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Intersectionality as personal: the science identity of two young immigrant Muslim women
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 6) |
| Halaman | : | 921-938 |
| Abstrak | : | This paper studies intersectional multiplicity by encompassing the ways individuals shape relationships between social structures and their science identity. We discuss the science lives of two sixteen-year-old British South-Asian Muslim women studying in a single-sex independent school in London, both of whom aspire to science careers. Adapting McCall’s ‘intracategorical complexity’ in favouring a case study approach, we present the multiplicity of our participants’ relationships with exclusion and inequality, discrimination and privilege within their lived social settings, and how these relationships shape their identities and ambitions to become scientists. Our findings reveal that despite their similarities in their societally ascribed intersectional makeup, Ayesha and Hanya differ in viewing their intersections as challenges and/or opportunities. They both portray agentic control towards ‘going against the grain’ as future women scientists by negotiating their intersections as they develop their science identity. |
Field trips in French schools: teacher practices and motivations
| Pengarang | : | Cordula Reisch |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 6) |
| Halaman | : | 896-920 |
| Abstrak | : | We explored the use of field trips for educational and teaching purposes by French kindergarten, primary-school teachers and natural science teachers in secondary schools. More specifically, we studied field trips in a natural environment by undertaking a French curriculum analysis and surveying teachers. We examined the responses of 511 teachers about their practices and motivations, as well as the levers and barriers to implementing these field trips. Results showed that this practice is widespread at all years of education, and differences between years seem to be related to the curriculum. We found few differences in learning motivations (reasons/objectives and interests/specific feature) and perceived barriers between different school teachers. Indeed, the teachers’ motivations are essentially scientific and rooted in a scientific inquiry approach. Studying ‘on real’ was the interest most often cited by teachers, essentially for the purpose of scientific learning. The only notable difference we found concerns the levers for implementing the field trips: a larger proportion of kindergarten and primary-school teachers see field trips as an ideal support for environmental and sustainable development educations. These results are dependant of the French official curriculum which plays a key role in influencing the current implementation of school-organised field trips by the teachers. |
A construct modelling approach to characterize chemistry students’ understanding of the nature of light
| Pengarang | : | Morgan Balabanoff |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 6) |
| Halaman | : | 873-895 |
| Abstrak | : | Across science disciplines, light is a common tool for measuring, characterizing, and catalysing molecules and molecular processes. Despite the ubiquity of light-based tools, little research has been done to investigate how students understand light and light–matter interactions (LMI). This topic is typically first introduced in first-year undergraduate chemistry courses where students initially encounter the quantum nature of light and matter. How students make sense of this content and transition from classical concepts to quantum concepts is relatively unknown. To gain further insight on how students develop quantum-level conceptions about light, we use a construct modelling approach. This approach is best suited to capture progressions in student understanding. In this study, we begin to model students’ understanding of LMI by first developing a model for the nature of light. Two sets of qualitative interviews were conducted about the particulate nature of light and the wave nature of light. Analysis of interviews resulted in four construct maps, which can provide information to instructors and researchers about the variation in student understanding of the nature of light. Findings from this study have implications for how quantum chemistry is introduced at the postsecondary level. |
Should high-school biology teachers relate to students’ religious faith when teaching evolution? The perspective of Jewish teachers
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 7) |
| Halaman | : | 1186-1207 |
| Abstrak | : | Evolution is one of the most controversial scientific issues worldwide, mainly because of the presumed conflict with religion, which also arises in school biology classes. Here, we surveyed biology teachers from different Jewish sectors in Israel about their experiences teaching evolution and their perspective on relating to students’ religious faith. Information was collected using an online questionnaire that was answered by 97 teachers, and three focus groups of 9 teachers. Half of the teachers reported encountering student religious-based opposition, in traditional/religious schools more than in secular ones. The teachers indicated that students’ religious faith may hinder their understanding of evolution, while teachers’ own perception of the conflict influenced their attitude. Most of the teachers indicated their willingness to relate to their students’ religious faith in class, mainly because of the importance of relating to students’ inner world. Our research adds to the global interest in evolution education by shedding light on this topic in a Jewish population, which has been little studied. In addition, the study emphasises the importance of relating to teachers’ experiences and perspective in the discussion on whether to relate to students’ religious faith during science class, because teachers are the mediators of science to future citizens. |
Systematically reviewing the potential of scientific argumentation to promote multidimensional conceptual change in science education
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 7) |
| Halaman | : | 1165-1185 |
| Abstrak | : | Scientific argumentation as a scientific practice has become an important issue in scientific concept learning. We systematically searched five databases to assess the potential of scientific argumentation to promote multidimensional conceptual change in science education. The systematic literature search and coding of studies were carried out by two independent reviewers. Our search uncovered 12 experimental studies that investigated 12 different types of scientific argumentation-based instructions (scientific argumentation-based instructions in this study referred to lesson activities). With the multidimensional framework of conceptual change developed by McLure, F., Won, M., & Treagust, D. F. ((2020), we performed a narrative synthesis assessing how each type of scientific argumentation-based instruction affected conceptual change through cognitive, ontological and intentional dimensions of learning. Our narrative synthesis suggests scientific argumentation might affect conceptual change through enhancing those dimensions of learning to varying degrees. Moreover, certain added scaffoldings might be particularly useful for enhancing a certain dimension of learning. Finally, the meta-analysis (random effect model) showed that overall, scientific argumentation-based instructions had a large positive influence on conceptual change (Hedge’s g = 10.49 [7.27, 13.71], I2 = 47%). Overall results indicated that scientific argumentation had the potential to improve conceptual change through offering opportunities for cognitive, ontological and intentional dimensions of learning. |
Understanding high school students’ errors in solving genetic problems
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 7) |
| Halaman | : | 1143-1164 |
| Abstrak | : | This study aimed to provide a deeper understanding of high school students' errors while solving genetics problems. Four students were asked to solve two genetics problems and participate in a modified think-aloud interview. Data from the interview, video clips of the problem-solving process, and test sheets were used to analyse participants’ problem-solving processes and identify errors during each of the following problem-solving phases: understanding, planning, execution, and checking. The error of Misinterpreting evidence was observed in the understanding phase for Problem 1 (represented verbally), whereas the error of Making incorrect assumptions was observed for Problem 2 (students had to draw a pedigree). Errors of Incorrect conclusion occurred in the planning phase, characterised by problem-solving strategies based on incorrect assumptions or misunderstanding the problem due to errors in the understanding phase. Further, Using incomplete representation and Mathematical errors were observed in the execution phase due to representational competence and the application of mathematical principles, respectively. The checking phase was characterised by Not monitoring the problem-solving process and Disregarding evidence, wherein participants failed to check the logical consistency of genetic principles with the information embedded in the problem. The results indicated that problem-solving errors were related to the interaction between the students’ domain-general competencies and domain-specific knowledge. |
Citizen science and its potential for science education
| Pengarang | : | Mientje Lüsse |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 7) |
| Halaman | : | 1120-1142 |
| Abstrak | : | Citizen science is an expanding field in public education and learning and can bridge the gap between science and society. This benefits not only just citizen learning and scientific research, but also earlier learning in formal science education. Citizen science can foster an understanding of engagement with science as well as the perception of the relevance of scientific topics. Based on a review of several citizen science projects in school contexts, potential learning outcomes are identified, showing that citizen science can enhance aspects including pupils’ motivation, interest and knowledge as well as their scientific and communication skills. Project designs with a high level of pupil involvement are found to be particularly promising in terms of achieving learning objectives. However, curricular standards require the thorough preparation of citizen science projects to enable the development of their full potential for all participants. |
The mediating–moderating model of inquiry-based learning and science self-efficacy: evidence from PISA 2015
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 7) |
| Halaman | : | 1096-1119 |
| Abstrak | : | The relationship between inquiry-based learning and science self-efficacy was analysed using data from 57 countries and economics participating in the 2015 Programme for International Student Assessment (PISA). This analysis generated a mediating–moderating model, which involved the mediating role of science interest and the moderating role of teacher support. The results indicated that (1) inquiry-based learning had a significant positive correlation with science self-efficacy; (2) science interest partially mediated the relationship between inquiry-based learning and science self-efficacy, with an indirect effect accounting for 20.1% of the total effect; and (3) teacher support moderated the direct effect positively while moderating the indirect effect negatively. These details of the link between inquiry-based learning and science self-efficacy provided theoretical guidance and practical support to improve the application of inquiry-based learning in science education. |
Semiosis and joint student–teacher action. Contract-milieu dialectics in a case study of two subsequent primary school earth science sessions
| Pengarang | : | Jérôme Santini |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 7) |
| Halaman | : | 1067-1095 |
| Abstrak | : | This paper addresses the subject of the semiosis process in the transactions between teachers and students about the knowledge at stake in science education. We present a conceptualisation of these transactions as a joint action between students and teachers. This conceptualisation enables us to understand the semiosis process as it unfolds during teaching–learning situations as the semiosis of both the didactic contract and the didactic milieu. We analyse this semiosis in a case study of earth science education at 5th grade, which comprised two subsequent teaching sessions delivered by the same teacher. Our results give an account of the contract–milieu semiosis under the description of different semiotic modes (speech, gestures, stance, gaze, writings, modellings and proxemics). We also define the generic and specific dimensions of semiosis in relation to the knowledge at stake. Finally, we evaluate the relevance of the teaching practice we observed in terms of its staging of a relationship between the semiosis of didactic contracts and didactic milieus. |
Science teaching in kindergartens: factors associated with teachers’ self-efficacy and outcome expectations for integrating science into teaching
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 7) |
| Halaman | : | 1045-1066 |
| Abstrak | : | Recently, much importance has been placed on early science education. This study examined the associations between kindergarten teachers' science teaching self-efficacy, outcome expectations, and their integration of science into teaching, and investigated how four potential factors (i.e. mastery experience, interpersonal support, previous science learning experience, and perceptions of the importance of science) predict kindergarten teachers' self-efficacy and outcome expectations for science teaching. Structural equation modeling was employed to analyze questionnaire data collected from 813 teachers in public and private kindergartens (teaching children aged 4–6). The results confirmed the association between teachers' self-efficacy and their outcome expectations. When both self-efficacy and outcome expectations were taken into account to predict the degree of science integration into teaching, only science teaching self-efficacy was significantly influential. Moreover, this study revealed that all four factors were significantly associated with teachers' science teaching self-efficacy, of which mastery experience was the most potent. On the other hand, only teachers' perceptions of the importance of science and the interpersonal support they received played a significant role in directly predicting their science teaching outcome expectations. The results could shed light on how to better prepare and support early childhood teachers to integrate science into their classroom teaching. |