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The representation of race in English language learning textbooks : inclusivity and equality in images
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 4) |
| Halaman | : | 1013-1040 |
| Abstrak | : | Abstrak tidak tersedia. |
Teacher Identity (re)Construction in Collaborative Bilingual Education: The Emergence of Dyadic Identity
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 4) |
| Halaman | : | 987-1012 |
| Abstrak | : | Teacher identity construction has long been investigated within the field of English language teaching. However, little is known about how particularities and demands of co-teaching language and content in bilingual education (BE) settings may lead to teacher identity (re)construction, especially in preschool contexts. Therefore, we explored, through narrative inquiry, the identity (re)construction of one pair of English language and homeroom teachers in a preschool in Turkey. We gathered data through oral narratives, follow-up written accounts, and an online pair interview, which collectively provided insights into their induction into BE, collaborative teaching practices, and interactions with contextual factors. Findings show that external support (e.g., training, and sustained feedback by the trainers) alongside teachers' own experiences and reflections regarding BE and changing beliefs about their prior practice were among the factors which led to their transition into the role of BE co-teacher. Parallel to this transitioning process, a relationally mediated positional identity we label dyadic identity emerged between the teachers. We discuss the process of the teachers' transition to a BE co-teacher role and the emergence of dyadic identity, elaborating on the factors that facilitated this development. Implications for teacher identity research as well as bilingual program development are discussed. |
Science through Drama: A multiple case exploration of the characteristics of drama activities used in secondary science lessons
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 31 (No. 16) |
| Halaman | : | 2247-2270 |
| Abstrak | : | Over 20 years of research into the use of cross?curricular drama in secondary science has indicated that this medium enables learning of affective, cognitive and procedural knowledge. To date, academic research has tended to frame successful drama pedagogy as resulting from a Drama?in?Education approach, incorporating extended role plays and simulations of social events. By contrast, research has rarely focused on the scope and context of drama which is devised and used by real people in real situations. Indications from non?academic literature and informal education practice suggest that there is a gap in our knowledge between research and classroom practice. This study focused on teachers’ own drama activities in five science lessons taught across schools in Cambridge, Kent, and Hertfordshire. Their classes spanned the ages of 12–16 in the subjects of chemistry, biology, and physics. This study explored the drama forms, teaching objectives, and characteristics by which drama was perceived to enable learning in Science. The findings revealed that drama activities were used to convey a variety of topics that have not yet been recorded in academic literature, and revealed a greater scope for the teaching abstract scientific concepts through mime and role play. These activities were perceived to develop students’ visualisation through a range of modalities, which included embodied sensation and anthropomorphic metaphors. Some features reflected the development of thought experiment skills. A pedagogic model was produced based on different levels of interactive talk and multimodal communication. |
Introduction to Semiconductor Physics in Secondary Education: Evaluation of a teaching sequence
| Pengarang | : | Antonio García-Carmona |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 31 (No. 16) |
| Halaman | : | 2205-2245 |
| Abstrak | : | The present article presents a didactic proposal oriented to teaching notions of semiconductor physics in secondary education. The methods and the results of a pilot study designed to analyse the effectiveness of a teaching sequence on the topic are also described. The subjects were 60 students, aged 14–15 years, of a secondary school in Seville, Spain. The levels of knowledge acquired by the students were evaluated by means of a test and personal interviews, which we also used to detect the most frequent obstacles they encountered against learning. Also, we employed personal interviews and analysis of the students’ notebooks to evaluate their attitudes towards semiconductor physics and its learning, and to evaluate the degree to which the teaching sequence fosters cooperative learning and the self?regulation of learning. The results indicated that the students in general acquired ideas and reasoning in the appropriate line, although with some mistakes or inaccuracies with respect to scientific conceptions, and acquired positive attitudes towards the learning of semiconductor physics, with a high degree of motivation during the teaching–learning process. The conclusion is that it is possible to initiate teaching the basic notions of semiconductor physics in secondary education, although it is necessary to continue going deeper into the topic with new research. As a proposal for improvement in future actions, we formulate new objectives oriented at overcoming the students’ commonest obstacles against learning with respect to the topic. |
Developing a Scale to Measure Students’ Attitudes toward Chemistry Lessons
| Pengarang | : | Derek Cheung |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 31 (No. 16) |
| Halaman | : | 2185-2203 |
| Abstrak | : | Students’ attitudes toward chemistry lessons in school are important dependent variables in curriculum evaluation. Although a variety of instruments have been developed by researchers to evaluate student attitudes, they are plagued with problems such as the lack of theoretical rationale and of empirical evidence to support the construct validity of data. This paper describes a study of students’ attitudes toward chemistry lessons in Hong Kong secondary schools. One of the scales in the Test of Science?Related Attitudes developed by Fraser was modified to form an Attitude Toward Chemistry Lessons Scale (ATCLS). The construction of the ATCLS was based on a theoretical model with four dimensions: liking for chemistry theory lessons, liking for chemistry laboratory work, evaluative beliefs about school chemistry, and behavioural tendencies to learn chemistry. The arguments for inclusion of these four dimensions are presented. The final version of ATCLS was administered to 954 students. The results of confirmatory factor analysis indicated that there was a good fit between the hypothesised model and the observed data. |
The Influence of Metacognitive Training on Preservice Elementary Teachers’ Conceptions of Nature of Science
| Pengarang | : | Fouad Abd-El-Khalick |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 31 (No. 16) |
| Halaman | : | 2161-2184 |
| Abstrak | : | This study assessed the influence of training in, and use of, metacognitive strategies on the development of prospective elementary teachers’ views of nature of science (NOS). Participants were 49 students (92% female) enrolled in two sections of an elementary science methods course. The sections were randomly assigned to an intervention group and a comparison group. Students in both groups were engaged with explicit?reflective NOS instruction, which focused on the empirical, tentative, theory?driven, inferential, and creative NOS. Additionally, students in the intervention group received instruction in, and used, three metacognitive strategies during their engagement with thinking about NOS. The Views of Nature of Science Questionnaire—Form C and the Metacognitive Awareness Inventory were respectively used to assess participants’ views of NOS and metacognitive awareness at the beginning and conclusion of the study. Data analyses indicated that significantly more students in the intervention group explicated more informed views of the target aspects of NOS. Moreover, these substantial changes were coupled with significantly increased Metacognitive Awareness Inventory scores for the intervention group participants. The results point to a relationship between improved metacognitive awareness and the development of informed understandings of NOS. |
Scientific Processes in PISA Tests Observed for Science Teachers
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 31 (No. 16) |
| Halaman | : | 2137-2159 |
| Abstrak | : | A research study, mainly based on the notion of ‘scientific literacy’ from the Programme for International Student Assessment (PISA) 2003 assessment framework, was carried out obtaining data from the administration of an open written questionnaire with items covering three central scientific processes—describing, explaining and predicting scientific phenomena; understanding scientific investigation; and interpreting scientific evidence and conclusions—to 30 experienced in?service secondary school science teachers. The purpose was to analyse their views regarding the competences on the mentioned scientific processes assessed by Science PISA tests: which of the competences assessed were the most frequently identified by teachers, which of the competences they considered presenting difficulties for their students, and, finally, which activities they used in their classes to promote similar competences. Our results indicated that teachers had different perceptions of one or other scientific processes considered relevant for scientific literacy in the PISA framework. Their awareness of the expected students’ difficulties did not necessarily match the competences intended to be assessed by either PISA or what they thought to be assessed. Moreover, their views differed depending not only on the type of scientific process but also on the underlying subject. Concern about the students’ need of reading fluently with understanding and of paying special attention during the test time was also observed. |
The Effects of Dichotomous Attitudes toward Science on Interest and Conceptual Understanding in Physics
| Pengarang | : | Minkee Kim |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 31 (No. 17) |
| Halaman | : | 2385-2406 |
| Abstrak | : | The literature on students' attitudinal constructs in science education asserts that students hold dichotomous attitudes toward science (AS). For instance, studies from the Relevance of Science Education project reveal that students possess negative attitudes in terms of their favourableness toward school science, preference toward scientific careers, and emotional states toward science (negative intrinsic AS), despite their positive perception that science is important for society (positive extrinsic AS). The issue demands in?depth examination, since not enough science educators have studied the effects of the dichotomous AS on science education. Rather, they have attempted to improve the uncategorised AS for stimulating student achievement in science education. Hence, the aim of this study is to clarify how the dichotomous attitude (intrinsic AS and extrinsic AS) relates to the two educational products in science: interest inventory and conceptual understanding. One hundred and sixteen physics learners in Japan were sampled for fitting the structural equation model in this study. Our final model validated by LISREL suggests that intrinsic AS exclusively stimulate students' interest and conceptual understanding in physics, while extrinsic AS fail to play their expected role. Finally, features of the sampled 10th?graders and their dichotomous AS are further interpreted with the prevalent concept of the hidden curriculum. |
Beginning Secondary Science Teachers in Different Induction Programmes: The first year of teaching
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 31 (No. 17) |
| Halaman | : | 2355-2384 |
| Abstrak | : | While it is generally acknowledged that the first years of teaching are the most difficult, little is known about the development of subject matter specialists during this period. In order to add to the knowledge in this area, the present study explores the first year of 114 secondary science teachers as they participate in one of four different induction programmes. The data collected in this study consist of observations of practice, and of interviews about beliefs, pedagogical content knowledge and experiences throughout the year. Quantitative and qualitative analysis of the data revealed that, as a group, the beginning teachers held teacher?centred practices, beliefs, and pedagogical content knowledge. Analysis by induction programme, however, revealed that teachers who participated in science?specific induction programmes significantly changed their beliefs and used more investigations in their classroom lessons than did their peers in the other induction programmes. Moreover, the physical proximity of colleagues was also important to the well?being of beginning teachers. This study supports the development of science?specific induction programmes, and provides evidence that the composition of the programme and the assigned location of the new teacher are important factors during a teacher's first year. |
Does Practical Work Really Motivate? A study of the affective value of practical work in secondary school science
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 31 (No. 17) |
| Halaman | : | 2335-2353 |
| Abstrak | : | The present paper reports on a study that examined whether practical work can be said to have affective outcomes, and if so in what sense. The term ‘affective’ is used here to refer to the emotions, or feelings, engendered amongst pupils towards school science in general, or one of the sciences in particular. The study is based on 25 multi?site case studies that employed a condensed fieldwork strategy. Data were collected, using tape?recorded interviews and observational field notes, in a sample of practical lessons undertaken in English comprehensive (non?selective) schools during Key Stages 3 and 4 (ages 11–14 years and 15–16 years, respectively). The findings suggest that whilst practical work generates short?term engagement, it is relatively ineffective in generating motivation to study science post compulsion or longer?term personal interest in the subject, although it is often claimed to do so. This suggests that those involved with science education need to develop a more realistic understanding of the limitations of practical work in the affective domain. |