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Argumentation: A strategy for improving achievement and revealing scientific identities
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 6) |
| Halaman | : | 837-861 |
| Abstrak | : | In this paper we explore the relationship between learning gains, measured through pre?assessment and post?assessment, and engagement in scientific argumentation. In order to do so, this paper examines group discourse and individual learning during the implementation of NASA Classroom of the Future’s BioBLAST!® (BB) software program in a high school biology classroom. We found that the argumentative structures, the quality of these structures, and the identities that students take on during collaborative group work are critical in influencing student learning and achievement in science. We provide recommendations for instructors implementing argumentation in their science classrooms, and provide suggestions for the development of future research in this area. |
Upper Secondary French Students, Chemical Transformations and the “Register of Models”: A cross-sectional study
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 6) |
| Halaman | : | 807-836 |
| Abstrak | : | The purpose of this study is to identify how upper secondary school French students (Grade 10–12) interpret chemical transformation with regards to the changes within molecules and atoms, and in terms of intramolecular and/or intermolecular bond breaking. In order to identify and describe the students’ assimilated knowledge, four questions were asked to 930 students using a written questionnaire submitted a long time after the related teaching took place. There is much research into student learning in the concept areas discussed here (atoms and molecules, chemical change, chemical bonding), as reviewed in the paper. The present study presents data from an educational system where limited work has been reported in the international literature. The French system has its own unique curriculum, and is taught in the national language (where much of the existing research has concerned learning in Anglophile systems). The research reported here found that French secondary students experienced many similar difficulties in understanding these key scientific concepts to those that have been reported elsewhere, showing the cross?cultural nature of the key educational issues. For example, many have difficulties in understanding the changes undergone by atoms and molecules in the course of a chemical reaction; many are not able to justify explicitly the breaking of inter?molecular bonds and to interpret the breaking of intramolecular bonds in terms of reorganization of atoms, the target level of understanding in the curriculum from the end of Grade 9. However, it is also suggested that some of the specific characteristics identified here are linked to the ordering and language used in the French curriculum, and such cultural idiosyncrasies may offer useful insights into both problematic and valuable aspects of science pedagogy. |
Re-visioning Science “Love and Passion in the Scientific Imagination”: Art and science
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 6) |
| Halaman | : | 793-805 |
| Abstrak | : | The often portrayed media image of the scientist is a rather strange one, grim?looking scientists, usually male, poised beside incomprehensible instruments. It is little wonder that we encounter the stereotype of the bespectacled scientist; thick black rims, coke bottle lenses, roman sandals, dressed in lab coats, trousers up to their necks. A qualitative study designed to produce a series of visual and oral narratives based on the everyday lived realities of “the contemporary scientist” was undertaken. The study was a participative project in which a research team, including the project leaders Anne Noble and Michelle Lunn, together with research assistants and documentary photography students, worked alongside scientists to produce contemporary and deliberately challenging stories of “the scientist”Footnote 1 . In this paper, the most pervasive theme to emerge from the research, the link between art and science, is discussed. |
Some Methodological Issues with “Draw a Scientist Tests” among Young Children
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 6) |
| Halaman | : | 773-791 |
| Abstrak | : | Children’s stereotypes about scientists have been postulated to affect student science identity and interest in science. Findings from prior studies using “Draw a Scientist Test” methods suggest that students see scientists as largely white, often unattractive, men; one consequence may be that girls and minority students feel a science career is “not like me”. However, a major shortcoming in prior research is that scholars have asked children to draw only scientists, thus making interpretations of earlier research findings ambiguous. We added other professionals to compare how 616 drawings of teachers, scientists, and veterinarians by 206 elementary school children varied by student gender, ethnicity, and grade. Students made clear distinctions: drawing teachers as most attractive and largely female, and scientists as most often male and least attractive. Aspects of the drawings suggest that scientists do have an “image problem” among children. However, large sex differences in the drawings and often?unrecognizable gender figures in boys’ pictures lead us to question use of the “Draw a Scientist Test” as a projective test among young children. |
What Scientists Say: Scientists’ views of nature of science and relation to science context
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 6) |
| Halaman | : | 727-771 |
| Abstrak | : | The purpose of this study is to examine practicing scientists’ views of nature of science (NOS) and explore possible relationships between these views and science context. Science educators emphasize teaching NOS through inquiry?based learning experiences throughout science disciplines. Yet aspects of NOS that are agreed upon as relevant to science education have been described in discipline?independent ways. Given the situated nature of learning, we sought to examine how scientists understand recommended aspects of NOS and whether these views vary depending on the science discipline or investigative context of authentic practice. Participants were 24 scientists, representing four broad science disciplines (chemistry, life science, physics, earth/space science) and a variety of approaches (experimental, descriptive, theoretical). Data included questionnaires and interviews. Through intra?group and cross?group comparisons, we examine associations between NOS views, scientific disciplines, and methods of scientific inquiry. Results indicate NOS views are not necessarily related to science context. There appears to be as much variation within groups as across groups. Differences in views seem to be embedded within individual contexts and experiences rather than broader science disciplines. Results support the applicability of advocated NOS aspects across science contexts, and do not support a need to teach different natures of science in the K–12 science arena. We discuss the implications for NOS pedagogy in a variety of contexts. |
Evaluation of Professional Development: Deploying a process?focused model
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 5) |
| Halaman | : | 711-725 |
| Abstrak | : | This evaluation used a change transition model to explore the processes of development of a three?phase professional programme devised by two teams of researchers to support teachers’ expertise in six domains of science teaching. The full programme operated over two years. Interviews with developers at the end of each phase (21 interviews) and with teachers at the end of phases two and three (11 interviews) formed the main data set. The four features of the change transition model—trigger, vision, conversion, maintenance—were used as a framework for analysis of the qualitative data. Four themes emerged as contributing to the success of the process of development of the programme: establishing a shared vision of the goals of the programme and its outcomes; maintaining flexibility in implementing the phases and details of the programme; negotiating common understanding with participants; and ensuring fruitful collaboration in planning and implementation. The demands of attending to all of these features should not be underestimated in any successful developmental process. The evaluation therefore provides evidence for additional guidance in future collaborative professional development. |
Factors Influencing the Transformation of New Teaching Approaches from a Programme of Professional Development to the Classroom
| Pengarang | : | Rod Watson |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 5) |
| Halaman | : | 689-709 |
| Abstrak | : | A programme of professional development was designed consisting of 20 hours of workshops plus in?school activities. The implementation of new pedagogy was supported by teachers bringing examples of their work in the classroom to the workshops for discussion and reflection. The purpose of this study is to explore factors that influenced what teachers took from the professional development programme and how they used it in their own classrooms. It focuses on how the teachers’ perceived needs were affected by the programme and how the implementation of new pedagogy was affected the level of in?school support. Data were collected to evaluate the expertise of the teachers early in the programme, their learning through the programme and factors that affected their learning. These data included tape?recordings of selected discussions during workshops, field notes of the workshops, classroom evidence collected by the teachers and portfolios constructed from it, and interviews with teachers after the programme had finished. The results indicate that success in learning from the programme was affected by two key factors: how teachers’ perceptions of their needs interacted with the learning opportunities offered by the programme and how the level of in?school support affected the introduction of new pedagogy in the classroom. Unless both factors were positive learning from the professional development programme was variable. |
Professional Learning Portfolios for Argumentation in School Science
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 5) |
| Halaman | : | 669-688 |
| Abstrak | : | This paper reports on the use of portfolios in a continuing professional development programme to advance teachers’ skills in their pedagogy of argumentation. The programme adopted a cyclical process of expert input?teacher practice?sharing practice, in order for professional learning to include reflective analysis of growing accomplishment. Accomplishment was initially defined according to previous research and development on the teaching of argumentation, but was redefined during the programme as teachers shared practice and discussed their achievements. Portfolios were used to help teachers apply their learning, collate evidence of their accomplishment and share reflective analysis of practice with other colleagues on the programme. The paper includes extracts of two teachers’ portfolios: these provide evidence of each teacher’s developing accomplishment in the teaching of argumentation. Portfolios are idiosyncratic and are constructed according to an individual teacher’s motivations, interpretations and situations. Teachers need structure and guidance in creating purposeful portfolios that enhance reflective practice. |
Learning about Teachers’ Accomplishment in ‘Learning Skills for Science’ Practice: The use of portfolios in an evidence?based continuous professional development programme
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 5) |
| Halaman | : | 643-667 |
| Abstrak | : | The study in this paper was carried out in the framework of an evidence?based continuous professional development (CPD) programme in which teachers documented evidence about their practice in a portfolio. The context of the CPD was related to the ‘Learning Skills for Science’ (LSS) programme, which advocates the incorporation of high?order learning skills and capabilities into science school curricula, in addition to content knowledge. The LSS comprises high?order scientific communication skills such as information retrieval, scientific reading, scientific writing, listening and observing, information representation, and knowledge presentation. The main goal was to study what can be learned from evidence?based portfolios about teachers’ LSS practice. More specifically we studied the dimensions and levels of teachers’ practice, the profiles of teachers’ accomplishment, and their ability to present evidence about their practice. We analysed 12 teachers’ portfolios (34 pieces of evidence) using a diagnostic tool that reflected the various dimensions of teachers’ accomplishment in LSS practice: P: Perceptions of LSS instruction; M: Model of instruction; T: Using learning materials; A: Assessment; I: Influence in the school system; E: Evidence preparation. For each of these dimensions we identified a hierarchy of levels on a scale of 1–5. The diagnostic tool revealed diverse LSS multidimensional professional profiles which demonstrated strong and weak aspects in teachers’ performance. We concluded that evidence?based portfolios about teachers’ practice can serve as tools for assessment of teachers’ accomplishment (for example, for accreditation purposes) and as an authentic resource for customising professional development programmes to the needs of individual teachers. |
An Evidence-Based Continuous Professional Development Programme on Knowledge Integration in Physics: A study of teachers’ collective discourse
| Pengarang | : | Bat-Sheva Eylon |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 5) |
| Halaman | : | 691-641 |
| Abstrak | : | We describe an evidence?based continuing professional development programme on knowledge integration (KI) for high?school physics teachers. Sixteen teachers participated in the year?long programme (about 40 face?to?face lessons and in?between computerised interactions). The teachers experienced the KI activities as learners and then engaged in an ‘evidence?based’ approach, i.e. implemented the activities in their classes, collected data about teaching and learning, analysed the data, and discussed the evidence collaboratively. The study investigated teachers’ learning throughout the programme as reflected in the collective discourse held during the meetings by examining the ideas that were raised and how they were influenced by the evidence?based approach. The discourse reflects progress in teachers’ tendencies and abilities to continuously find out about individual students’ learning, and to adopt ‘learner?centred’ views. These views of teaching and learning related to the importance and legitimacy of students’ learning from peers, the need to listen carefully to students’ ideas and reflections, and the need to use a variety of methods for investigating students’ learning in order to plan teaching. Importantly, teachers realised the need for the KI activities and their advantages. They were more willing to adapt them with required customisations. The evidence?based approach triggered two central reasoning patterns influencing teachers' learning: contrasting expectations with facts and making generalisations. Towards the end of the programme, the teachers realised the general importance of the evidence?based approach, beyond its support of the particular domain of KI, and they concluded that examination of their practice is a powerful tool for enhancing their teaching as well as their students’ learning. |