing cards were explored. Conclusion Students’ warrants included repetition of evidence statements without articulating the reasons. As intellectual humility concerns accurately tracking the positive epistemic status of a belief or argument, a lack of coherence within students’ arguments contradicts the embodiment of intellectual humility.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42897246","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 : 2021-12-10DOI: 10.1080/02635143.2021.1997978
N. Higgins, J. Rathner, Sarah Frankland
ABSTRACT Background Self-regulated learning (SRL) encompasses the strategies and behaviours that allow students to transform cognitive abilities into task-specific academic skills. Research in higher education has found a relationship between SRL and academic outcomes. However, whether SRL improves as students gain educational experience in undergraduate science has not been adequately studied. It is also unclear whether traditionally strong predictors of academic performance, such as the Australian Tertiary Admissions Rank (ATAR), and science background, remain strong in the later stages of a science degree. Purpose The purpose of this study was to investigate whether SRL changes over time in undergraduate science, and whether SRL, the ATAR, or a student’s science background predicted their academic performance. Sample The sample comprised a cohort of agricultural science students (n = 213) from a large Australian University followed longitudinally from 2018 to 2020. Design and methods Students completed a questionnaire to assess SRL in their first and third years of undergraduate study. They also completed a knowledge survey at the start of first year to assess confidence in scientific material. Analyses revealed that students’ SRL increased over the degree, but not over a single semester of first year. Additionally, it was found that students’ average semester marks were related to knowledge survey scores, and with students’ ATARs, but not with their SRL. Conclusion These results indicate that the academic aptitudes that contribute to academic success in high school continue to be advantageous through to the end of undergraduate study, but also suggest that students’ initial scientific confidence may be particularly important to long-term university success.
{"title":"Development of self-regulated learning: a longitudinal study on academic performance in undergraduate science","authors":"N. Higgins, J. Rathner, Sarah Frankland","doi":"10.1080/02635143.2021.1997978","DOIUrl":"https://doi.org/10.1080/02635143.2021.1997978","url":null,"abstract":"ABSTRACT Background Self-regulated learning (SRL) encompasses the strategies and behaviours that allow students to transform cognitive abilities into task-specific academic skills. Research in higher education has found a relationship between SRL and academic outcomes. However, whether SRL improves as students gain educational experience in undergraduate science has not been adequately studied. It is also unclear whether traditionally strong predictors of academic performance, such as the Australian Tertiary Admissions Rank (ATAR), and science background, remain strong in the later stages of a science degree. Purpose The purpose of this study was to investigate whether SRL changes over time in undergraduate science, and whether SRL, the ATAR, or a student’s science background predicted their academic performance. Sample The sample comprised a cohort of agricultural science students (n = 213) from a large Australian University followed longitudinally from 2018 to 2020. Design and methods Students completed a questionnaire to assess SRL in their first and third years of undergraduate study. They also completed a knowledge survey at the start of first year to assess confidence in scientific material. Analyses revealed that students’ SRL increased over the degree, but not over a single semester of first year. Additionally, it was found that students’ average semester marks were related to knowledge survey scores, and with students’ ATARs, but not with their SRL. Conclusion These results indicate that the academic aptitudes that contribute to academic success in high school continue to be advantageous through to the end of undergraduate study, but also suggest that students’ initial scientific confidence may be particularly important to long-term university success.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43992524","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 : 2021-12-08DOI: 10.1080/02635143.2021.2008341
L. Halim, Edy Hafizan Mohd Shahali, Zanaton H Iksan
ABSTRACT Background Students’ interest in STEM careers is governed by various factors: (i) family influences, (ii) out-of-school time learning experiences, (iii) inside-of-school learning experiences, and (iii) media influences. Previous studies often investigate the direct influence of these factors, collectively known as environmental factors, on students’ interest in STEM careers. Purpose This study explains the role of self-efficacy on environmental factors that affect students’ interest in STEM careers through a structural equation model. Sample This study involved 14-year-old secondary school students who were selected based on cluster sampling and a total of 1800 students were chosen. However, only 1485 responses were considered valid for analysis. Design and Method Survey design was utilised in the study. Structural equation modelling analysis was used to analyse the data. Result The results of the survey demonstrated that the effects of family influences and out-of-school time learning experiences on interest in STEM careers were fully mediated by self-efficacy except for media influences that affected interest both directly and indirectly via self-efficacy (partial mediator). Inside-of-school learning experiences did not affect self-efficacy and interest in STEM careers. Conclusion STEM learning experiences through informal modality are better predictors of students’ interest in STEM careers. Improving formal STEM learning is imperative to ensure that STEM careers are promoted to all school students in a systemic manner.
{"title":"Effect of environmental factors on students’ interest in STEM careers: The mediating role of self-efficacy","authors":"L. Halim, Edy Hafizan Mohd Shahali, Zanaton H Iksan","doi":"10.1080/02635143.2021.2008341","DOIUrl":"https://doi.org/10.1080/02635143.2021.2008341","url":null,"abstract":"ABSTRACT Background Students’ interest in STEM careers is governed by various factors: (i) family influences, (ii) out-of-school time learning experiences, (iii) inside-of-school learning experiences, and (iii) media influences. Previous studies often investigate the direct influence of these factors, collectively known as environmental factors, on students’ interest in STEM careers. Purpose This study explains the role of self-efficacy on environmental factors that affect students’ interest in STEM careers through a structural equation model. Sample This study involved 14-year-old secondary school students who were selected based on cluster sampling and a total of 1800 students were chosen. However, only 1485 responses were considered valid for analysis. Design and Method Survey design was utilised in the study. Structural equation modelling analysis was used to analyse the data. Result The results of the survey demonstrated that the effects of family influences and out-of-school time learning experiences on interest in STEM careers were fully mediated by self-efficacy except for media influences that affected interest both directly and indirectly via self-efficacy (partial mediator). Inside-of-school learning experiences did not affect self-efficacy and interest in STEM careers. Conclusion STEM learning experiences through informal modality are better predictors of students’ interest in STEM careers. Improving formal STEM learning is imperative to ensure that STEM careers are promoted to all school students in a systemic manner.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48800957","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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