Pub Date : 2021-08-29DOI: 10.1080/02635143.2021.1973401
Min‐Hsien Lee
ABSTRACT Background In the field of science education, the importance of assessment in students’ learning process has been recognized. Understanding of how students perceive science assessment and feedback may be an important issue that science education researchers need to pay attention to in order to achieve meaningful learning. Purpose The purpose of this study is to investigate the relationships between lower secondary students’ perceptions of science assessment feedback and their conceptions of science assessment. Sample The participants of this survey study were 313 eighth-grade students (161 males and 152 females) in Taiwan. Design and methods Two instruments were adapted and implemented to investigate the aim of this study (i.e. the perceptions of science assessment feedback and conceptions of science assessment). To examine the structural relations between the students’ perceptions of science assessment feedback and their conceptions of science assessment, partial least squares structural equation modeling (PLS-SEM) analysis was performed. Results The results showed that students who perceived the science assessment feedback as knowledge of the results, reports, and grades (i.e. outcome feedback) tended to highlight the surface conceptions of science assessment (i.e. Reproducing knowledge). Students with the perceptions of assessment feedback as the provision of the correct answer (i.e. corrective feedback) were prone to hold summative conceptions (i.e. Rehearsing and Accountability). In particular, those students who regarded the science assessment feedback as process feedback which focused on improving learning may have had both summative and formative purposes of science assessment (i.e. Improving learning, Problem solving, and Critical judgment). Conclusions The findings revealed that the lower secondary students’ perceptions of science assessment feedback made a significant contribution to their conceptions of science assessment and may be in a transitional phase of shaping an understanding of assessment. The practical implications and suggestions for future research are discussed.
{"title":"Lower secondary school students’ perceptions of science assessment feedback and their conceptions of science assessment: a transitional phase of developing an understanding of assessment","authors":"Min‐Hsien Lee","doi":"10.1080/02635143.2021.1973401","DOIUrl":"https://doi.org/10.1080/02635143.2021.1973401","url":null,"abstract":"ABSTRACT Background In the field of science education, the importance of assessment in students’ learning process has been recognized. Understanding of how students perceive science assessment and feedback may be an important issue that science education researchers need to pay attention to in order to achieve meaningful learning. Purpose The purpose of this study is to investigate the relationships between lower secondary students’ perceptions of science assessment feedback and their conceptions of science assessment. Sample The participants of this survey study were 313 eighth-grade students (161 males and 152 females) in Taiwan. Design and methods Two instruments were adapted and implemented to investigate the aim of this study (i.e. the perceptions of science assessment feedback and conceptions of science assessment). To examine the structural relations between the students’ perceptions of science assessment feedback and their conceptions of science assessment, partial least squares structural equation modeling (PLS-SEM) analysis was performed. Results The results showed that students who perceived the science assessment feedback as knowledge of the results, reports, and grades (i.e. outcome feedback) tended to highlight the surface conceptions of science assessment (i.e. Reproducing knowledge). Students with the perceptions of assessment feedback as the provision of the correct answer (i.e. corrective feedback) were prone to hold summative conceptions (i.e. Rehearsing and Accountability). In particular, those students who regarded the science assessment feedback as process feedback which focused on improving learning may have had both summative and formative purposes of science assessment (i.e. Improving learning, Problem solving, and Critical judgment). Conclusions The findings revealed that the lower secondary students’ perceptions of science assessment feedback made a significant contribution to their conceptions of science assessment and may be in a transitional phase of shaping an understanding of assessment. The practical implications and suggestions for future research are discussed.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"928 - 945"},"PeriodicalIF":1.6,"publicationDate":"2021-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49562805","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 : 2021-08-18DOI: 10.1080/02635143.2021.1966406
Mei-Shiu Chiu
ABSTRACT Aim and background The aim of this study was to investigate students’ attitudes, rationales, and approaches to making open educational resource (OER) videos (a form of OERs) on sustainable development (SD) in order to identify students’ competencies and effective pedagogical designs. Method Students registering for a teacher training course were invited to design and create pedagogies, make OER videos, and share the videos on YouTube on five SD topics: sustainable lifestyle, campus, community, enterprise, and earth development. The students provided their weekly journals and a final reflection on the whole process of making the OER videos on SD. This study used qualitative data analysis and text mining methodologies to analyse students’ process data of making OER videos on SD. Results and discussion The analysis results revealed that making OER videos on SD needed students’ ideational, inquiry, societal, and disciplinary competencies. Inferred pedagogical suggestions for practitioners to support students in making digital products on SD are to follow a linear pathway from ideational creation, inquiry process, societal transformation, to transdisciplinary reflection.
{"title":"Making open educational resource videos on sustainable development: students’ attitudes, rationales, and approaches","authors":"Mei-Shiu Chiu","doi":"10.1080/02635143.2021.1966406","DOIUrl":"https://doi.org/10.1080/02635143.2021.1966406","url":null,"abstract":"ABSTRACT Aim and background The aim of this study was to investigate students’ attitudes, rationales, and approaches to making open educational resource (OER) videos (a form of OERs) on sustainable development (SD) in order to identify students’ competencies and effective pedagogical designs. Method Students registering for a teacher training course were invited to design and create pedagogies, make OER videos, and share the videos on YouTube on five SD topics: sustainable lifestyle, campus, community, enterprise, and earth development. The students provided their weekly journals and a final reflection on the whole process of making the OER videos on SD. This study used qualitative data analysis and text mining methodologies to analyse students’ process data of making OER videos on SD. Results and discussion The analysis results revealed that making OER videos on SD needed students’ ideational, inquiry, societal, and disciplinary competencies. Inferred pedagogical suggestions for practitioners to support students in making digital products on SD are to follow a linear pathway from ideational creation, inquiry process, societal transformation, to transdisciplinary reflection.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"861 - 885"},"PeriodicalIF":1.6,"publicationDate":"2021-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46524109","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 : 2021-08-05DOI: 10.1080/02635143.2021.1959308
Daijiazi Tang, Miao Li, David T. Crowther
ABSTRACT The rapidly growing needs of the science, technology, engineering, and mathematics (STEM) workforce have attracted educators and policymakers to reinforce STEM education from elementary to postsecondary education. Additionally, an increasing number of English language learners (ELLs) in the U.S. public education system draws educators’ attention to improve their STEM learning performance. This study aimed to investigate the extent to which pertinent factors, i.e. language proficiency, pedagogical approach, cultural diversity, learning interest, and classroom climate are interacted in Chinese ELLs’ STEM learning engagement and performance and conduct a culture-based insight of the linkage of the key factors. Five first-generation young Chinese ELLs and their parents from public kindergarten and elementary schools in the U.S. completed two rounds of individual interviews. A qualitative cross-case analysis from an Emic perspective was used to explore how the key factors associated with Chinese ELLs’ STEM learning outcomes, including learning engagement (effort and persistence) and performance. Data were analyzed by NVivo 12.0. Language proficiency, pedagogical approach, learning interest, and classroom climate carried global influences on Chinese ELLs’ learning outcomes from different aspects. Moreover, cultural diversity as a contextual element influenced Chinese ELLs’ STEM learning engagement and performance throughout the other four factors. The findings of this study delineated a bridge that linked language proficiency, pedagogical approach, cultural diversity, learning interest, classroom climate, and interactions to STEM learning outcomes as multifaceted systems under possible contextual situations among Chinese ELLs. With an integrative understanding of cultural diversity and other key factors, we suggested that educators could utilize culture-centered connectivity in STEM teaching for students from a Chinese background.
{"title":"What matters? A case study of elementary english language learners in STEM education","authors":"Daijiazi Tang, Miao Li, David T. Crowther","doi":"10.1080/02635143.2021.1959308","DOIUrl":"https://doi.org/10.1080/02635143.2021.1959308","url":null,"abstract":"ABSTRACT The rapidly growing needs of the science, technology, engineering, and mathematics (STEM) workforce have attracted educators and policymakers to reinforce STEM education from elementary to postsecondary education. Additionally, an increasing number of English language learners (ELLs) in the U.S. public education system draws educators’ attention to improve their STEM learning performance. This study aimed to investigate the extent to which pertinent factors, i.e. language proficiency, pedagogical approach, cultural diversity, learning interest, and classroom climate are interacted in Chinese ELLs’ STEM learning engagement and performance and conduct a culture-based insight of the linkage of the key factors. Five first-generation young Chinese ELLs and their parents from public kindergarten and elementary schools in the U.S. completed two rounds of individual interviews. A qualitative cross-case analysis from an Emic perspective was used to explore how the key factors associated with Chinese ELLs’ STEM learning outcomes, including learning engagement (effort and persistence) and performance. Data were analyzed by NVivo 12.0. Language proficiency, pedagogical approach, learning interest, and classroom climate carried global influences on Chinese ELLs’ learning outcomes from different aspects. Moreover, cultural diversity as a contextual element influenced Chinese ELLs’ STEM learning engagement and performance throughout the other four factors. The findings of this study delineated a bridge that linked language proficiency, pedagogical approach, cultural diversity, learning interest, classroom climate, and interactions to STEM learning outcomes as multifaceted systems under possible contextual situations among Chinese ELLs. With an integrative understanding of cultural diversity and other key factors, we suggested that educators could utilize culture-centered connectivity in STEM teaching for students from a Chinese background.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"819 - 837"},"PeriodicalIF":1.6,"publicationDate":"2021-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1959308","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44568196","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 : 2021-08-04DOI: 10.1080/02635143.2021.1961721
S. Kim, Amani K. Hamdan Alghamdi
ABSTRACT Background Understanding students’ views of the nature of science (NOS) has become one of the most discussed topics of science education in Saudi Arabia. Insights therein could inform curricular inform, preservice, and inservice teacher education and the national discourse around science in the Kingdom of Saudi Arabia (KSA). Purpose This study examined Saudi secondary school students’ views of the NOS and their epistemological beliefs by gender. Sample The convenience sample comprised 592 Saudi male (66%) and female (44%) grade 10–12 students from boys’ and girls’ schools (N = 8) in one major city in the KSA’s Eastern Province. Design and Methods A quantitative research design entailed the administration of two self-report instruments in winter 2018: Scientific Epistemological Views (SEVs) instrument (measured NOS) and the Epistemological Belief Inventory (EBI). Data were analyzed using descriptive and inferential statistics. Results Gendered profiles of Saudi secondary students’ views of the NOS and epistemological beliefs were developed. Female students’ NOS mean scores were significantly higher than males. Male students presented more naive epistemological beliefs than females. All respondents scored highest on the role of Social Negotiation when creating scientific knowledge revealing it as a key element of their scientific epistemological beliefs. All respondents scored highest on Omniscient Authority intimating they believed that scientific knowledge comes from authority. For all respondents, Cultural Impacts was a significant predictor of more sophisticated epistemological beliefs. Conclusions The NOS and epistemological beliefs of Saudi secondary students were affected by gendered differences, religious Islamic teachings, and culture. These insights are important, because Saudi students’ understandings of NOS affect their perceptions of science and how it can become part of their epistemological belief system. Religious beliefs, culture, and gender must be considered when designing Saudi science curricula and preservice and inservice teacher education.
{"title":"Saudi Arabian secondary school students’ views of the nature of science and epistemological beliefs: gendered differences","authors":"S. Kim, Amani K. Hamdan Alghamdi","doi":"10.1080/02635143.2021.1961721","DOIUrl":"https://doi.org/10.1080/02635143.2021.1961721","url":null,"abstract":"ABSTRACT Background Understanding students’ views of the nature of science (NOS) has become one of the most discussed topics of science education in Saudi Arabia. Insights therein could inform curricular inform, preservice, and inservice teacher education and the national discourse around science in the Kingdom of Saudi Arabia (KSA). Purpose This study examined Saudi secondary school students’ views of the NOS and their epistemological beliefs by gender. Sample The convenience sample comprised 592 Saudi male (66%) and female (44%) grade 10–12 students from boys’ and girls’ schools (N = 8) in one major city in the KSA’s Eastern Province. Design and Methods A quantitative research design entailed the administration of two self-report instruments in winter 2018: Scientific Epistemological Views (SEVs) instrument (measured NOS) and the Epistemological Belief Inventory (EBI). Data were analyzed using descriptive and inferential statistics. Results Gendered profiles of Saudi secondary students’ views of the NOS and epistemological beliefs were developed. Female students’ NOS mean scores were significantly higher than males. Male students presented more naive epistemological beliefs than females. All respondents scored highest on the role of Social Negotiation when creating scientific knowledge revealing it as a key element of their scientific epistemological beliefs. All respondents scored highest on Omniscient Authority intimating they believed that scientific knowledge comes from authority. For all respondents, Cultural Impacts was a significant predictor of more sophisticated epistemological beliefs. Conclusions The NOS and epistemological beliefs of Saudi secondary students were affected by gendered differences, religious Islamic teachings, and culture. These insights are important, because Saudi students’ understandings of NOS affect their perceptions of science and how it can become part of their epistemological belief system. Religious beliefs, culture, and gender must be considered when designing Saudi science curricula and preservice and inservice teacher education.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"838 - 860"},"PeriodicalIF":1.6,"publicationDate":"2021-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1961721","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46383272","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 : 2021-07-30DOI: 10.1080/02635143.2021.1909555
Gang Liu, N. Fang
ABSTRACT Background A solid conceptual understanding is essential for students to succeed in all academic disciplines. Student misconceptions are correlated with their poor academic performance and high attrition rates. It is especially important to correct student misconceptions in science-based undergraduate engineering mechanics courses that cover numerous fundamental concepts. Purpose This paper aims to conduct a research study on the effects of an instructional intervention called enhanced hands-on experimentation on identifying and correcting student misconceptions about work and energy in a second-year undergraduate engineering mechanics course. As a comparison, the effects of traditional textbook instruction were also investigated. Sample The present study is qualitative research involving the transcriptions and coding of qualitative verbal data collected through a think-aloud approach. To offer deep insights into the effects of enhanced hands-on experimentation and traditional textbook instruction on each individual student participant, 12 undergraduate students were recruited to participate in the present study. This sample size is typical in qualitative research. Design and Methods The student participants were assigned into an enhanced hands-on experimentation group and a traditional textbook instruction group. Data was collected using a think-aloud approach while student participants took a pre-test and a post-test before and after the enhanced hands-on experimentation or traditional textbook instruction intervention. Qualitative verbal data collected through think-aloud were quantitatively analyzed to compare the effectiveness of the two types of interventions on correcting student misconceptions about work and energy in engineering mechanics. Results Compared to traditional textbook instruction, enhanced hands-on experimentation is significantly more effective in correcting student misconceptions about work and energy. As the consequence of enhanced hands-on experimentation, student participants achieved a group-average normalized learning gain of 55.8%, and the overall reduction rate of students’ misconception instances was 47.9%. Conclusions The enhanced hands-on experimentation can be employed as an effective supplemental tool to help correct student misconceptions about work and energy in engineering mechanics.
{"title":"The effects of enhanced hands-on experimentation on correcting student misconceptions about work and energy in engineering mechanics","authors":"Gang Liu, N. Fang","doi":"10.1080/02635143.2021.1909555","DOIUrl":"https://doi.org/10.1080/02635143.2021.1909555","url":null,"abstract":"ABSTRACT Background A solid conceptual understanding is essential for students to succeed in all academic disciplines. Student misconceptions are correlated with their poor academic performance and high attrition rates. It is especially important to correct student misconceptions in science-based undergraduate engineering mechanics courses that cover numerous fundamental concepts. Purpose This paper aims to conduct a research study on the effects of an instructional intervention called enhanced hands-on experimentation on identifying and correcting student misconceptions about work and energy in a second-year undergraduate engineering mechanics course. As a comparison, the effects of traditional textbook instruction were also investigated. Sample The present study is qualitative research involving the transcriptions and coding of qualitative verbal data collected through a think-aloud approach. To offer deep insights into the effects of enhanced hands-on experimentation and traditional textbook instruction on each individual student participant, 12 undergraduate students were recruited to participate in the present study. This sample size is typical in qualitative research. Design and Methods The student participants were assigned into an enhanced hands-on experimentation group and a traditional textbook instruction group. Data was collected using a think-aloud approach while student participants took a pre-test and a post-test before and after the enhanced hands-on experimentation or traditional textbook instruction intervention. Qualitative verbal data collected through think-aloud were quantitatively analyzed to compare the effectiveness of the two types of interventions on correcting student misconceptions about work and energy in engineering mechanics. Results Compared to traditional textbook instruction, enhanced hands-on experimentation is significantly more effective in correcting student misconceptions about work and energy. As the consequence of enhanced hands-on experimentation, student participants achieved a group-average normalized learning gain of 55.8%, and the overall reduction rate of students’ misconception instances was 47.9%. Conclusions The enhanced hands-on experimentation can be employed as an effective supplemental tool to help correct student misconceptions about work and energy in engineering mechanics.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"462 - 481"},"PeriodicalIF":1.6,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1909555","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42701526","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 : 2021-07-15DOI: 10.1080/02635143.2021.1941840
Joe Shimwell, J. DeWitt, Carol Davenport, A. Padwick, Jonathan Sanderson, R. Strachan
ABSTRACT Background Previous research into children’s perceptions of science shows that children like science but often hold stereotypical views of scientists and commonly do not see themselves with a career as a scientist. Purpose The aim of this study is to examine if a carefully designed medium-term, teacher-led STEM intervention, ‘Scientist of the Week’ which showcased a diverse range of working scientists and the skills they need, can lead to a positive change in the perception of scientists among young people. Sample Design and Methods Using a case-control approach, this research used a tracked sample of 118 young people from aged 7 to 11 in a primary school in the North East of England. Words associated with scientists were collected before and after (directly, one month, one year) the intervention from the tracked sample and analysed to assess changes in stereotypical perceptions and any difference in responses between male and female participants. Results Before the intervention, young children held many of the common stereotypes associated with scientists. Shortly afterwards, and one year following the intervention, the use of common stereotypes had fallen significantly across all children, with particular improvements in counter-stereotypical word usage for males. It also found that stereotypical images of scientists as highly intelligent were more difficult to counteract and that many of the positive changes in this view seen in the short term (weeks and months) diminished in the long term (one year later). Conclusions This research has shown that with minimal expense and effort from teachers, negative stereotypes of scientists can be reduced through an intervention that does not require bringing scientists into the classroom. Some of the observed changes persisted in the longer-term, suggesting a lasting alteration in children’s perceptions of scientists following the intervention.
{"title":"Scientist of the week: evaluating effects of a teacher-led STEM intervention to reduce stereotypical views of scientists in young children","authors":"Joe Shimwell, J. DeWitt, Carol Davenport, A. Padwick, Jonathan Sanderson, R. Strachan","doi":"10.1080/02635143.2021.1941840","DOIUrl":"https://doi.org/10.1080/02635143.2021.1941840","url":null,"abstract":"ABSTRACT Background Previous research into children’s perceptions of science shows that children like science but often hold stereotypical views of scientists and commonly do not see themselves with a career as a scientist. Purpose The aim of this study is to examine if a carefully designed medium-term, teacher-led STEM intervention, ‘Scientist of the Week’ which showcased a diverse range of working scientists and the skills they need, can lead to a positive change in the perception of scientists among young people. Sample Design and Methods Using a case-control approach, this research used a tracked sample of 118 young people from aged 7 to 11 in a primary school in the North East of England. Words associated with scientists were collected before and after (directly, one month, one year) the intervention from the tracked sample and analysed to assess changes in stereotypical perceptions and any difference in responses between male and female participants. Results Before the intervention, young children held many of the common stereotypes associated with scientists. Shortly afterwards, and one year following the intervention, the use of common stereotypes had fallen significantly across all children, with particular improvements in counter-stereotypical word usage for males. It also found that stereotypical images of scientists as highly intelligent were more difficult to counteract and that many of the positive changes in this view seen in the short term (weeks and months) diminished in the long term (one year later). Conclusions This research has shown that with minimal expense and effort from teachers, negative stereotypes of scientists can be reduced through an intervention that does not require bringing scientists into the classroom. Some of the observed changes persisted in the longer-term, suggesting a lasting alteration in children’s perceptions of scientists following the intervention.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"423 - 443"},"PeriodicalIF":1.6,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1941840","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44664163","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 : 2021-07-12DOI: 10.1080/02635143.2021.1952407
Andreja Špernjak, Anja Jug Puhmeister, A. Šorgo
ABSTRACT Background The microbiology should be a part of curricula; especially after epidemic COVID-19. Purpose The study reports the level of knowledge and opinions of Slovenian citizens about microorganisms. Sample The target population of the online survey was Slovenian citizens older than 14 years. Design and methods We collected 405 complete surveys, which structured with 47 knowledge items and 18 opinion items about microorganisms. Results We found a lack of knowledge among citizens and corresponding misconceptions about microorganisms. There were no statistically significant differences in citizens’ knowledge by age and gender, but citizens with higher educational attainment had better knowledge scores. Participants equate the terms virus, bacteria and microorganisms, an error that can lead to misconceptions. We found that between 15.0 and 20.0% of citizens experience fear of microorganisms. Regarding gender, age and degree level, there were statistically significant differences in participants’ opinions about microorganisms. 45.5% of the participants agreed that the topic of microorganisms is underrepresented in school. This is probably the reason why 44.2% of the participants are not interested in microbiology, although 74.6% are aware that knowledge about microorganisms is important and useful. Conclusion It would be good to strengthen the content and ways of working in the education system, because in case of a pandemic like SARS-CoV-2 there would be more understanding of what we are dealing with and less fear of the ignorant.
{"title":"Public opinions and knowledge about microorganisms","authors":"Andreja Špernjak, Anja Jug Puhmeister, A. Šorgo","doi":"10.1080/02635143.2021.1952407","DOIUrl":"https://doi.org/10.1080/02635143.2021.1952407","url":null,"abstract":"ABSTRACT Background The microbiology should be a part of curricula; especially after epidemic COVID-19. Purpose The study reports the level of knowledge and opinions of Slovenian citizens about microorganisms. Sample The target population of the online survey was Slovenian citizens older than 14 years. Design and methods We collected 405 complete surveys, which structured with 47 knowledge items and 18 opinion items about microorganisms. Results We found a lack of knowledge among citizens and corresponding misconceptions about microorganisms. There were no statistically significant differences in citizens’ knowledge by age and gender, but citizens with higher educational attainment had better knowledge scores. Participants equate the terms virus, bacteria and microorganisms, an error that can lead to misconceptions. We found that between 15.0 and 20.0% of citizens experience fear of microorganisms. Regarding gender, age and degree level, there were statistically significant differences in participants’ opinions about microorganisms. 45.5% of the participants agreed that the topic of microorganisms is underrepresented in school. This is probably the reason why 44.2% of the participants are not interested in microbiology, although 74.6% are aware that knowledge about microorganisms is important and useful. Conclusion It would be good to strengthen the content and ways of working in the education system, because in case of a pandemic like SARS-CoV-2 there would be more understanding of what we are dealing with and less fear of the ignorant.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"800 - 818"},"PeriodicalIF":1.6,"publicationDate":"2021-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1952407","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49638112","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 : 2021-07-06DOI: 10.1080/02635143.2021.1948826
T. Bouchée, M. Thurlings, L. Smits, Birgit Pepin
ABSTRACT Background Quantum physics has found its way into upper secondary school physics curricula worldwide. This trend coincides with increased attention for conceptual understanding in physics education in general and quantum physics education in particular. Students’ conceptual difficulties of learning quantum physics are regularly reported. Little systematic attention has been paid to the opportunities and challenges teachers and students experience for teaching and learning quantum physics. Purpose The opportunities and challenges secondary school teachers and their students experience were examined to gain insights into their perspectives teaching and learning quantum physics. These insights inform improvements in teaching and learning quantum physics at the secondary school level. Sample Three teachers and five of each teacher’s students participated in this study. Design & Methods A context analysis was conducted to explore the experiences of the teachers and students. Teachers were individually interviewed; students were interviewed in a focus group session. The semi-structured interviews were analysed resulting in three case reports. These case reports were used to conduct a cross-case analysis to find common opportunities and challenges among teachers’ and students’ experiences. Results Teachers and students felt that teachers had an important role in supporting students’ understanding of quantum physics. Teachers were challenged to enthuse their students for quantum physics as they struggled to convey the relevance of the subject to their students. Freely available digital materials were considered as an opportunity to support students’ conceptual understanding as they have the potential to engage students and benefit their conceptual development. Conclusion Several implications are discussed to improve teaching and learning of quantum physics, such as opportunities for teacher professional development as well as ways to effectively use freely available digital materials.
{"title":"Investigating teachers’ and students’ experiences of quantum physics lessons: opportunities and challenges","authors":"T. Bouchée, M. Thurlings, L. Smits, Birgit Pepin","doi":"10.1080/02635143.2021.1948826","DOIUrl":"https://doi.org/10.1080/02635143.2021.1948826","url":null,"abstract":"ABSTRACT Background Quantum physics has found its way into upper secondary school physics curricula worldwide. This trend coincides with increased attention for conceptual understanding in physics education in general and quantum physics education in particular. Students’ conceptual difficulties of learning quantum physics are regularly reported. Little systematic attention has been paid to the opportunities and challenges teachers and students experience for teaching and learning quantum physics. Purpose The opportunities and challenges secondary school teachers and their students experience were examined to gain insights into their perspectives teaching and learning quantum physics. These insights inform improvements in teaching and learning quantum physics at the secondary school level. Sample Three teachers and five of each teacher’s students participated in this study. Design & Methods A context analysis was conducted to explore the experiences of the teachers and students. Teachers were individually interviewed; students were interviewed in a focus group session. The semi-structured interviews were analysed resulting in three case reports. These case reports were used to conduct a cross-case analysis to find common opportunities and challenges among teachers’ and students’ experiences. Results Teachers and students felt that teachers had an important role in supporting students’ understanding of quantum physics. Teachers were challenged to enthuse their students for quantum physics as they struggled to convey the relevance of the subject to their students. Freely available digital materials were considered as an opportunity to support students’ conceptual understanding as they have the potential to engage students and benefit their conceptual development. Conclusion Several implications are discussed to improve teaching and learning of quantum physics, such as opportunities for teacher professional development as well as ways to effectively use freely available digital materials.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"777 - 799"},"PeriodicalIF":1.6,"publicationDate":"2021-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1948826","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45947175","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 : 2021-06-29DOI: 10.1080/02635143.2021.1947223
Liam Guilfoyle, J. Hillier, N. Fancourt
ABSTRACT Background Argumentation, that is the coordination of evidence and reasons to support claims, is an important skill for democratic society, developing subject-specific literacies, and can be embedded in multiple school subjects. While argumentation has been extensively researched in science education, interdisciplinary argumentation is less explored, particularly between subjects where collaboration is not the norm, such as science and religious education (RE). Yet everyday issues often involve considering information from multiple sources, such as scientific information or ethical, moral, or religious perspectives. Purpose The purpose of this study was to better understand students’ abilities in argumentation within and across the school subjects of science and RE to inform research and practice of interdisciplinary argumentation. Sample The participants of this study were 457 students, aged between 11 and 14 years, from 10 secondary schools in England. Following data cleaning, 394 student responses were analysed. Design and Methods Students completed simultaneous written assessments for argumentation in three tasks which are situated within three different subject contexts: (1) science (2) RE, and (3) an interdisciplinary context which involved argumentation from science and RE. Results In each of the three contexts, high proportions of students achieve all available marks for identifying claims and evidence. These proportions drop when constructing the link between claim and evidence (warrant) and constructing an evaluative argument. Higher performances were generally noted in the context of science and that students experience particular challenges in argumentation in the RE scenario. Conclusions This study contributes to our understanding of the challenges and successes of students’ argumentation within and across the subjects of science and RE. Implications for both research and practice are discussed.
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