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":"22 3","pages":"1031 - 1050"},"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":"41 1","pages":"1101 - 1116"},"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":"41 1","pages":"1088 - 1100"},"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":"41 1","pages":"983 - 1007"},"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":"41 1","pages":"1051 - 1071"},"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":"41 1","pages":"1008 - 1030"},"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}
Pub Date : 2021-09-17DOI: 10.1080/02635143.2021.1977619
N. Fotou, I. Abrahams
ABSTRACT Background The use of analogies as reasoning tools that play a key role in human cognition at all ages has been of interest to educators, scientists, and philosophers ever since Aristotle. Indeed, research has consistently found that analogies provided by teachers can, and do, play an important role in facilitating student understanding of scientific ideas. Despite the effectiveness of teacher provided analogies little research has been undertaken on the use, and effectiveness, of student self-generated analogies in helping them to understand novel situations. Purpose This article reports on a cross-age study of student prediction-making in novel situations that investigated the basis and justification that students provided when asked to make predictions about novel situations. The study investigated whether they self-generated analogies (SGAs) in order to make their predictions and, in particular, whether such predictions and justifications were based on their use of SGAs. Sample A total number of 166 students were recruited from ten, opportunistically selected, schools in Greece. The sample consisted of 37 primary students in Year 4 (9–10 years), 31 primary students in Year 6 (11–12 years), 29 secondary students in Year 7 (12–13 years), 35 secondary students in Year 9 (14–15 years) and 34 secondary students in Year 11 (16–17 years). Design and methods A mixed method approach was used with data being collected through the administration of a paper and pencil survey followed by group discussions. In the former, students were presented with six novel situations in a pictorial form and were asked to make a prediction about the outcome of a future event – effectively what would happen in the event depicted in the novel situation -, in this way solving the novel situation. Students were then asked to provide written explanations about what led them to their predictions. The focus of the group discussions was the predictions and the explanations provided. Results The study found that students, when faced with making predictions about novel situations, regularly used SGAs and that such SGAs were predominantly based on their everyday experiences. It emerged that the use of inappropriate SGAs was the predominant reason that predictions, and subsequent justifications for those predications, were at odds with the scientific account. The study also found, by analysing the SGAs used across a range of student ages, that predictions in novel situations were generally the same and that this similarity was based on the use of the same, or very similar, SGAs that were, in turn, based on the same, or very similar, everyday life experiences. Conclusions These results suggest that it might help teachers to be better aware of the common SGAs students are likely to use and the predictable implications of their use in developing misconceptions when learning science.
{"title":"From the known to the unknown: the role of spontaneous and self-generated analogies in students’ predictions about novel situations","authors":"N. Fotou, I. Abrahams","doi":"10.1080/02635143.2021.1977619","DOIUrl":"https://doi.org/10.1080/02635143.2021.1977619","url":null,"abstract":"ABSTRACT Background The use of analogies as reasoning tools that play a key role in human cognition at all ages has been of interest to educators, scientists, and philosophers ever since Aristotle. Indeed, research has consistently found that analogies provided by teachers can, and do, play an important role in facilitating student understanding of scientific ideas. Despite the effectiveness of teacher provided analogies little research has been undertaken on the use, and effectiveness, of student self-generated analogies in helping them to understand novel situations. Purpose This article reports on a cross-age study of student prediction-making in novel situations that investigated the basis and justification that students provided when asked to make predictions about novel situations. The study investigated whether they self-generated analogies (SGAs) in order to make their predictions and, in particular, whether such predictions and justifications were based on their use of SGAs. Sample A total number of 166 students were recruited from ten, opportunistically selected, schools in Greece. The sample consisted of 37 primary students in Year 4 (9–10 years), 31 primary students in Year 6 (11–12 years), 29 secondary students in Year 7 (12–13 years), 35 secondary students in Year 9 (14–15 years) and 34 secondary students in Year 11 (16–17 years). Design and methods A mixed method approach was used with data being collected through the administration of a paper and pencil survey followed by group discussions. In the former, students were presented with six novel situations in a pictorial form and were asked to make a prediction about the outcome of a future event – effectively what would happen in the event depicted in the novel situation -, in this way solving the novel situation. Students were then asked to provide written explanations about what led them to their predictions. The focus of the group discussions was the predictions and the explanations provided. Results The study found that students, when faced with making predictions about novel situations, regularly used SGAs and that such SGAs were predominantly based on their everyday experiences. It emerged that the use of inappropriate SGAs was the predominant reason that predictions, and subsequent justifications for those predications, were at odds with the scientific account. The study also found, by analysing the SGAs used across a range of student ages, that predictions in novel situations were generally the same and that this similarity was based on the use of the same, or very similar, SGAs that were, in turn, based on the same, or very similar, everyday life experiences. Conclusions These results suggest that it might help teachers to be better aware of the common SGAs students are likely to use and the predictable implications of their use in developing misconceptions when learning science.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"946 - 960"},"PeriodicalIF":1.6,"publicationDate":"2021-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44240160","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 : 2021-09-14DOI: 10.1080/02635143.2021.1978421
Ian Phil Canlas, Mageswary Karpudewan
ABSTRACT Background There is a somewhat common understanding that links teaching and environmentalism. This may be because schools are pioneers or are often used as platforms for many environmental advocacies. Years of research have demonstrated that teaching increases awareness and concern for the environment and encourages people to protect the environment, however there is a deficit in the literature that probed and determined which among teacher activities may be considered as pro-environmental behavior. Purpose This study attempted to determine the influence of values, beliefs and norms in teaching disaster risk reduction. This paper attempted to reflect on teaching and environmentalism as deduced from the findings and aims to stimulate and contribute to the discussion on teaching and environmentalism. Participants Data were gathered from 185 public school science teachers teaching from grades 3 to 6 under the Department of Education – Division of Biliran located in one of the highly natural hazard-vulnerable islands in the Philippines. Participants were selected through random sampling of schools. All science teachers of the schools drawn were asked to voluntarily participate in the study. Design and methods This quantitative study made use of survey design using adapted and content-validated Likert scale questionnaire on values, beliefs and norms in teaching disaster risk reduction. Data collected were analyzed through partial least squares-structural equation modeling (PLS-SEM) using Smart PLS. Conclusion Results conform to the Value-Belief-Norm Theory of Environmentalism, which suggest that teacher activities pertaining to the integration and teaching of disaster risk reduction in science lie within the continuum of environmentalism, therefore, they may be considered pro-environmental behavior.
{"title":"Teaching and environmentalism: a deduction from values, beliefs and norms in teaching disaster risk reduction in science","authors":"Ian Phil Canlas, Mageswary Karpudewan","doi":"10.1080/02635143.2021.1978421","DOIUrl":"https://doi.org/10.1080/02635143.2021.1978421","url":null,"abstract":"ABSTRACT Background There is a somewhat common understanding that links teaching and environmentalism. This may be because schools are pioneers or are often used as platforms for many environmental advocacies. Years of research have demonstrated that teaching increases awareness and concern for the environment and encourages people to protect the environment, however there is a deficit in the literature that probed and determined which among teacher activities may be considered as pro-environmental behavior. Purpose This study attempted to determine the influence of values, beliefs and norms in teaching disaster risk reduction. This paper attempted to reflect on teaching and environmentalism as deduced from the findings and aims to stimulate and contribute to the discussion on teaching and environmentalism. Participants Data were gathered from 185 public school science teachers teaching from grades 3 to 6 under the Department of Education – Division of Biliran located in one of the highly natural hazard-vulnerable islands in the Philippines. Participants were selected through random sampling of schools. All science teachers of the schools drawn were asked to voluntarily participate in the study. Design and methods This quantitative study made use of survey design using adapted and content-validated Likert scale questionnaire on values, beliefs and norms in teaching disaster risk reduction. Data collected were analyzed through partial least squares-structural equation modeling (PLS-SEM) using Smart PLS. Conclusion Results conform to the Value-Belief-Norm Theory of Environmentalism, which suggest that teacher activities pertaining to the integration and teaching of disaster risk reduction in science lie within the continuum of environmentalism, therefore, they may be considered pro-environmental behavior.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"961 - 982"},"PeriodicalIF":1.6,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48234325","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 : 2021-09-02DOI: 10.1080/02635143.2021.1972959
Amal Alhadabi
ABSTRACT Background Research has shown that students in the United States have been developing negative perceptions of science as a field of study, which is associated with low science identity. The science identity can be influenced by a variety of personal demographic predictors, non-cognitive science-related variables (e.g. science self-efficacy and science interest), and contextual predictors (e.g. school locale and geographical location). Purpose The current study explored the variability in the effect of student-level factors (i.e. gender, SES, ethnicity, science self-efficacy, science utility, and science interest) and school-level factors (i.e. school type, locale, and geographical location) on ninth-grade students’ science identity. Sample Data on 16,216 ninth-grade students in the United States were obtained from a large-scale national database, the High School Longitudinal Study of 2009. Design and Methods Three models were tested using Hierarchical Linear Modeling. Results The findings showed that student-level factors accounted for a significant amount (36%) of the variability in students’ science identity and a much smaller amount (< 5%) of the variability in identity was due to the variation between schools. Students’ science identity was bolstered by a higher level of science self-efficacy, utility, interest, and socioeconomic status. Females, African Americans, and Hispanics had lower levels of science identity. Science identity was lower among students in rural schools and town schools compared with students in city schools and higher among students in private schools compared with students in public schools. Students in the Northeast and South had higher science identity compared to students in the West. Conclusion Establishing valuable contributions in the STEM field is strengthened when students hold constructive science identities. The current study found that various individual and contextual variables formulate students’ science identities. These influences are salient in rural and town public schools with poor SES status.
{"title":"Individual and contextual effects on science identity among American ninth-grade students (HSLS:09): hierarchical linear modeling","authors":"Amal Alhadabi","doi":"10.1080/02635143.2021.1972959","DOIUrl":"https://doi.org/10.1080/02635143.2021.1972959","url":null,"abstract":"ABSTRACT Background Research has shown that students in the United States have been developing negative perceptions of science as a field of study, which is associated with low science identity. The science identity can be influenced by a variety of personal demographic predictors, non-cognitive science-related variables (e.g. science self-efficacy and science interest), and contextual predictors (e.g. school locale and geographical location). Purpose The current study explored the variability in the effect of student-level factors (i.e. gender, SES, ethnicity, science self-efficacy, science utility, and science interest) and school-level factors (i.e. school type, locale, and geographical location) on ninth-grade students’ science identity. Sample Data on 16,216 ninth-grade students in the United States were obtained from a large-scale national database, the High School Longitudinal Study of 2009. Design and Methods Three models were tested using Hierarchical Linear Modeling. Results The findings showed that student-level factors accounted for a significant amount (36%) of the variability in students’ science identity and a much smaller amount (< 5%) of the variability in identity was due to the variation between schools. Students’ science identity was bolstered by a higher level of science self-efficacy, utility, interest, and socioeconomic status. Females, African Americans, and Hispanics had lower levels of science identity. Science identity was lower among students in rural schools and town schools compared with students in city schools and higher among students in private schools compared with students in public schools. Students in the Northeast and South had higher science identity compared to students in the West. Conclusion Establishing valuable contributions in the STEM field is strengthened when students hold constructive science identities. The current study found that various individual and contextual variables formulate students’ science identities. These influences are salient in rural and town public schools with poor SES status.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"886 - 905"},"PeriodicalIF":1.6,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46163689","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 : 2021-08-29DOI: 10.1080/02635143.2021.1972960
J. Riordan, M. Hardman, D. Cumbers
ABSTRACT Background dialogue between the teaching profession and researchers regarding pedagogical strategy is sometimes problematic. Pedagogy research may benefit from incorporating research methods that can investigate teachers’ and pupils’ interpretations. Purpose this research expands the Pedagogy Analysis Framework (Riordan, 2020) by explaining in detail the meso-strategies (tactics) and a macro-strategy (grand strategy) used by participants in three school science lessons about chromatography. The research design builds on previous work by using full lessons and introducing pupil group verbal protocols. In addition, Pedagogy Analysis Notation is introduced to help understand and explain macro-strategic behaviours. Sample one class of thirty 13-year-old pupils and one science teacher. Design and method four research methods were used (lesson video analysis, teacher verbal protocols, pupil group verbal protocols and researcher group interviews). Data were video recorded (managed using NVivo). Fourteen hours of video data were analysed using Grounded Theory Methods by two educational researchers and the class teacher. The interpretivist theoretical perspective (symbolic interactionism) was underpinned by a social constructionist epistemology (hence the methodology is Straussian Grounded Theory). Appropriate criteria for evaluating the emergent grounded theory were used. Data were recorded in 2017. Results the Pedagogy Analysis Framework uses the concepts: means (human and non-human), strategy (a spectrum from micro-strategies (actions), through meso-strategies (tactics) to macro-strategies (grand strategies)), ends (regarding the self, another person or a thing, or a group of people or things), and accidents. Types of tactics identified in these data were: inform (misinform and disinform), question, instruct, use space/time, repeat, train, assess, and interact. Pedagogy Analysis Notation is used to understand and explain ‘the stationary [sic] cupboard’ incident. Conclusion the extended Pedagogy Analysis Framework, combined with the Pedagogy Analysis Notation, improves strategic dialogue between teachers, pupils and educational researchers. This research design facilitates comparison of interpretations of classroom pedagogy by a teacher, pupils and two researchers.
{"title":"Pedagogy Analysis Framework: a video-based tool for combining teacher, pupil & researcher perspectives","authors":"J. Riordan, M. Hardman, D. Cumbers","doi":"10.1080/02635143.2021.1972960","DOIUrl":"https://doi.org/10.1080/02635143.2021.1972960","url":null,"abstract":"ABSTRACT Background dialogue between the teaching profession and researchers regarding pedagogical strategy is sometimes problematic. Pedagogy research may benefit from incorporating research methods that can investigate teachers’ and pupils’ interpretations. Purpose this research expands the Pedagogy Analysis Framework (Riordan, 2020) by explaining in detail the meso-strategies (tactics) and a macro-strategy (grand strategy) used by participants in three school science lessons about chromatography. The research design builds on previous work by using full lessons and introducing pupil group verbal protocols. In addition, Pedagogy Analysis Notation is introduced to help understand and explain macro-strategic behaviours. Sample one class of thirty 13-year-old pupils and one science teacher. Design and method four research methods were used (lesson video analysis, teacher verbal protocols, pupil group verbal protocols and researcher group interviews). Data were video recorded (managed using NVivo). Fourteen hours of video data were analysed using Grounded Theory Methods by two educational researchers and the class teacher. The interpretivist theoretical perspective (symbolic interactionism) was underpinned by a social constructionist epistemology (hence the methodology is Straussian Grounded Theory). Appropriate criteria for evaluating the emergent grounded theory were used. Data were recorded in 2017. Results the Pedagogy Analysis Framework uses the concepts: means (human and non-human), strategy (a spectrum from micro-strategies (actions), through meso-strategies (tactics) to macro-strategies (grand strategies)), ends (regarding the self, another person or a thing, or a group of people or things), and accidents. Types of tactics identified in these data were: inform (misinform and disinform), question, instruct, use space/time, repeat, train, assess, and interact. Pedagogy Analysis Notation is used to understand and explain ‘the stationary [sic] cupboard’ incident. Conclusion the extended Pedagogy Analysis Framework, combined with the Pedagogy Analysis Notation, improves strategic dialogue between teachers, pupils and educational researchers. This research design facilitates comparison of interpretations of classroom pedagogy by a teacher, pupils and two researchers.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"906 - 927"},"PeriodicalIF":1.6,"publicationDate":"2021-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47786476","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：