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Children’s Self?documentation and Understanding of the Concepts ‘Healthy’ and ‘Unhealthy’
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| Pengarang | : | Suzanne Reeve |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 31 (No. 14) |
| Halaman | : | 1953-1974 |
| Abstrak | : | The present paper describes a study in which 13 children aged 9–11 years, of diverse ethnic, linguistic, and socio?economic backgrounds, were asked to use a digital camera and small notebook to document the range of things they consider to be healthy and unhealthy. Using open?ended interview questions, the children were then asked to explain each item, including what it was, why they chose it, and why they thought it was either healthy or unhealthy. The range of definitions of ‘healthy’ and ‘unhealthy’ invoked by the children was surprisingly broad, encompassing not only illness and proper nutrition, but also environmental health, mental health, cleanliness, and other meanings. Findings across all 13 children are displayed, and a case study of one child serves as a detailed example of the types of meanings children ascribe to the words ‘healthy’ and ‘unhealthy’, as well as the kinds of analyses being employed on these data. The theoretical implications of these results for research on children’s ideas about health, as well as implications for the design of health interventions, are discussed. |
Secondary Students’ Thinking about Familiar Phenomena: Learners’ explanations from a curriculum context where ‘particles’ is a key idea for organising teaching and learning
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 31 (No. 14) |
| Halaman | : | 1917-1952 |
| Abstrak | : | Particle models of matter are widely recognised as being of fundamental importance in many branches of modern science, and particle ideas are commonly introduced and developed in the secondary school curriculum. However, research undertaken in a range of national contexts has identified significant learning difficulties in this topic, and suggests that notions of particles that match scientific models are generally only attained over periods of some years. The implementation of a National Curriculum in Science in England was followed by increasingly prescriptive guidance to teachers. This culminated in a framework for teaching lower secondary science, which identified ‘particles’ as one of five key ideas for organising teaching and learning of science to all 11–14?year?olds. In this curriculum context, a basic particle model is introduced at the start of secondary education, and consolidated by being revisited in various contexts over three years. However, National Tests suggest that only a minority of pupils attain levels of understanding matching target knowledge. The present paper reports an interview study that explored how a sample of English secondary students explained phenomena commonly met in school science. It was found that students generally used the notion of particles, although most of their particle?based explanations reflected alternative conceptions that have been reported in previous research. It is concluded that a curriculum strategy of early introduction and regular application during the early secondary years is not of itself sufficient to support the desired progression in thinking with particle models, and more sophisticated research?informed pedagogy is needed. |
Analysing Concept Maps as an Assessment Tool in Teaching Physics and Comparison with the Achievement Tests
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 31 (No. 14) |
| Halaman | : | 1897-1915 |
| Abstrak | : | Concept mapping is a technique that paves the way to represent knowledge schematically. In this research, concept mapping was used as an assessment method on the impulse–momentum topic. The purpose of this study was to determine teacher candidates’ knowledge about understanding of the concepts of impulse and momentum by comparing and contrasting two different methods; namely, students’ concept maps and an achievement test. The mean of teacher candidates’ concept map scores are extremely low when compared with the scores of the achievement test. In addition, it was seen that although a great number of concepts were written down, not many relationships were established between these concepts. There is a weak correlation between the achievement test and the concept map scores since concept maps assess the students’ knowledge from a conceptual perspective while the achievement tests measure the level of students’ knowledge on the topic and his/her ability to apply this knowledge on different occasions. |
Interdisciplinary Mathematics–Physics Approaches to Teaching the Concept of Angle in Elementary School
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 31 (No. 14) |
| Halaman | : | 1857-1895 |
| Abstrak | : | The present study takes an interdisciplinary mathematics–physics approach to the acquisition of the concept of angle by children in Grades 3–5. This paper first presents the theoretical framework we developed, then we analyse the concept of angle and the difficulties pupils have with it. Finally, we report three experimental physics?based teaching sequences tested in three classrooms. We showed that at the end of each teaching sequence the pupils had a good grasp of the concept of angle, they had truly appropriated the physics knowledge at play, and many pupils are enable to successfully grasp new physics situations in which the angle plays a highly meaningful role. Using a physics framework to introduce angles in problem situations is then pertinent: by interrelating different spaces, pupils were able to acquire skills in the domains of mathematics, physics, and modelling. In conclusion, we discuss the respective merits of each problem situation proposed. |
On Cognitive Constraints and Learning Progressions: The case of “structure of matter”
| Pengarang | : | Vicente Talanquer |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 31 (No. 15) |
| Halaman | : | 2123-2136 |
| Abstrak | : | Based on the analysis of available research on students’ alternative conceptions about the particulate nature of matter, we identified basic implicit assumptions that seem to constrain students’ ideas and reasoning on this topic at various learning stages. Although many of these assumptions are interrelated, some of them seem to change or lose/gain strength independently from one another. Overlapping or competing presuppositions about the structure, properties, and dynamics of matter may be able to coexist at any given level, particularly at intermediate stages of expertise. Our results allowed us to suggest common paths in the transition from naïve through novice to expert along relevant dimensions related to the structure and properties of chemical substances. The identification of these cognitive constraints provides a useful framework that educators can use to better understand and even predict many of their students’ learning difficulties. It can also assist in the design and organisation of learning experiences and assessment tools that recognise and take advantage of the most likely trajectories towards expertise (learning progressions) followed by many students. |
Gender Differences in Lunar-related Scientific and Mathematical Understandings
| Pengarang | : | Jennifer Wilhelm |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 31 (No. 15) |
| Halaman | : | 2105-2122 |
| Abstrak | : | This paper reports an examination on gender differences in lunar phases understanding of 123 students (70 females and 53 males). Middle?level students interacted with the Moon through observations, sketching, journalling, two?dimensional and three?dimensional modelling, and classroom discussions. These lunar lessons were adapted from the Realistic Explorations in Astronomical Learning (REAL) curriculum. Students’ conceptual understandings were measured through analysis of pre?test and post?test results on a Lunar Phases Concept Inventory (LPCI) and a Geometric Spatial Assessment (GSA). The LPCI was used to assess conceptual learning of eight science and four mathematics domains. The GSA was used to assess learning of the same four mathematical domains; however, the GSA test items were not posed within a lunar context. Results showed both male and female groups to make significant gains in understanding on the overall LPCI test scores as well as significant gains on five of the eight science domains and on three of the four mathematics domains. The males scored significantly higher than the females on the science domain, phase—Sun/Earth/Moon positions, and on the mathematics domain geometric spatial visualisation. GSA results found both male and female groups achieving a significant increase in their test scores on the overall GSA. Females made significant gains on the GSA mathematics domains, periodic patterns and cardinal directions, while males made significant gains on only the periodic patterns domain. Findings suggest that both scientific and mathematical understandings can be significantly improved for both sexes through the use of spatially focused, inquiry?oriented curriculum such as REAL. |
Students’ Understanding of the Special Theory of Relativity and Design for a Guided Visit to a Science Museum
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 31 (No. 15) |
| Halaman | : | 2085-2104 |
| Abstrak | : | The present paper describes the design of teaching materials that are used as learning tools in school visits to a science museum. An exhibition on ‘A century of the Special Theory of Relativity’, in the Kutxaespacio Science Museum, in San Sebastian, Spain, was used to design a visit for first?year engineering students at the university and assess the learning that was achieved. The first part of the paper presents the teaching sequence that was designed to build a bridge between formal teaching and the exhibition visit. The second part analyses the potential of the exhibition and the aforementioned teaching sequence to influence the students’ knowledge of three aspects of the Special Theory of Relativity. The results obtained show that the design of the visit, with both pre?visit and follow?up activities, was effective as a means of increasing students’ understanding and stimulating their ability to argue scientifically. |
Education through Fiction: Acquiring opinion-forming skills in the context of genomics
| Pengarang | : | Marie-Christine P. J. Knippels |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 31 (No. 15) |
| Halaman | : | 2057-2083 |
| Abstrak | : | The present study examined the outcomes of a newly designed four?lesson science module on opinion?forming in the context of genomics in upper secondary education. The lesson plan aims to foster 16?year?old students’ opinion?forming skills in the context of genomics and to test the effect of the use of fiction in the module. The basic hypothesis tested in this study is whether fiction stimulates students to develop opinions with regard to socio?scientific issues. A quasi?experimental pre?test and post?test design was used, involving two treatment groups and one control group. One of the experimental groups received a science module incorporating movie clips (i.e., the movie group). The other experimental group received the same science module, but only news report clips were used (i.e., the news report group). Prior to and after the module, 266 secondary school students completed a questionnaire to test their opinion?forming skills. The results demonstrate that the science module had a significant positive effect on students’ opinion?forming skills and that the movie group improved their skills more compared with the news report group. It may be concluded that the use of fiction—to be more specific, movie clips about genomics extracted from feature films—to introduce a socio?scientific issue in the classroom stimulates students to develop their opinion?forming skills. |
Coordinating Procedural and Conceptual Knowledge to Make Sense of Word Equations: Understanding the complexity of a ‘simple’ completion task at the learner’s resolution
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 31 (No. 15) |
| Halaman | : | 2021-2055 |
| Abstrak | : | The present paper discusses the conceptual demands of an apparently straightforward task set to secondary?level students—completing chemical word equations with a single omitted term. Chemical equations are of considerable importance in chemistry, and school students are expected to learn to be able to write and interpret them. However, it is recognised that many students find them challenging. The present paper explores students’ accounts of their attempts to identify the missing terms, to illuminate why working with chemical word equations is so challenging from the learner’s perspective. Three hundred secondary?age students responded to a five?item exercise based on chemicals and types of reactions commonly met at school level. For each item they were asked to identify the missing term in a word equation, and to explain their answers. This provided a database containing more than 1,000 student accounts of their rationales. Analysis of the data led to the identification of seven main classes of strategy used to answer the questions. Most approaches required the coordination of chemical knowledge at several different levels for a successful outcome; and there was much evidence both for correct answers based on flawed chemical thinking, and appropriate chemical thinking being insufficient to lead to the correct answer. It is suggested that the model reported here should be tested by more in?depth methods, but could help chemistry teachers appreciate learners’ difficulties and offer them explicit support in selection and application of strategies when working with chemical equations. |
Research Trends in Science Education from 2003 to 2007: A content analysis of publications in selected journals
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 31 (No. 15) |
| Halaman | : | 1999-2020 |
| Abstrak | : | The present study was a follow?up to Tsai and Wen’s (2005) earlier research, in which 802 articles published in the International Journal of Science Education, Science Education, and the Journal of Research in Science Teaching from 1998 to 2002 were analysed in terms of author’s nationality, research type, and research topic. In the present study a total of 869 papers published in the three journals from 2003 to 2007 were analysed, and the results were compared with those of Tsai and Wen. Moreover, this study also identified 31 highly?cited papers published during 1998–2002 and 20 highly?cited papers published during 2003–2007. The results showed that authors from countries other than the four major English?speaking countries (i.e., the USA, the UK, Australia, and Canada) published an increasing number of articles in the past decade. During these five years (2003–2007), science educators showed relatively more interest in research topics involving the context of student learning. Besides, science educators have changed some of their research interests during 1998–2007, with a shift in the research topics from student conception learning and conceptual change (1998–2002) to student learning contexts (2003–2007). Moreover, the investigation of highly?cited papers in the past decade revealed that studies on argumentation have gained significant attention among science educators. |