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Citizen science and its potential for science education
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| 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. |
The assessment of science classroom creativity: scale development
| Pengarang | : | Oksu Hong |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 8) |
| Halaman | : | 1356-1377 |
| Abstrak | : | Science education should help unleash the creative potential of students, for which an instrument to accurately assess creativity is required. This study aims to develop and validate such a scale to assess science classroom creativity (SCC), which is the creativity expressed by students in the process of learning either individually or collectively in a science classroom. This study is carried out in the following four stages to achieve this goal: (1) item generation, (2) scale development, (3) scale validation, and (4) scale application. The results of this study indicate that the developed SCC scale with 49 items is a valid and reliable instrument that consists of nine components: cognitive/affective student characteristics, internal/external engagement in science class, science classroom environment, cognitive/emotional support of the science teacher, and individual/collective creative behaviour. Furthermore, the application of the scale provides science teachers with opportunities to: understand creativity more deeply, think reflectively about their teaching practice, and produce differentiated instructional designs to promote creativity. |
Analyzing visual attention during TAP learning and the effect of epistemic beliefs on the understanding of argument components
| Pengarang | : | Chia-Hui Cheng |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 8) |
| Halaman | : | 1336-1355 |
| Abstrak | : | The purpose of this study was to analyze visual attention during students’ learning of Toulmin’s argument pattern (TAP) and the effects of epistemic beliefs in science on the understanding of argument components. A total of 43 undergraduates were recruited through the Internet. Online questionnaires targeting beliefs about knowledge in science [Conley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29(2), 186–204] and beliefs about justification for knowing in science [Ferguson, L. E., & Bråten, I. (2013). Student profiles of knowledge and epistemic beliefs: Changes and relations to multiple-text comprehension. Learning and Instruction, 25, 49–61] were used to assess students’ epistemic beliefs. Identification tests for the understanding of TAP were performed before and after an argument reading treatment designed as a self-learning activity. The whole reading process was recorded by the eye-tracking system. To explore the effect of the reading treatment, participants were divided into a progress (P) group and a no-progress (NP) group based on their learning gains.The results indicated that students’ epistemic beliefs in science and their learning strategies would affect their TAP learning performance. The analyses of visual attention distribution indicated that integration information indicated by inter-scanning counts would enhance students’ learning performance. In addition, the LSA results suggested that understanding of data is of primary importance when learning TAP. Suggestions on how to guide students in learning TAP are provided based on the findings. |
Knowledge and perception of common local wild plant and animal species by children and their teachers – a case study from Switzerland
| Pengarang | : | Barbara Jaun-Holdereggera |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 8) |
| Halaman | : | 1318-1335 |
| Abstrak | : | This study asked 241 primary children and their 13 teachers in the Canton of Berne, Switzerland, to identify 136 local plant and animal species, which were shown to them as pictures. Children's age, gender, and experiences with nature were recorded to test for associations with species knowledge. Teachers identified 52% of the plants and 61% of the animals, while their pupils only knew 17% and 41% of the species, respectively (class means). Plants with bright flowers like dandelion (Taraxacum officinale), edible fruits like strawberry (Fragaria vesca) or harmful ones like stinging nettle (Urtica dioica) were most identified correctly. Among the animals, charismatic mammals such as fox (Vulpes vulpes) and hedgehog (Erinaceus europaeus), but also insects like bumblebees (Bombus terrestris) were best known. However, many common bird species such as chaffinch (Fringilla coelebs) were largely unknown. Boys identified more animal species correctly than did girls. Contact with living beings, a green environment and support by family members fostered species knowledge of children, while their school education was rather insignificant. |
How do interdisciplinary teams co-construct instructional materials emphasising both science and engineering practices?
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 8) |
| Halaman | : | 1299-1317 |
| Abstrak | : | To build a sustainable future, science and engineering education programmes should emphasise scientific investigation, collaboration across traditional science topics and disciplines, and engineering design, including design and evaluation of solutions. While some research studies articulate the shifts that are needed to realise classroom learning emphasizing investigation and design, fewer research studies help us to understand how we co-design these instructional programmes, including how experts from different essential disciplines collaborate towards an interdisciplinary instructional programme. We adopted a qualitative case study design to address the research question, What is the process of team co-construction of instructional materials that emphasize learning through both science investigation and engineering design? The paper outlines the first year of our team co-construction activities involving the design, implementation, and evaluation of instructional materials for secondary science. Qualitative data included semi-structured interviews with nine team members and documentation in form of researcher field notes and learning artefacts. Two cycles of coding resulted in five major themes that served as the basis for the five-phase model of team co-construction of instructional materials. This study provides information on the kinds of partnerships and collaboration needed to realise instructional programmes for students’ study of the interdisciplinary STEM-based challenges of tomorrow. |
Developmental trajectories for novice teachers: teaching efficacy, instructional beliefs, and domain knowledge
| Pengarang | : | Margareta M. Thomson |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 8) |
| Halaman | : | 1277-1298 |
| Abstrak | : | The current study investigates the developmental trajectories of novice elementary teachers’ self-efficacy science beliefs, their science instructional beliefs and science knowledge over the course of participants’ teacher preparation and into their first two years of teaching. Study results indicate changes in teachers’ self-efficacy science beliefs, in their science instructional beliefs, and changes in science knowledge. Additionally, teachers’ growth in science content knowledge had an impact on teachers’ self-efficacy science beliefs and on teachers’ instructional science beliefs. Findings from our study can help teacher educators, researchers, and policy makers in better understanding novice elementary teachers’ science developmental trajectories and the role of knowledge and beliefs in their professional growth. |
Secondary teachers’ instructional practices on argumentation in the context of science and religious education
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 8) |
| Halaman | : | 1251-1276 |
| Abstrak | : | Argumentation is widely recognised as a core practice of science, but the relation between argumentation in the teaching of science in contrast to the teaching of other school subjects has not been sufficiently addressed. In this study, we investigate science and religious education (RE) teachers’ instructional practices related to argumentation in lower secondary lessons in England. Through qualitative analysis of a pair of science and RE teachers’ instructional practices, we characterise how the teachers participating in a professional development project understand and teach argumentation. Data sources included questionnaires, lesson materials, classroom video recordings, and written teacher reflections. Findings suggest that both teachers recognised the value of argumentation in their subject, but some variations existed in the nuances of their views and particularly how different instructional strategies were utilised to achieve the lesson goals related to argumentation. The study highlights the teachers’ different understandings and enactments of argumentation as a disciplinary practice and an instructional objective in science and RE lessons. We call for further consideration of argumentation in different school subjects and how argumentation can enrich science teaching in interdisciplinary contexts. |