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Teachers as agentic synthesizers: Recontextualizing personally meaningful practices from professional development
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| Pengarang | : | Samantha A. Marshall & Ilana S. Horn |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 34 (No. 3) |
| Halaman | : | 246-284 |
| Abstrak | : | Background Teacher learning from professional development (PD) remains undertheorized. Most PD studies focus on its content or structure to gauge learning, leaving substantive gaps in our understanding of teacher learning processes and the role of contexts. Therefore, we investigate teachers’ learning as they take practices from PD and adapt them to their own settings. Methods Using ethnographic methods and taking a situative perspective, we offer an in-depth comparative case study of two teachers’ PD learning over time and across contexts. Findings We find that teachers’ learning was shaped in the process of recontextualizing practices from PD into their classrooms through agentic synthesis of these practices with contextual particulars: namely, salient problems of practice, learning in other contexts, idealized teacher identities, contextually situated goals, challenges of implementation, and other related affordances and constraints. Through this synthesis, they developed what we call personally meaningful practices, which may or may not reflect the intent of the original PD practice. Contribution Our work contributes to theory of how teachers’ learning occurs by illuminating agentic synthesis as a core process resulting from teachers recontextualizing practices from PD. Our findings underscore the roles of teachers’ agency, reasoning, and contexts in learning. |
What do elementary students know about science, scientists and how they do their work?
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 4) |
| Halaman | : | 627-646 |
| Abstrak | : | Scientific literacy is the primary goal of elementary science education. Scientific literacy requires an overall understanding of what science is, and how and why scientific knowledge is developed. The normal assumption is that as students progress in school, they learn more. One would expect students to become more scientifically literate as they progress in school. There is very little empirical evidence, however, suggesting that students become more scientifically literate as they move through school. The purpose of this study was to see if elementary students’ understandings of science, scientists and how scientists do their work differed throughout elementary school. The study draws on a sample of 338 students from 18 different classrooms situated in and around a large US city. This study assesses students’ views of science and scientists as well as their understandings of aspects of scientific inquiry (SI) and the nature of science (NOS) that elementary students are able to understand. Overall findings illustrate students’ understandings of science, scientists and how they do their work did not significantly change from grade one to grade five. This study can serve as a springboard for suggestions concerning scientific literacy research in the primary grades. |
Investigating the effectiveness of explicit and implicit inquiry-oriented instruction on primary students’ views about the non-linear nature of inquiry
| Pengarang | : | Karagianni Hrisa |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 4) |
| Halaman | : | 604-626 |
| Abstrak | : | This paper investigates whether and how primary school students improve their epistemic understanding about a particular aspect of the nature of inquiry (NOSI), namely, the ‘non-linear nature of inquiry’ through an explicit-reflective or implicit instruction. The sample consisted of 30 5th grade students, who were randomly divided into two groups: the implicit –T1 (N = 14) and the explicit –T2 (N = 16). Instruction followed an inquiry model, lasting fourteen (14) hours for each group. T2 was taught the non-linear nature of inquiry explicitly, in contrast to T1, which was expected to acquire such understanding without direct instruction regarding NOSI. A written questionnaire in conjunction with individual semi-structured interviews was used to assess students’ views before and after instruction. Content analysis was conducted with the data from the written questionnaire and the interview transcripts. The pre-test showed that students seem to argue over the alternative view on the linear nature of the inquiry procedure. The post-test results support that epistemic understanding of the explicit group were significantly improved towards more informed levels in contrast to the implicit group, whose epistemic understandings appeared not to change or in some cases fell to a lower level. |
Student and school-level factors to predict science literacy for two top-performing countries in PISA 2015: Finland and Singapore
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 4) |
| Halaman | : | 579-603 |
| Abstrak | : | Finland and Singapore are both top-performing countries in international assessments such as PISA. Finland has been consistently one of the high-achievers regarding not only students’ literacy levels but also educational equity. Similarly, Singapore has continuously shown outstanding performance in PISA. It outperformed all the other participants in all three literacy domains in PISA 2015. We believe exploring the factors affecting students’ science literacy in these two top-performing countries will provide the low-performing countries with a useful guideline. In this regard, we aim to build models including the student and school-level factors associated with the students’ science literacy in Finland and Singapore using PISA 2015 data. We conduct Hierarchical Linear Modeling to create these models. The sample includes 5882 students in Finland and 6115 students in Singapore. The resulting models explain about 43% and 40% of the within-school variance while they explain 62% and 71% of the between-school variance in science literacy in Finland and Singapore respectively. At the student level, students’ enjoyment and interest in science are the most influential predictors of science literacy while at the school level, schools’ economic, social, and cultural status is by far the most powerful predictor of science literacy in both Finland and Singapore. |
Exploring how shared gaze visualizations support remote one-on-one teaching: A mixed method study
| Pengarang | : | Bertrand Schneider, Tonya Bryant, Gahyun Sung & Tianyi Feng |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 34 (No. 3) |
| Halaman | : | 201-245 |
| Abstrak | : | Background The COVID pandemic exposed limitations in online learning platforms. This study explores Real-time Shared Gaze Visualizations (SGVs), which use eye-tracking data to restore non-verbal social cues and improve teacher-learner communication. We aim to: (1) identify gaze patterns linked to learning, (2) compare these patterns across visual augmentation conditions, and (3) examine their impact from a teaching perspective. Methods We analyze eye-tracking data from 75 learners completing microcontroller-based tasks with instructor support. The activity included an instruction phase and a learner-led practice phase. Both quantitative and qualitative analyses were used to examine learning differences across conditions. Findings Joint visual attention correlated with learning gains during instruction and with instructors’ predictions of learner success in practice. Video analysis revealed three key affordances of SGVs: (1) tracking learners’ cognitive states, (2) using gaze as deictic gestures, and (3) providing just-in-time support. Contribution SGVs can enhance remote one-on-one teaching by compensating for missing nonverbal cues. As eye-tracking technology becomes more accessible, SGVs may improve online learning, especially for STEM subjects involving physical objects. Future research should explore their role in learner-led, tangible computing tasks |
Determining factors influencing students’ future intentions to enroll in chemistry-related courses: integrating self-determination theory and theory of planned behavior
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 4) |
| Halaman | : | 556-578 |
| Abstrak | : | Chemistry-related courses cover a wide range of disciplines focusing on the application of Chemistry. The purpose of this study was to determine factors affecting student’s future intention to enroll in chemistry-related courses in the Philippines. A total of 953 senior high school students from the Philippines answered an online questionnaire consisting of 42 questions. Several factors, such as attitude towards laboratory, attitude towards chemistry, affective, autonomy, relatedness, competency, perceived behavioral control, and future intentions, were analyzed simultaneously utilizing Structural Equation Modeling (SEM). SEM indicated that affective behavior affected by attitude towards chemistry was found to be the most significant factor on student’s future intention to enroll in chemistry-related courses, followed by autonomy, and competence to perceived behavioral control. Interestingly, attitude towards laboratory and relatedness were found not to have significant effects on student’s future intention. This study integrated the self-determination theory and theory of planned behavior among senior high school students to determine factors influencing students to enroll in chemistry-related courses in the Philippines. The findings can be utilized as a theoretical foundation particularly for enhancing the enrollees of chemistry-related courses. In addition, the approach can also be utilized to evaluate other courses for future intentions to enroll. |
The role of affect in science literacy for all
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 4) |
| Halaman | : | 535-555 |
| Abstrak | : | The goal of science literacy for all underlies much of today’s K-12 science education (National Academies of Sciences [2016]. Science literacy: Concepts, contexts, and consequences. National Academies Press; Roberts, [2007]. Scientific literacy/science literacy. In S. K. Abell, & N. G. Lederman (Eds.), Handbook of research on science education (pp. 729–780). Lawrence Erlbaum). This goal assumes that the citizens of contemporary societies must be able to appreciate the relevance of and draw upon scientific knowledge and practices in a broad range of personal and social issues. Many national science education standards, which aim to promote science literacy for all, focus almost entirely on prescribing the conceptual knowledge and practices that underlie science literacy, with only little, if any, reference to the affective characteristics that need to be fostered in parallel to conceptual knowledge and skills. This position paper highlights why affect is so important for the development of science literacy by critiquing the arguments that underlie many national standards documents and by considering the crucial role affect plays in becoming and remaining a lifelong learner of science. We argue that there is a discrepancy between the science education research literature and many national science education standards in terms of the latter not acknowledging the affective domain as an important education outcome, and that this discrepancy is an obstacle to the attainment of science literacy for all. |
Aesthetics and STEAM education: the case of Korean STEAM curricula at the art high school
| Pengarang | : | Kongju Mun |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 5) |
| Halaman | : | 854-872 |
| Abstrak | : | Scientific reasoning and aesthetics are not mutually exclusive disciplines, as scientists’ achievements are based not only on cognitive ability, but also on creativity, imagination, and embodied thought through various experiences. With the aim of investigating the role of aesthetic experience in the learning processes involved in the integration of art, science, and technology, this study explored students’ experience of creating interactive art, which is the combination of art, science, and technology, within the context of Korean STEAM education. The participants were 19 high school students majoring in art. Each student envisioned their own artwork and constantly held individual consultations on their ideas with technical, artistic, and science education experts. I visited and observed this project for nine months and collected various types of qualitative data, such as conversations between students and technical experts, individual interviews with students, interview with a teacher, and students’ artefacts. These data are used to construct a case study to interpret the meaning of art high school students’ experiences of interactive art creation from the perspective of aesthetics. Through this learning experience, students were able to recognise the limitations of their thoughts and transform their ideas through the application of new scientific knowledge and skills. |
Aesthetic experience and imagination in early elementary school science – a growth of ‘Science–Art–Language–Game’
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 5) |
| Halaman | : | 833-853 |
| Abstrak | : | The purpose is to contribute knowledge to the field regarding the role of aesthetic experience when young students participate in intertwined science–art activities in science class. More precisely, we scrutinise how science suggestions are shaped in students’ processes of imagination when exploring animal’s ecology. Data corpus comprises audio recordings, photographs, drawings and field notes. The school is located in Sweden and the participating students were between 6 and 7 years old (Swedish grade 1). Seven students and their teacher participated in the study. The dialogues were analysed by means of a practical epistemology analysis (PEA), based on Dewey and the later Wittgenstein. In addition, the analytical term pictorial relation is launched to analyse the visual language exposed in students’ drawings. The results reveal that throughout the process, the young students in transaction with the contextual features, imagined suggestions and solutions to science-related issues. Facts and fiction, sense and nonsense blended when new solutions of pleasurable hiding-places for prey were aesthetically and imaginatively explored and designed. In addition, the students owned the problem throughout and developed agency, which resulted in novel science–art outcomes and the students’ communicative repertoire was extended when involved in intertwined dialogues and art activities. |
How does a science teacher distinguish himself as a good professional? An inquiry into the aesthetics of taste for teaching
| Pengarang | : | Paulo Lima Junior |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 5) |
| Halaman | : | 815-832 |
| Abstrak | : | This paper introduces the notion of taste for teaching a subject, especially science, as a conceptual framework to analyse the aesthetics of teacher development as a lifelong process. We draw on the work of Pierre Bourdieu and John Dewey in order to account for how teachers distinguish admirable practices and, in doing so, distinguish themselves as inspiring professionals. In order to illustrate this framework, we report a narrative inquiry on the life story of Tomas, a white man nationally prized for his science teaching. This inquiry was inspired by sociological portraits recommended by Bernard Lahire. Results indicate how a practical disposition (as opposed to a theoretical one) played an important role in developing Tomas’s individual taste for science teaching, producing a strong continuity between his early experiences as a masculine boy raised in a family of construction workers, on the one hand, and his later experiences as a biologist and a science teacher enacting inquiry-based activities. The significance of the findings for science education is discussed. |