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Is knowledge of evolution useful? A mixed methods examination of college biology students’ views
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| Pengarang | : | Lisa A. Borgerding |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 2) |
| Halaman | : | 271-296 |
| Abstrak | : | This mixed methods study explores college biology students’ perceptions of the utility of evolution knowledge. In Phase I, 14 college biology students from an upper-level Evolution course were interviewed about their evolution acceptance and perceptions of the utility of evolutionary knowledge. In Phase II, findings from Phase I were used to develop a 28-item quantitative Usefulness of Evolution Knowledge Survey. Then, 472 college biology students enrolled in three biology courses were given the Usefulness of Evolution Knowledge survey to identify (1) evolution topics that have the highest utility value for evolution learners, (2) careers for which evolution knowledge is deemed most useful, and (3) relationships among evolution utility value and other constructs. The most useful evolutionary topics were genetic variation and adaptations of particular organisms to particular environments. Evolutionary knowledge was deemed most useful for conservation careers, with less utility for medical and forensic careers, and far less utility for careers in physics or chemistry. Significant relationships were found between perceptions of the usefulness of evolution and evolution acceptance, understanding of evolution, and intended career. Findings are discussed within the framework of the Expectancy Value Theory, and implications for future pedagogical interventions and associated research are provided. |
Supporting student learning from diagnosing erroneous examples when contrasting them with worked examples in the physics classroom
| Pengarang | : | Rafi’ Safadi |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 2) |
| Halaman | : | 245-270 |
| Abstrak | : | Troubleshooting activities require students to diagnose teacher-crafted erroneous examples by detecting and explaining the conceptual errors driving them. In a previous study, the author tested whether diagnosing erroneous examples and then scoring them using a rubric that contained the related worked examples, a step-by-step strategy to solve a problem, would help 8th graders studying simple electric circuits detect and learn from the conceptual errors in the erroneous examples. The findings showed that this graded activity was more effective than the traditional activity with the same worked examples but without rubrics. To determine whether older students with greater metacognitive skills still need the support provided by the graded activity, five 10th grade advanced physics classes completed a pretest/intervention/posttest after finishing a unit on geometric optics. Students in each class were randomly assigned to the graded (69 students) or the traditional activity (73 students). Students assigned to the graded activity detected and learned more from the conceptual errors in the erroneous examples than students administered the traditional activity. Thus, the findings of the current and the previous studies suggest the greater effectiveness of the graded activity as compared to the traditional activity, regardless of the students’ level of metacognitive awareness or topic. |
Timing patterns for making STEM-related educational choices in academic education – findings of a narrative study
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 2) |
| Halaman | : | 223-244 |
| Abstrak | : | The labour market for young STEM (Science, Technology, Engineering, Mathematics) graduates requires flexibility and adaptability, which may potentially conflict with the spreading worldwide tendency toward delayed graduation. This is a cause for concern among academicians, policy makers and practitioners at all levels, as it may generate important psychological and labour market consequences for the young people. The current study explored choice-making timing patterns regarding STEM academic education in Israel. This research is based on a narrative inquiry into 55 in-depth interviews with parents of STEM students. The findings revealed four distinct timing patterns in educational choice-making: early choice (in secondary school); choice during military service, which is mandatory for both genders in Israel; late decision making, i.e. after ‘taking time’ for identity explorations; and ‘last minute’ choice, i.e. making a choice directly before or even after starting one’s academic education. Revealing these major timing patterns may enable Israeli educational policy makers to offer optimal intervention strategies precisely at the important turning points in the lives of young-adult learners. Policy makers in other countries may learn from our findings and adapt them to the specific characteristics of their educational, cultural and labor market context. |
Examining the relationship between parent/carer’s attitudes, beliefs and their child’s future participation in physics
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 2) |
| Halaman | : | 201-222 |
| Abstrak | : | Despite girls enjoying and being good at physics, the proportion of girls studying physics and going into physics related careers still lags behind that of boys. A large volume of research exists on the factors related to the uptake of girls into physics, however little research looks at the link between parents and their child’s physics uptake. Research shows that children’s attitudes towards physics correlate strongly with their parents’ attitudes, but more research is needed. The evidence presented here moves the research forward by modelling a number of parental attitudes and background characteristics to establish the strength of association with their child participating in physics in the future. It also develops validated scales for use with parents and suggestions for interventions to establish causality. 2,049 parents and carers of 13/14 year old children in England completed the survey. The findings indicate that parents who enjoyed physics, consider physics useful for getting a job and judge their child as academic, have the strongest associations with their child’s future participation in physics. Other key variables include the parent valuing physics, the parent attending school outside of the UK, the child being a boy and parents judging daughters as courageous and/or determined. |
Affordances of physical objects as a material mode of representation: A social semiotics perspective of hands-on meaning-making
| Pengarang | : | Kok Sing Tang |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 2) |
| Halaman | : | 179-200 |
| Abstrak | : | This paper examines the affordances of physical objects (e.g. apparatus, models, manipulatives) as they were used by teachers and students to make meaning in coordination with their speech and gestures. Despite the pervasive use of physical objects as material and tactile resources in hands-on investigations or demonstrations, there have been few attempts to analyze their role and function in meaning-making, in the same way, that researchers have previously done for other modes of representation such as speech, written text, diagram and gesture. Using social semiotics as a theoretical framework, we conceptualise physical objects as a semiotic mode with a particular affordance for making meaning that involves embodied actions and manipulation of tools. Based on a multimodal discourse analysis of numerous classroom situations, we illustrate how physical objects as a mode have four unique affordances for meaning-making in science classrooms. These affordances are: (a) enacting material interaction, (b) providing evidential meaning, (c) orientating three-dimensional spatial meaning and (d) sensitising experiential meaning. The implication of why we should use physical objects to support or value-add science meaning-making is then discussed. |
Obstacles and challenges identified by practitioners of non-formal science learning activities in Europe
| Pengarang | : | Dimitra Christidou |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 3) |
| Halaman | : | 514-533 |
| Abstrak | : | Despite the increasing demand for non-formal science learning activities, few studies report on practitioners' perspectives and experiences with designing and implementing such activities worldwide. This paper focuses on their challenges by drawing upon twenty-two interviews with practitioners involved in diverse science learning activities in various non-formal settings in seven European countries. By including diverse activities and settings, this study contributes to the existing knowledge base, addresses the aforementioned gap in the literature, and informs future practices. Our findings suggest that despite the existing and celebrated diversity, practitioners face similar challenges related to (a) the activities' organisation and management, (b) the competencies required to run such activities, and (c) the attitudes held by the parties involved in them. Direct interview quotes exemplify each theme, further pinpointing the interconnection of multiple factors that inform the organisation and implementation of non-formal science learning activities. The findings allowed for a deeper understanding of challenges reported in the literature and shed light on the challenges voiced by the practitioners including the multiple competencies required and the workload. We conclude with a discussion foregrounding the need to build a knowledge base of shared practices in the field of non-formal science learning. |
A critical review of studies using the pedagogical content knowledge map approach
| Pengarang | : | Kennedy Kam Ho Chan |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 3) |
| Halaman | : | 487-513 |
| Abstrak | : | Pedagogical content knowledge (PCK) refers to the content-specific knowledge that teachers use to promote students’ learning of specific subject matter. PCK comprises multiple knowledge components that interact with each other when enacted in teachers’ instructional practices. For many years, researchers lacked a robust methodological approach to unpack the structure and organisation of science teachers’ PCK. In 2012, Park and Chen developed the PCK map approach to identify, quantify and visualise the complex interactions between PCK components that shape the instructional practices of science teachers. After a systematic literature search, we identified 22 studies from eleven geographical regions that used the PCK map approach to analyse the integration of science teachers’ PCK components. An in-depth analysis of how the PCK map approach has been used, adapted and refined in these studies was performed. Findings reveal that some studies modified this approach in ways that did not retain the methodological strengths and robustness inherent in its original formulation. Some conflicting findings about the nature of the integration between PCK components are evident in the studies reviewed as well as in the broader literature on science teachers’ knowledge. Issues related to the use of the PCK map approach and recommendations on how to use this approach to investigate science teachers’ PCK are discussed. |
Assessment of scientific thinking and creativity in an electronic educational environment
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 3) |
| Halaman | : | 463-486 |
| Abstrak | : | Creative thinking and scientific knowledge are essential components of twenty-first-century learning. The aim is to assess the effectiveness of an inquiry-based interdisciplinary course of study, complemented by training that stimulates the development of creative and research skills. The main sample, which provided the most complete data set, consisted of 175 students. Participants filled out a questionnaire created by the authors and presented in Appendix A to get the participants' assessment of the characteristics of the training course. The analysis was carried out using the Atlas.ti software. The study of Pearson's correlation between the variables of the questionnaire, as well as the variables of the questionnaire and the estimates of the ‘creative and search process' according to the results of the described analysis was carried out. A significant correlation was revealed between such factors as ‘satisfaction with the training course' and ‘usefulness of the training course' (r = 0.85), ‘usefulness of the training course' and ‘research process' (r = 0.72), ‘satisfaction with the training course' and ‘creative process’ (r = 0.62). The research results can be implemented in colleges and universities to create specialised training courses or training elements in order to increase creativity and improve the scientific thinking of students with usage of electronic educational environment. |
Maintaining secondary school students’ STEM career aspirations: the role of perceived parental expectations, self-efficacy, and cultural capital
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 3) |
| Halaman | : | 434-462 |
| Abstrak | : | There have been increasing concerns about the significant decline in teenagers’ intentions to pursue STEM subjects or careers. This study examined how students’ perceptions of parental expectations, STEM cultural capital, mathematics/science self-efficacy, gender, and parents’ jobs were associated with STEM career aspirations and tested whether these associations differed by school level. Data were collected from 1,864 junior and 665 senior secondary students in Hong Kong via an online survey. Results indicated that, perceived parental long-term expectations were closely linked to STEM career aspirations, whereas, perceived parental short-term expectations were closely linked to self-efficacy. Out-of-school STEM experiences and STEM media consumption both had positive impacts on aspirations and shaped different aspects of students’ perceived parental expectations. Additionally, significant gender differences were found in STEM media consumption, self-efficacy, and aspirations. These relationships mainly were invariant across school levels. However, the indirect paths from STEM media consumption to aspirations via self-efficacy varied significantly between junior and senior secondary students. Based on these findings, this study argues for the essential role of perceived parental expectations in shaping STEM career aspirations for teenagers. STEM cultural capital may be more productive and supportive if it promotes teenagers’ interpretations of parental expectations and their mathematics and science self-efficacy. |
The portrayal of women in Indonesian national physics textbooks: a textual analysis
| Pengarang | : | Surya Gumilar |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 3) |
| Halaman | : | 416-433 |
| Abstrak | : | There are many studies related to gender representation in science textbooks. However, less attention has been paid to the ways in which physics textbooks portray women: how women are situated in occupations or works, laboratory activities, and achievements, or to their characters in relation to women’s stuff. This textual analysis aims to fill the gap by investigating representations of women in three Indonesian physics textbooks as empirical evidence compared to the dominant representations of men. We have found evidence that textbook writers have been sufficiently aware of gender equality to make efforts to represent both men and women. However, most representations of women, either as agents (i.e. scientists) or as patients, have been obviously stereotyped in images and text. The empirical evidence suggests that physics textbook authors and curriculum designers would benefit from greater awareness of stereotypes that represent imbalanced gender roles for women as well as for men. Avoiding gender stereotyping is essential, as physics textbooks not only provide theoretical and practical knowledge but also demonstrate embedded values, such as gender equality. |