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Exploring Secondary Science Teachers' Perceptions on the Goals of Earth Science Education in Taiwan
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 31 (No. 17) |
| Halaman | : | 2315-2334 |
| Abstrak | : | The educational reform movement since the 1990s has led the secondary earth science curriculum in Taiwan into a stage of reshaping. The present study investigated secondary earth science teachers' perceptions on the Goals of Earth Science Education (GESE). The GESE should express the statements of philosophy and purpose toward which educators direct their attention, and provide the visions or broad aims that earth science education is designed to achieve. Based on this rationale, the purpose of this study was to explore teachers' perceptions on the GESE at secondary school level (Grades 7–12) in Taiwan. A national survey of 1,000 earth science teachers was conducted in May 2004, with a response rate of 70.2%. The results revealed that ‘Students acquire basic earth science concepts’ is the most important GESE both in teachers' preferred goal and their actual teaching practice in the secondary earth science education; that there is a major gap between teachers' preferred and actual GESE in terms of ‘Preparing students for the entrance examinations’; and that the differences between teachers' preferred and actual GESE are contingent on the teachers' age, the school size, and the teacher education background of teachers. |
Design-based Research: Case of a teaching sequence on mechanics
| Pengarang | : | Andree Tiberghien |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 31 (No. 17) |
| Halaman | : | 2275-2314 |
| Abstrak | : | Design?based research, and particularly its theoretical status, is a subject of debate in the science education community. In the first part of this paper, a theoretical framework drawn up to develop design?based research will be presented. This framework is mainly based on epistemological analysis of physics modelling, learning and teaching hypotheses. It includes grand theories, a specific theory that following Cobb, Confrey, diSessa, Lehrer, and Schauble is a “humble theory” in the sense that it does “real work”, and tools for design. In the second part, we will show how this specific theory and its tools led designers to develop teaching resources in the case of a teaching sequence on mechanics (Grade 10). We will explain how the components of the specific theory and tools guide the design at different levels; the conceptual structure of the teaching sequence, the chronology of the activities, the various choices of the type of activity and their wording. This presentation makes the bases of designing teaching resources explicit and therefore allows for scientific debate. |
Does Prior Knowledge Matter? Do Lamarckian misconceptions exist? A critique of Geraedts and Boersma
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 31 (No. 18) |
| Halaman | : | 2527-2532 |
| Abstrak | : | The existence, preponderance, and stability of misconceptions related to evolution continue as foci of research in science education. In their 2006 study, Geraedts and Boersma question the existence of stable Lamarckian misconceptions in students, challenging the utility of Conceptual Change theory in addressing any such misconceptions. To support their challenge, they describe the study of a particular pedagogical strategy (which they describe as being influened by dynamic systems theory) and report the results supporting its effectiveness in enhancing students’ understanding of evolutionary theory. However, we argue that the description offered by Geraedts and Boersma demonstrates several flaws, both in its theoretical assertions and methodological decisions. In response, we reject the disavowal of Conceptual Change theory argued for by these authors due to several theoretical misinterpretations. As well, we question the validity of the data presented and assertions generated based on the methodologcal limitations of the study design. |
TINJAUAN DALAM NEGERI TAHUN 1977
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | VI-12, DESEMBER (No. 12) |
| Halaman | : | 47-66 |
| Abstrak | : | - |
What Does the Skill of Observation Look Like in Young Children?
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 31 (No. 18) |
| Halaman | : | 2511-2525 |
| Abstrak | : | Fifty?six children, aged between 4 and 11 years, in seven groups, were videoed playing with, being questioned about and sorting a collection of toys in order to identify what skills of observation looked like in young children, how observations influenced other scientific skills and what supported the skill of observation. Children’s skills of observation were found to be similar across all ages and included affective, functional, social and exploratory comments, actions, and questions. These initial observations led to the use of other scientific process skills: classification, prediction, hypotheses, along with explanation for younger children and interpretations for older children. There was generally a greater sophistication of observation skills with increasing age of the children. Observations in young children were found to be tactile and developed in two ways: by engaging in more unique close observation and interpreting observation by utilising previous knowledge and experiences. Important factors affecting the development of observational and other scientific skills were found to be the context (activity, environment, resources) and combination of social interactions between individuals, peers, and adults. This combination supported the development of both observational and other scientific skills, although the nature and amount of this interaction appeared individual to different groups of children and could not be predicted. |
MASALAH KEBEBASAN ILMIAH DAN KEBEBASAN MIMBAR PADA PERGURUAN TINGGI
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | VI-12, DESEMBER (No. 12) |
| Halaman | : | 25-46 |
| Abstrak | : | - |
Pupils’ Image of ‘the Scientist’ among Two Communities in Israel: A comparative study
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 31 (No. 18) |
| Halaman | : | 2485-2509 |
| Abstrak | : | The image of ‘the scientist’ and its effect on the willingness to be a scientist and to follow a career in science were investigated in two different cultural populations of elementary and junior high school pupils in Israel: Hebrew?speaking (secular) pupils (N = 390) and Arabic?speaking Bedouin pupils (N = 185). Five different tools were employed in our investigation (naming scientists, pictorial representation of the scientist (‘Draw?a?Scientist?Test’), statements regarding the characteristics of the scientist, reasons for wanting/not wanting or being able/being unable to be scientists, and sources of knowledge regarding the scientist’s image). The image held by Hebrew pupils was similar to those held by western pupils found in previous research, but some details were more elaborate (due to the fact that many different tools were employed here). However, the image held by the Arabic pupils differed from that found in previous research. This image had a strong ethnical trend, with Golden Age Muslim scientists’ names dominating name lists, and drawings of traditional Muslim figures. Another image found in their drawings was of a scientist admired as a teacher, emphasising the Bedouin school’s formal culture. The theory of modernity will be a useful analytical tool to judge the results of the investigation, whether the population is supposed to be (or is close to) a modern population and whether it does not, definitely, fall under this definition (see Methods and Discussion). |
TIMUR TENGAH FOKUS PERHATIAN DUNIA TAHUN 1977
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | VI-12, DESEMBER (No. 12) |
| Halaman | : | 1-24 |
| Abstrak | : | - |
A National Science Fair: Exhibiting support for the knowledge economy
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 31 (No. 18) |
| Halaman | : | 2459-2483 |
| Abstrak | : | Student?directed, open?ended scientific investigations and invention projects may serve to deepen and broaden students’ scientific and technological literacy, and, in so doing, enable them to succeed in democracies greatly affected by processes and products of science and technology. Science fairs, events at which student?led projects are evaluated and celebrated, could contribute to such positive personal and social outcomes. Qualitative data drawn from a national science fair over succeeding years indicate (after analyses of largely qualitative data, using constant comparative methods) that, apart from positive outcomes regarding science literacy, there may be some significant issues about the fair that warrant critical review. It is apparent from these studies that there are issues of access, image, and recruitment associated with the fair. Qualification for participation in the fair appears to favour students from advantaged, resource?rich backgrounds. Although these students do benefit in a number of ways from the fair experience, it is apparent that science fairs also greatly benefit sponsors—who can, in a sense, use science fairs for promotional and recruitment purposes. These findings and claims raised, for us, some important questions possibly having implications for science education, and for society more generally. |
Developing, Evaluating and Demonstrating the Use of a Conceptual Survey in Mechanical Waves
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 31 (No. 18) |
| Halaman | : | 2437-2457 |
| Abstrak | : | An understanding of mechanical waves is a pre?requisite for the study of many topics in advanced physics, and indeed in many other disciplines. There have been many research studies in mechanical waves, all of which have revealed that students have trouble with the basic concepts. Therefore, in order for teachers to prepare appropriate instruction for their classes, it is useful to diagnose their students' conceptions—if possible before they enter class. It is for this purpose that many diagnostic instruments have been developed, often in the form of multiple?choice tests. In this study, we have used the open?ended Wave Diagnostic Test to develop a multiple?choice conceptual survey in an evolutionary manner. The two?year development procedure included open?ended surveys and interviews involving 299 Thai students and 88 Australian students. The final version, called the Mechanical Waves Conceptual Survey, has been administered to 632 Australian students from high school to second?year university and 270 Thai high school students. Standard statistical analyses show that the survey is reliable and valid. Further validity checks, including consultation with experts, were also carried out. The survey has four subtopics—propagation, superposition, reflection, and standing waves—and the teachers can choose the subtopics relevant for their students. In this paper we also demonstrate the use of a typical survey question to test students' conceptual understanding and identify common alternative conceptions. |