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Novice elementary teachers’ knowledge of, beliefs about, and planning for the science practices: a longitudinal study
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| Pengarang | : | Djisman S. Simandjuntak |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 1) |
| Halaman | : | 136-155 |
| Abstrak | : | This longitudinal research examines the knowledge of, beliefs about, and planned use of the science practices of five novice elementary or primary teachers during their science methods course, student teaching, and first year of teaching. To answer our research questions, we collected lesson plans and conducted interviews after the teachers taught science lessons, and we coded these data sources for science practices and sub-practices. We found that the novice elementary teachers assumed a wide range of purposes for using the science practices in their classroom. For example, they emphasised the practices’ cross-curricular nature as well as how the practices can engage students in real science. In reference to the use of the science practices in their plans, there were aspects of the practices where the novice teachers’ planned practice did not yet match their understanding or beliefs. For instance, the novice teachers knew that reasoning is a part of science explanations, but there was little evidence of this element of Explanation and Argumentation in their plans. This work adds to the field's understanding of how novice elementary teachers use multiple science practices in planning to engage their students in sensemaking, and has implications for elementary science teacher education. |
Mapping the nature of science in the Italian physics curriculum: from missing links to opportunities for reform
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 1) |
| Halaman | : | 115-135 |
| Abstrak | : | The article describes the analysis of the Italian physics curriculum documents in terms of the coverage of nature of science (NOS). NOS is not explicitly presented as part of the Italian high-school physics curriculum. The article focuses on analysing the implicit aspects of the curriculum documents. The Family Resemblance Approach (FRA) to NOS was used as an analytical lens. FRA was chosen because of the broad range of categories that it provides to trace curriculum content. Curriculum documents were analysed using the FRA categories as well as an Epistemic Network Analysis (ENA) which has shown important limitations in the FRA categories ‘Political Power Structures, Scientific Ethos, Professional Activities’. These aspects of NOS belong to the social-institutional aspects of the FRA framework. There were also some inconsistencies between the general section and the specific sections of the curriculum. The study elaborates on how FRA and ENA can be used to analyse NOS content in a science curriculum. The epistemic networks provide concrete illustrations of where curriculum revision can best be carried out to promote underrepresented aspects of NOS. Implications for future research and recommendations for curriculum reform internationally are suggested. |
Analysis of experimental design errors in elementary school: how do students identify, interpret, and justify controlled and confounded experiments?
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 1) |
| Halaman | : | 91-114 |
| Abstrak | : | Designing and interpreting controlled experiments are important inquiry skills addressed in many current science curricula. The relevant skills associated with the design and interpretation of controlled experiments are summarised under the term control-of-variables strategy (CVS). Research on elementary school students’ CVS skills shows that they have basic conceptions of CVS, as they can correctly identify controlled experiments to test given hypotheses and can interpret the results of controlled experiments. However, they perform poorly when they have to plan experiments and interpret confounded experiments. Furthermore, previous research has identified eight misleading preconceptions regarding CVS that cause invalid experimental designs, called design errors. The current study investigates the occurrence and change of design errors during elementary school and their consistency over different tasks. Via a latent class analysis (LCA), we identified three distinct patterns of design errors: (1) correct CVS understanding, (2) change of too many variables and (3) non-contrastive experiments. Our results show that many students as low as grade two have a basic understanding of CVS and that occurring design errors are associated with limited metaconceptual knowledge about when and why to apply CVS. We discuss possible implications of our findings for teaching CVS and further research. |
An exploratory study of the goals science teachers’ satisfy by integrating engineering core ideas and practices into the science curriculum
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 1) |
| Halaman | : | 71-90 |
| Abstrak | : | Calls for engineering integration in pre-collegiate science courses are being made across the globe. The success of such efforts depends heavily on science teachers changing their instructional practices to include engineering. We conjecture when a science teacher chooses to make instructional change, including a change to integrate engineering practices and core ideas into science, the change helps them satisfy one or more of their goals. The purpose of this study is to present an exploratory case study of the goals a group of teachers satisfied when choosing to integrate engineering design into science classes. The primary data source is 31 semi-structured interviews while the teachers were engaged in creating and implementing four design challenges integrating engineering and science. Our findings show the teachers satisfied three types of goals through the use of the integrated engineering learning experiences: (a) habits of mind goals, such as students learning critical thinking; (b) preparation for the future goals, such as preparing students for future courses; and, (c) science education goals, such as students learning state science standards. We discuss these findings in relationship to the literature on instructional change and provide implications for both research and teacher education. |
Examining relevance in pre-service science teachers’ lesson plans
| Pengarang | : | Kirby Whittington |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 1) |
| Halaman | : | 48-70 |
| Abstrak | : | Research calls for teachers to integrate students’ funds of knowledge to bridge the gap between students’ lived experiences with that of learning science – that is, to make science relevant for students. Based on this critical practice, this exploratory study focuses on how pre-service science teachers integrate relevance, specifically students’ funds of knowledge, within the lessons they intend to implement. Drawing on the literature, this study developed a coding scheme to identify the ways in which pre-service teachers (PSTs) attempted to make science relevant to students. We distinguished between constructed relevance (i.e. relevance that does not consider students’ funds of knowledge) and relevance that drew on students’ funds of knowledge. Findings indicated that 48% of lessons contained some aspect of attending to students’ funds of knowledge highlighting that pre-service science teachers understand the need to make science relevant to students beyond constructed relevance. However, lessons that did attend to funds of knowledge, were most often done through attending to how students understand how knowledge is constructed. Across PSTs, there was a significant difference in the use of relevance over time during the semester. Findings indicated productive beginnings in PSTs’ orientations to funds of knowledge without explicit instruction in this area. |
Development and validation of an instrument to measure students’ engagement and participation in science activities through factor analysis and Rasch analysis
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 1) |
| Halaman | : | 18-47 |
| Abstrak | : | In this study, we present a new instrument, the Participation and Engagement Scale (PES), for the evaluation of the students’ involvement in STEM-oriented activities. The instrument was administered to about 1000 secondary school students who participated in the activities of the Italian Piano Nazionale Lauree Scientifiche in Biology, Chemistry and Physics. The activities were carried out in a remote modality due to the COVID-19 restrictions. Through an exploratory and confirmatory factor analysis, it was possible to validate a two-factor structure of the instrument: satisfaction towards the activities and value of the activities. The proposed factor structure shows a good model fit, with each of the obtained scales displaying excellent reliability. Construct-related validation evidence was obtained through the Rasch analysis, which allowed further psychometric improvement of the instrument. Convergent validation evidence was established through a correlation with the academic motivation and perceived difficulties scales. Using the proposed instrument, we found no statistically significant relationships between engagement, the different types of science activities attended, and the intention to enrol in a STEM course. Implications of the study for the evaluation of public understanding of science activities in both remote and in-presence modalities are also discussed. |
Reading matters more than mathematics in science learning: an analysis of the relationship between student achievement in reading, mathematics, and science
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 1) |
| Halaman | : | 1-17 |
| Abstrak | : | Science achievement and the factors related to it are frequently discussed in science education community. However, less researchers tend to consider student achievement in other subjects, especially reading and mathematics as included in the Programme for International Student Assessment (PISA). This research examined the relationship between student achievement in reading, mathematics, and science. Based on the theoretical analysis, we proposed several hypotheses that students’ reading achievement can influence their mathematics achievement, reading achievement can influence science achievement, and mathematics achievement can influence science achievement, and we can use a triangular model to represent such relationship. To test the hypotheses, we used the dataset of PISA 2018 as the data source, selected 12,058 Chinese students as the participants, and employed Structural Equation Modelling (SEM) for data analysis. The results confirmed the hypotheses. Our findings indicated that reading and mathematics were important predictors of science achievement, and the effects of reading significantly exceeded mathematics. We, therefore, concluded that reading should be more important than mathematics and received with more concern in science learning. The inconsistency of the results in this research with previous works is also discussed below. |
Harnessing the power of promising technologies to transform science education: prospects and challenges to promote adaptive epistemic beliefs in science learning
| Pengarang | : | Jiun Yu Wu |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 2) |
| Halaman | : | 346-353 |
| Abstrak | : | Forming learners’ science concepts and conceptual change entails adaptive epistemic beliefs to support a high degree of interactivity within a coherent knowledge structure. Adaptive epistemic beliefs are characterized by beliefs that knowledge is uncertain and should be justified through experimentation or multiple sources dependent upon the task contexts. Thus, assessing and evaluating learners’ adaptive epistemic beliefs is a complex process that requires laborious analysis of learner artifacts based on reliable and valid coding schemes. This article aims to describe new ways of assessing and applying technologies that can measure and foster adaptive epistemic beliefs. We propose new strategies for a theoretically-based human-and-machine symbiotic Learning Analytics (LA) framework. The application of this LA framework may facilitate the development of real-time detecting and representation of the individual and collective epistemic belief networks as well as diagnosing and providing appropriate scaffolds to promote adaptive epistemic beliefs via the design of personalised pedagogical feedback with experts’ input. The heuristic application of technology infrastructure may propel a movement for more tangible and personalised learning in science education. The current gaps of using AI-based emerging technologies in science learning and implications for science education are discussed to advance science education in new directions. |
Investigating the effects of different levels of guidance in inquiry-based hands-on and virtual science laboratories
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 2) |
| Halaman | : | 324-345 |
| Abstrak | : | Inquiry-based learning can be an effective approach when students are provided with sufficient guidance. However, there is an ongoing debate among practitioners about the nature, type, and level of such guidance. This study investigated the effects on middle school students’ (N = 116) conceptual knowledge and inquiry skills acquisition of providing two different levels of guidance (support or direct presentation of information related to the inquiry process) in hands-on and virtual science laboratories on the topic of electricity. The study was based on a 2 × 2 between-subjects factorial quasi-experimental design. The effects of two different levels of guidance combined with either a hands-on or a virtual laboratory were examined. Findings revealed that although the level of guidance was important for students’ conceptual knowledge development, it had no significant impact on their acquisition of inquiry skills. In terms of laboratory environments, it appears that a virtual laboratory and a hands-on laboratory are equally effective for the development of middle school students’ conceptual knowledge and inquiry skills. |
Supporting the implementation of a nanotechnology teaching-learning sequence through post-induction science teacher mentoring
| Pengarang | : | Emily Michailidi |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 2) |
| Halaman | : | 297-323 |
| Abstrak | : | This study focuses on post-induction mentoring as a vehicle for science teachers’ training in implementing a nanotechnology teaching-learning sequence. Five mentors and 15 mentee-teachers participated in a 9-months long mentoring programme. Qualitative methods of analysis were used to examine the content of the mentoring conversations and the employed mentoring practices. Our findings indicate that the focus of the mentoring conversations was mainly set on the necessary strategies for teaching nanotechnology and secondarily on the resolution of organisational issues that arose. As regards the mentoring activities, mentors tended to address the arisen issues by giving advice, sharing their knowledge and teaching materials and by modelling the conduct of the lessons. The paper highlights the contribution of mentoring to the professional growth of post-induction teachers mainly in terms of broadening their teaching repertoire on nanotechnology issues. |