Pub Date : 2021-10-31DOI: 10.1080/02635143.2021.1994383
Jong-Chao Hong, Chi-Ruei Tsai, Kai-Hsin Tai
ABSTRACT Background The linkage between group members’ characteristics, group cohesiveness, knowledge application, and competitive performance has rarely been studied. Purpose This study aimed to explore the correlations among individual characteristics (i.e. prosociality), collective mind (i.e. collective efficacy and cohesiveness), and how these variables affect scientific knowledge application. Sample This study examined a STEAM (science, technology, engineering, arts, and mathematics) competition, called the GreenMech contest, which required four members in a group to assemble all parts into many configurations for a ball to run and trigger the next junctures. Design and methods The competition groups assembled their configurations in the morning, with judges assessing their efforts in the afternoon. The bulk of the scoring index in the assessment focused on groups’ scientific knowledge application in the overall design. In addition to this assessment, this study additionally used questionnaire surveys for participants to self-rate their perceptions of those individual traits and collective states. Results Prosociality is positively related to collective efficacy and cohesiveness, while collective efficacy is positively related to cohesiveness. Moreover, these two types of collective mind were both positively related to the application of scientific knowledge. Conclusion The findings suggest that team members with a higher level of prosociality may provide collective efficacy and cohesiveness, which in turn can facilitate their achievement of competition goals by increasing their application of scientific knowledge in a STEAM contest.
{"title":"Factors affecting the application of scientific knowledge in a STEAM contest: the correlates between collective efficacy, cohesiveness, and prosociality","authors":"Jong-Chao Hong, Chi-Ruei Tsai, Kai-Hsin Tai","doi":"10.1080/02635143.2021.1994383","DOIUrl":"https://doi.org/10.1080/02635143.2021.1994383","url":null,"abstract":"ABSTRACT Background The linkage between group members’ characteristics, group cohesiveness, knowledge application, and competitive performance has rarely been studied. Purpose This study aimed to explore the correlations among individual characteristics (i.e. prosociality), collective mind (i.e. collective efficacy and cohesiveness), and how these variables affect scientific knowledge application. Sample This study examined a STEAM (science, technology, engineering, arts, and mathematics) competition, called the GreenMech contest, which required four members in a group to assemble all parts into many configurations for a ball to run and trigger the next junctures. Design and methods The competition groups assembled their configurations in the morning, with judges assessing their efforts in the afternoon. The bulk of the scoring index in the assessment focused on groups’ scientific knowledge application in the overall design. In addition to this assessment, this study additionally used questionnaire surveys for participants to self-rate their perceptions of those individual traits and collective states. Results Prosociality is positively related to collective efficacy and cohesiveness, while collective efficacy is positively related to cohesiveness. Moreover, these two types of collective mind were both positively related to the application of scientific knowledge. Conclusion The findings suggest that team members with a higher level of prosociality may provide collective efficacy and cohesiveness, which in turn can facilitate their achievement of competition goals by increasing their application of scientific knowledge in a STEAM contest.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47415245","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 : 2021-10-28DOI: 10.1080/02635143.2021.1995346
Tao Wang, Yongjun Ma, Yizhou Ling, Jingying Wang
ABSTRACT Background STEM education, which features interdisplines and integration of disciplines, influences the reform of curriculum and teaching, and is reflected in Chinese science textbooks. Purpose This study aims to analyse how STEM and its integration factors are presented in Chinese science textbooks. Sample Three sets of high school science textbooks in China, encompass a set of current textbooks nationwide, a set of old national textbooks and a set of old local textbooks, totalling 23 volumes. Each set of scientific textbooks involves physics, chemistry and biology. Design and methods An evaluation framework was developed to analyse STEM and its integrated content from the distribution of STEM content, types, location, degree of closeness and teaching objectives. Content analysis method was used for STEM and its integrated content. Results The quantity of science knowledge is the largest, followed by engineering, technology, and mathematics. Physics textbooks are closely related to mathematics, while chemistry textbooks are closely connected with engineering. The STEM integration is more of an integration involving two subjects, which appears in the text most frequently. Conclusion Although different Chinese science textbooks covered STEM content and its integrated elements, there were differences in publishers and disciplines. The new ideas of science education and curriculum reform can be embodied in science textbooks to update the content.
{"title":"Integrated STEM in high school science courses: an analysis of 23 science textbooks in China","authors":"Tao Wang, Yongjun Ma, Yizhou Ling, Jingying Wang","doi":"10.1080/02635143.2021.1995346","DOIUrl":"https://doi.org/10.1080/02635143.2021.1995346","url":null,"abstract":"ABSTRACT Background STEM education, which features interdisplines and integration of disciplines, influences the reform of curriculum and teaching, and is reflected in Chinese science textbooks. Purpose This study aims to analyse how STEM and its integration factors are presented in Chinese science textbooks. Sample Three sets of high school science textbooks in China, encompass a set of current textbooks nationwide, a set of old national textbooks and a set of old local textbooks, totalling 23 volumes. Each set of scientific textbooks involves physics, chemistry and biology. Design and methods An evaluation framework was developed to analyse STEM and its integrated content from the distribution of STEM content, types, location, degree of closeness and teaching objectives. Content analysis method was used for STEM and its integrated content. Results The quantity of science knowledge is the largest, followed by engineering, technology, and mathematics. Physics textbooks are closely related to mathematics, while chemistry textbooks are closely connected with engineering. The STEM integration is more of an integration involving two subjects, which appears in the text most frequently. Conclusion Although different Chinese science textbooks covered STEM content and its integrated elements, there were differences in publishers and disciplines. The new ideas of science education and curriculum reform can be embodied in science textbooks to update the content.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49125327","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 : 2021-10-25DOI: 10.1080/02635143.2021.1993178
S. Surendran, Samantha Hopkins, A. S. Aji, S. Abubakar, T. Clayton, Tharaka Dunuwila, Lyndsay Goss, R. Hatch, M. Horst, K. Rathnayake, Stacey F. Rosenberg, I. Shatwan
ABSTRACT Background The novel coronavirus disease (COVID-19), first recognised in Wuhan City, China, has spread rapidly around the world. As a result, record numbers of students are not attending University due to temporary closures mandated by governments in an attempt to reduce the number of cases. The COVID-19 outbreak has created challenges for academics and students in the process of adapting to online teaching and learning. Purpose The aim of this study was to explore the experiences of bioscience academics during the COVID-19 pandemic in June 2020. Design and methods Perspectives from academics across eight countries (Brazil, Georgia, Indonesia, Nigeria, Saudi Arabia, Sri Lanka, UK and USA) were included giving a global insight into the phenomena. A descriptive multiple case study approach was used with each academic in their context as the case. Thematic content analysis was used to analyse data, which enabled themes to emerge. Results and Conclusions Three major themes emerged from the experiences of the participants: (1) teaching methods, (2) emotions, and (3) support networks. Our results suggest there have been both benefits and challenges to the change in teaching methods and this is reflected in similarities across the case studies. One key finding was that both students and staff need to be better trained to use online platforms, and adequate peer support and technical support must be given to improve program effectiveness. The results of this study have contributed new information on teaching and learning throughout the pandemic and can be used as a platform for further research and also as a reflection for those making high-level decisions in policy in education in these interesting times.
{"title":"Perspectives of teaching during the COVID-19 lockdown: a comparison of teaching in university bioscience programmes from around the world","authors":"S. Surendran, Samantha Hopkins, A. S. Aji, S. Abubakar, T. Clayton, Tharaka Dunuwila, Lyndsay Goss, R. Hatch, M. Horst, K. Rathnayake, Stacey F. Rosenberg, I. Shatwan","doi":"10.1080/02635143.2021.1993178","DOIUrl":"https://doi.org/10.1080/02635143.2021.1993178","url":null,"abstract":"ABSTRACT Background The novel coronavirus disease (COVID-19), first recognised in Wuhan City, China, has spread rapidly around the world. As a result, record numbers of students are not attending University due to temporary closures mandated by governments in an attempt to reduce the number of cases. The COVID-19 outbreak has created challenges for academics and students in the process of adapting to online teaching and learning. Purpose The aim of this study was to explore the experiences of bioscience academics during the COVID-19 pandemic in June 2020. Design and methods Perspectives from academics across eight countries (Brazil, Georgia, Indonesia, Nigeria, Saudi Arabia, Sri Lanka, UK and USA) were included giving a global insight into the phenomena. A descriptive multiple case study approach was used with each academic in their context as the case. Thematic content analysis was used to analyse data, which enabled themes to emerge. Results and Conclusions Three major themes emerged from the experiences of the participants: (1) teaching methods, (2) emotions, and (3) support networks. Our results suggest there have been both benefits and challenges to the change in teaching methods and this is reflected in similarities across the case studies. One key finding was that both students and staff need to be better trained to use online platforms, and adequate peer support and technical support must be given to improve program effectiveness. The results of this study have contributed new information on teaching and learning throughout the pandemic and can be used as a platform for further research and also as a reflection for those making high-level decisions in policy in education in these interesting times.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47501412","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 : 2021-10-13DOI: 10.1080/02635143.2021.1991298
Renata Bellová, M. Balážová, P. Tomčík
ABSTRACT Background The importance of developing positive attitudes towards science and technology has been widely known, and it reflects a general interest and a strong need to define more explicitly what measures can be taken to improve student attitudes towards science. In Slovakia, in addition to a low interest in scientific jobs, there is another problem related to science: a long-term low level of science literacy. Therefore, we are interested in the ways in which a teacher can improve students’ attitudes towards science, as significant studies highlight the importance of teachers. Purpose In our research, we compared attitudes towards science and technology among teachers of natural sciences with their students’ attitudes. By analysing the teaching process, we sought critical areas in teaching natural sciences, and we also evaluated the relations between attitudes towards science and technology and the teaching process. Sample We explored the opinions of 498 students and 98 teachers of natural science subjects in Slovak secondary and high schools. Design and methods An e-questionnaire was used as a research tool. The processed quantitative data as well as their reliability were analysed statistically in the STATISTICA 8 (Statsoft) programme. Basic dependencies between the items were found by a correlation analysis. For comparing the collected points between individual categories and dimensions the ANOVA software was used. Results The statistical analysis showed a strong influence of the critical areas of teaching on student attitudes with respect to science. The most critical area was practical work in science, which was closely linked with inquiry-oriented activities in class. Conclusions In the conclusion, we propose further measures for improving student attitudes towards science and technology that teachers should focus on if they want to positively influence their students. The suggested measures could support the development of science literacy with the emphasis on the utilization of science in everyday life.
{"title":"Are attitudes towards science and technology related to critical areas in science education?","authors":"Renata Bellová, M. Balážová, P. Tomčík","doi":"10.1080/02635143.2021.1991298","DOIUrl":"https://doi.org/10.1080/02635143.2021.1991298","url":null,"abstract":"ABSTRACT Background The importance of developing positive attitudes towards science and technology has been widely known, and it reflects a general interest and a strong need to define more explicitly what measures can be taken to improve student attitudes towards science. In Slovakia, in addition to a low interest in scientific jobs, there is another problem related to science: a long-term low level of science literacy. Therefore, we are interested in the ways in which a teacher can improve students’ attitudes towards science, as significant studies highlight the importance of teachers. Purpose In our research, we compared attitudes towards science and technology among teachers of natural sciences with their students’ attitudes. By analysing the teaching process, we sought critical areas in teaching natural sciences, and we also evaluated the relations between attitudes towards science and technology and the teaching process. Sample We explored the opinions of 498 students and 98 teachers of natural science subjects in Slovak secondary and high schools. Design and methods An e-questionnaire was used as a research tool. The processed quantitative data as well as their reliability were analysed statistically in the STATISTICA 8 (Statsoft) programme. Basic dependencies between the items were found by a correlation analysis. For comparing the collected points between individual categories and dimensions the ANOVA software was used. Results The statistical analysis showed a strong influence of the critical areas of teaching on student attitudes with respect to science. The most critical area was practical work in science, which was closely linked with inquiry-oriented activities in class. Conclusions In the conclusion, we propose further measures for improving student attitudes towards science and technology that teachers should focus on if they want to positively influence their students. The suggested measures could support the development of science literacy with the emphasis on the utilization of science in everyday life.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43585993","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 : 2021-10-04DOI: 10.1080/02635143.2021.1981280
A. Oladejo, N. Nwaboku, P. Okebukola, Ibukunolu A. Ademola
ABSTRACT Background Science educators around the world have recognised that difference in performance exists between male and female students in chemistry and there have been several efforts and interventions through research and workshops to bridge this gap. Purpose Owing to the current growth of the effects of the use of computer simulations on students’ performance in science in the literature, this study investigated if the use of computer simulation as an intervention would enhance the performance of female students relative to males in senior school chemistry in Ado-Odo-Ota, Nigeria. Sample A total of 83 chemistry students in senior secondary year two (SS2) comprising 51 females and 32 males participated in the study. The average age of the students was 14 years. Design and method The research design was quasi-experimental (a pre-test post-test non-equivalent group) design. The instrument used to gather data was the electrolysis and electroplating achievement test (EEPAT) which had a reliability coefficient of 0.76. The experimental group was taught with the aid of computer simulation while the control group was taught with the traditional lecture method. The data (pre-test and post-test scores) collected were analysed using ancova since the participants were not randomly assigned to the groups. Results The study found no statistically significant difference between the performance of the male and female students [F(1,41) = .04; p > .05]. While there was a statistically significant main effect of treatment on the students’ performance, the interaction effect of gender and treatment did not attain statistical significance. Conclusions Hence, the study concluded that the use of computer simulation can help bridge the gap between male and female students’ performance in chemistry and overall, boost the performance of the students. Recommendations which concern the government, school owners and chemistry teachers for the implementation of the findings of this study and further research were made.
{"title":"Gender difference in students’ performance in chemistry – can computer simulation bridge the gap?","authors":"A. Oladejo, N. Nwaboku, P. Okebukola, Ibukunolu A. Ademola","doi":"10.1080/02635143.2021.1981280","DOIUrl":"https://doi.org/10.1080/02635143.2021.1981280","url":null,"abstract":"ABSTRACT Background Science educators around the world have recognised that difference in performance exists between male and female students in chemistry and there have been several efforts and interventions through research and workshops to bridge this gap. Purpose Owing to the current growth of the effects of the use of computer simulations on students’ performance in science in the literature, this study investigated if the use of computer simulation as an intervention would enhance the performance of female students relative to males in senior school chemistry in Ado-Odo-Ota, Nigeria. Sample A total of 83 chemistry students in senior secondary year two (SS2) comprising 51 females and 32 males participated in the study. The average age of the students was 14 years. Design and method The research design was quasi-experimental (a pre-test post-test non-equivalent group) design. The instrument used to gather data was the electrolysis and electroplating achievement test (EEPAT) which had a reliability coefficient of 0.76. The experimental group was taught with the aid of computer simulation while the control group was taught with the traditional lecture method. The data (pre-test and post-test scores) collected were analysed using ancova since the participants were not randomly assigned to the groups. Results The study found no statistically significant difference between the performance of the male and female students [F(1,41) = .04; p > .05]. While there was a statistically significant main effect of treatment on the students’ performance, the interaction effect of gender and treatment did not attain statistical significance. Conclusions Hence, the study concluded that the use of computer simulation can help bridge the gap between male and female students’ performance in chemistry and overall, boost the performance of the students. Recommendations which concern the government, school owners and chemistry teachers for the implementation of the findings of this study and further research were made.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41257952","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 : 2021-10-01DOI: 10.1080/02635143.2021.1985447
V. Milanovic, D. Trivic, Biljana Tomašević
ABSTRACT Background In the previous decades many research papers and educational documents have emphasized the importance of the application of history of science in the science education of students. Consequently, chemistry teachers are expected to be familiar with the historical development of science and capable of incorporating historical contents in teaching practice in order to support the development of students’ conceptual understanding and the understanding of the nature of science. Purpose The aim of this study was to investigate chemistry teachers’ attitudes towards the impact of history of chemistry in promoting students’ understanding of chemistry and the inclusion of topics from history of chemistry in regular teaching practice. Sample The sample comprised 272 chemistry teachers working in primary schools (for students aged 7 to 14), who teach chemistry in the seventh and eighth grade (students aged 13 to 14). Design and methods A questionnaire which consisted of three parts and contained 11 questions altogether was used for data collection. Results The most common topics from history of chemistry in the respondents’ classes were how some discoveries had been made, most often the structure of atoms and the periodic table of elements. Two-thirds of the teachers estimated such contents as useful and interesting, but over half of the respondents assessed the contribution of the historical context to the understanding of chemical concepts as moderate. Conclusion Based on the teachers’ answers it can be concluded that they recognize some potential benefits of the implementation of history of chemistry in teaching chemistry, but their answers also indicate that they need some additional support in the application of historical topics in their regular teaching practice.
{"title":"What contents from the history of chemistry are estimated as useful for chemistry lessons – attitudes of chemistry teachers","authors":"V. Milanovic, D. Trivic, Biljana Tomašević","doi":"10.1080/02635143.2021.1985447","DOIUrl":"https://doi.org/10.1080/02635143.2021.1985447","url":null,"abstract":"ABSTRACT Background In the previous decades many research papers and educational documents have emphasized the importance of the application of history of science in the science education of students. Consequently, chemistry teachers are expected to be familiar with the historical development of science and capable of incorporating historical contents in teaching practice in order to support the development of students’ conceptual understanding and the understanding of the nature of science. Purpose The aim of this study was to investigate chemistry teachers’ attitudes towards the impact of history of chemistry in promoting students’ understanding of chemistry and the inclusion of topics from history of chemistry in regular teaching practice. Sample The sample comprised 272 chemistry teachers working in primary schools (for students aged 7 to 14), who teach chemistry in the seventh and eighth grade (students aged 13 to 14). Design and methods A questionnaire which consisted of three parts and contained 11 questions altogether was used for data collection. Results The most common topics from history of chemistry in the respondents’ classes were how some discoveries had been made, most often the structure of atoms and the periodic table of elements. Two-thirds of the teachers estimated such contents as useful and interesting, but over half of the respondents assessed the contribution of the historical context to the understanding of chemical concepts as moderate. Conclusion Based on the teachers’ answers it can be concluded that they recognize some potential benefits of the implementation of history of chemistry in teaching chemistry, but their answers also indicate that they need some additional support in the application of historical topics in their regular teaching practice.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47608396","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 : 2021-09-29DOI: 10.1080/02635143.2021.1985446
Tzung-Jin Lin
ABSTRACT Background The role of students’ epistemic understanding of science in mediating their engagement in learning activities and tasks has been highlighted in the literature. Although researchers recognize epistemic knowledge of science as a multi-faceted framework, the so-called person-centered approach that aims to generate meaningful and distinct profiles has not been widely adopted. Purpose The purpose of this study was to explore Taiwanese high school students’ epistemic knowledge profiles and learning engagements in science. Sample 631 high school students from six senior high schools in Taiwan were invited to participate in the study. There were 375 males and 256 females. The age of these students ranged from 15 to 18 years, with an average age of 16.84. Design and methods The students’ epistemic knowledge profiles were surveyed and categorized in terms of three critical dimensions of epistemic understanding of scientific knowledge (Uncertainty of Knowledge, Development of Knowledge, and Purpose of Knowledge). Besides, five forms of science learning engagement (Cognitive, Behavioral, Emotional, Social, and Agentic engagement) were evaluated and then compared based on the classified epistemic knowledge profiles. Results Three epistemic profiles, namely Highly uncertain yet low purpose, Informed yet highly certain, and Uninformed, were identified. Furthermore, the students of the Informed yet highly certain profile had the highest scores on all the five forms of engagement. Yet, the students in the Highly uncertain yet low purpose and Uninformed profiles did not show significant differences in terms of Behavioral, Agentic, Emotional, or Social engagement. Conclusion The findings suggest that none of the students in any profiles demonstrated fully sophisticated epistemic understanding of scientific knowledge, and this had different effects on their multifaceted science learning engagement. Moreover, the students demonstrated highly uncertain orientation toward scientific knowledge which may hinder their science learning engagement.
{"title":"High school students’ epistemic knowledge profiles and their multifaceted learning engagement in science","authors":"Tzung-Jin Lin","doi":"10.1080/02635143.2021.1985446","DOIUrl":"https://doi.org/10.1080/02635143.2021.1985446","url":null,"abstract":"ABSTRACT Background The role of students’ epistemic understanding of science in mediating their engagement in learning activities and tasks has been highlighted in the literature. Although researchers recognize epistemic knowledge of science as a multi-faceted framework, the so-called person-centered approach that aims to generate meaningful and distinct profiles has not been widely adopted. Purpose The purpose of this study was to explore Taiwanese high school students’ epistemic knowledge profiles and learning engagements in science. Sample 631 high school students from six senior high schools in Taiwan were invited to participate in the study. There were 375 males and 256 females. The age of these students ranged from 15 to 18 years, with an average age of 16.84. Design and methods The students’ epistemic knowledge profiles were surveyed and categorized in terms of three critical dimensions of epistemic understanding of scientific knowledge (Uncertainty of Knowledge, Development of Knowledge, and Purpose of Knowledge). Besides, five forms of science learning engagement (Cognitive, Behavioral, Emotional, Social, and Agentic engagement) were evaluated and then compared based on the classified epistemic knowledge profiles. Results Three epistemic profiles, namely Highly uncertain yet low purpose, Informed yet highly certain, and Uninformed, were identified. Furthermore, the students of the Informed yet highly certain profile had the highest scores on all the five forms of engagement. Yet, the students in the Highly uncertain yet low purpose and Uninformed profiles did not show significant differences in terms of Behavioral, Agentic, Emotional, or Social engagement. Conclusion The findings suggest that none of the students in any profiles demonstrated fully sophisticated epistemic understanding of scientific knowledge, and this had different effects on their multifaceted science learning engagement. Moreover, the students demonstrated highly uncertain orientation toward scientific knowledge which may hinder their science learning engagement.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46129087","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 : 2021-09-24DOI: 10.1080/02635143.2021.1978962
Byung-Yeol Park, T. Campbell, Miriah Kelly, Ron E. Gray, C. Arnold, Cary Chadwick, Laura M. Cisneros, David Dickson, D. Moss, Laura Rodriguez, J. Volin, M. Willig
ABSTRACT Background It is crucial to support students in better understanding water and sustainability issues because water plays a vital role in maintaining global ecosystems, including human life. A wide range of curricular and instructional supports like those embodied in model-based learning (MBL) are necessary for teachers to engage students in the core epistemic commitments of the Next-Generation Science Standards (NGSS). Purpose The main purpose of this study is to inform theory about students’ early attempts to engage in the complex kinds of sensemaking experiences inherent in the Framework for K-12 Science Education and the NGSS. Sample Data for this study was collected from 74 10th grade students in a high school in the Northwest region of the New England state. Design and Methods An explanatory sequential mixed-method research design was used to examine students’ learning outcomes, and to better understand these outcomes in connection to their experiences engaging in modeling in the MBL curriculum unit. Results The results indicated that students’ model scores, the number of concepts in models, and the coherence and sophistication of models improved between their initial and final models. Additionally, the following patterns emerged related to ways in which students engaged in the practice of modeling: (1) students attempted to directly represent what they observed, (2) they struggled to pictorially express complex patterns or mechanisms, and (3) students experienced difficulties representing models from a diverse range of perspectives. Conclusion The patterns identified across student models, as well as their reports of experiences related to the MBL unit implementation, provided insight into student experiences with models, while also providing meaningful implications for the refinement of the MBL curriculum unit investigated in this research specifically, while informing approaches MBL curricular units aimed at supporting NGSS implementation efforts more generally.
{"title":"Improving NGSS focused model-based learning curriculum through the examination of students’ experiences and iterated models","authors":"Byung-Yeol Park, T. Campbell, Miriah Kelly, Ron E. Gray, C. Arnold, Cary Chadwick, Laura M. Cisneros, David Dickson, D. Moss, Laura Rodriguez, J. Volin, M. Willig","doi":"10.1080/02635143.2021.1978962","DOIUrl":"https://doi.org/10.1080/02635143.2021.1978962","url":null,"abstract":"ABSTRACT Background It is crucial to support students in better understanding water and sustainability issues because water plays a vital role in maintaining global ecosystems, including human life. A wide range of curricular and instructional supports like those embodied in model-based learning (MBL) are necessary for teachers to engage students in the core epistemic commitments of the Next-Generation Science Standards (NGSS). Purpose The main purpose of this study is to inform theory about students’ early attempts to engage in the complex kinds of sensemaking experiences inherent in the Framework for K-12 Science Education and the NGSS. Sample Data for this study was collected from 74 10th grade students in a high school in the Northwest region of the New England state. Design and Methods An explanatory sequential mixed-method research design was used to examine students’ learning outcomes, and to better understand these outcomes in connection to their experiences engaging in modeling in the MBL curriculum unit. Results The results indicated that students’ model scores, the number of concepts in models, and the coherence and sophistication of models improved between their initial and final models. Additionally, the following patterns emerged related to ways in which students engaged in the practice of modeling: (1) students attempted to directly represent what they observed, (2) they struggled to pictorially express complex patterns or mechanisms, and (3) students experienced difficulties representing models from a diverse range of perspectives. Conclusion The patterns identified across student models, as well as their reports of experiences related to the MBL unit implementation, provided insight into student experiences with models, while also providing meaningful implications for the refinement of the MBL curriculum unit investigated in this research specifically, while informing approaches MBL curricular units aimed at supporting NGSS implementation efforts more generally.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48944078","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 : 2021-09-20DOI: 10.1080/02635143.2021.1981852
R. Koul, Felicity I. McLure, B. Fraser
ABSTRACT Background To address declining enrolments in science and other STEM subjects in high school and university, particularly disproportionately low enrolments of females in physics, engineering and computer sciences, integrated STEM programs are becoming more popular. However, few studies have investigated classroom experiences or gender differences in the effects of participation in integrated STEM projects on students’ attitudes towards continuing to study STEM subjects. Purpose This study compared male and female students’ perceptions of classroom emotional climate and their attitudes towards STEM after completing integrated STEM projects. Methods For a sample of 246 Years 7–10 students participating in integrated STEM projects in 24 co-educational government classrooms, we investigated gender differences using a seven-scale classroom emotional climate questionnaire and an attitude scale. Responses to items in each scale were converted to interval data using Rasch modelling. Differential item functioning between male and female students was investigated and MANOVA was used to compare genders on responses to each scale. Findings When MANOVA was used to identify gender differences in Rasch student measures of each scale, statistically-significant differences of modest magnitude (0.25–0.50 standard deviations) were found for Clarity, Motivation, Consolidation and Attitudes, but not for Care, Control, Challenge and Collaboration. Relative to males, females had more-negative views for each climate and attitude dimension for which differences were significant. Compared with boys, girls were undermotivated by their STEM projects and perceived less clarity of instruction and feedback. Conclusions Greater support for female students through clarifying and giving specific feedback on tasks could improve their perceptions of the classroom emotional climate when carrying out integrated STEM projects. Further research is needed to determine the types of projects that motivate females to study STEM.
{"title":"Gender differences in classroom emotional climate and attitudes among students undertaking integrated STEM projects: a Rasch analysis","authors":"R. Koul, Felicity I. McLure, B. Fraser","doi":"10.1080/02635143.2021.1981852","DOIUrl":"https://doi.org/10.1080/02635143.2021.1981852","url":null,"abstract":"ABSTRACT Background To address declining enrolments in science and other STEM subjects in high school and university, particularly disproportionately low enrolments of females in physics, engineering and computer sciences, integrated STEM programs are becoming more popular. However, few studies have investigated classroom experiences or gender differences in the effects of participation in integrated STEM projects on students’ attitudes towards continuing to study STEM subjects. Purpose This study compared male and female students’ perceptions of classroom emotional climate and their attitudes towards STEM after completing integrated STEM projects. Methods For a sample of 246 Years 7–10 students participating in integrated STEM projects in 24 co-educational government classrooms, we investigated gender differences using a seven-scale classroom emotional climate questionnaire and an attitude scale. Responses to items in each scale were converted to interval data using Rasch modelling. Differential item functioning between male and female students was investigated and MANOVA was used to compare genders on responses to each scale. Findings When MANOVA was used to identify gender differences in Rasch student measures of each scale, statistically-significant differences of modest magnitude (0.25–0.50 standard deviations) were found for Clarity, Motivation, Consolidation and Attitudes, but not for Care, Control, Challenge and Collaboration. Relative to males, females had more-negative views for each climate and attitude dimension for which differences were significant. Compared with boys, girls were undermotivated by their STEM projects and perceived less clarity of instruction and feedback. Conclusions Greater support for female students through clarifying and giving specific feedback on tasks could improve their perceptions of the classroom emotional climate when carrying out integrated STEM projects. Further research is needed to determine the types of projects that motivate females to study STEM.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48284411","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 : 2021-09-19DOI: 10.1080/02635143.2021.1978963
W. Chu, E. Ong, S. K. Ayop, Mohd Syahriman Mohd Azmi, Arman Shah Abdullah, Norashikin Abd Karim, S. W. Tho
ABSTRACT Background Recent studies have highlighted the application of STEM (Science, Technology, Engineering, and Mathematics) knowledge into daily life via hands-on practical works. The limitations of the existing conventional laboratory work can be potentially overcome by the implementation of the innovative use of smartphones as an experimental tool due to its effectiveness and convenience to apply anywhere and anytime. Purpose The purpose of the study was to develop and evaluate the effectiveness of a sound STEM practical kit using free mobile apps for secondary school students. This study also examined student perceptions of the implementation of the developed sound practical kit. Sample Two intact Form 2 classes of secondary school students from a mainstream school in the state of Perak, Malaysia, were chosen using the cluster sampling method as research sample. One of the classes was selected as an experimental group (n = 36 students) with the implementation of developed sound practical kit, while the other class was a comparison group (n = 30 students) employing a conventional teaching method. Methods A developmental research design according to the ASSURE (Analyse learners; State objectives; Select media and materials; Utilise media and materials; Require learner participation; and Evaluate) instructional design model and quasi-experimental were employed in this study. A set of achievement test and open-ended questions were employed as research instruments. The data were analysed using a non-parametric test that included Mann-Whitney test and Wilcoxon signed-rank test, while the students’ feedbacks and comments were analysed using Qualitative Data Analysis (QDA) software. Results The findings demonstrated a significant difference between the posttest of the comparison group and the experimental group students. Conclusions In summary, the developed sound practical kit improved students’ understanding on the topic of sound. In implication, this study indicates that the implementation of STEM practical kit using free mobile apps promotes the interactive STEM teaching and learning process in secondary education.
{"title":"The innovative use of smartphone for sound STEM practical kit: a pilot implementation for secondary classroom","authors":"W. Chu, E. Ong, S. K. Ayop, Mohd Syahriman Mohd Azmi, Arman Shah Abdullah, Norashikin Abd Karim, S. W. Tho","doi":"10.1080/02635143.2021.1978963","DOIUrl":"https://doi.org/10.1080/02635143.2021.1978963","url":null,"abstract":"ABSTRACT Background Recent studies have highlighted the application of STEM (Science, Technology, Engineering, and Mathematics) knowledge into daily life via hands-on practical works. The limitations of the existing conventional laboratory work can be potentially overcome by the implementation of the innovative use of smartphones as an experimental tool due to its effectiveness and convenience to apply anywhere and anytime. Purpose The purpose of the study was to develop and evaluate the effectiveness of a sound STEM practical kit using free mobile apps for secondary school students. This study also examined student perceptions of the implementation of the developed sound practical kit. Sample Two intact Form 2 classes of secondary school students from a mainstream school in the state of Perak, Malaysia, were chosen using the cluster sampling method as research sample. One of the classes was selected as an experimental group (n = 36 students) with the implementation of developed sound practical kit, while the other class was a comparison group (n = 30 students) employing a conventional teaching method. Methods A developmental research design according to the ASSURE (Analyse learners; State objectives; Select media and materials; Utilise media and materials; Require learner participation; and Evaluate) instructional design model and quasi-experimental were employed in this study. A set of achievement test and open-ended questions were employed as research instruments. The data were analysed using a non-parametric test that included Mann-Whitney test and Wilcoxon signed-rank test, while the students’ feedbacks and comments were analysed using Qualitative Data Analysis (QDA) software. Results The findings demonstrated a significant difference between the posttest of the comparison group and the experimental group students. Conclusions In summary, the developed sound practical kit improved students’ understanding on the topic of sound. In implication, this study indicates that the implementation of STEM practical kit using free mobile apps promotes the interactive STEM teaching and learning process in secondary education.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47950925","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：