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Developmental trajectories for novice teachers: teaching efficacy, instructional beliefs, and domain knowledge
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| 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. |
Motivation in Reading Primary Scientific Literature: a questionnaire to assess student purpose and efficacy in reading disciplinary literature
| Pengarang | : | Fabio Ancona |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 8) |
| Halaman | : | 1230-1250 |
| Abstrak | : | A growing body of literature shows that Primary Scientific Literature (PSL) is a valuable and useful tool for STEM. Current assessments measuring the success of PSL-based interventions focus mainly on specific scientific content and/or the specific scientific skills students learn. We believe that the underlying motivation students consider while learning to read PSL is equally important to assess. We present ‘Motivation in Reading Primary Scientific Literature,’ a 19 item novel questionnaire based on student purpose for reading PSL and student efficacy for reading PSL. Exploratory and confirmatory factor analyses (EFA and CFA) were performed on data collected from students enrolled in introductory Biology courses (n  = 411 for EFA and n  = 325 CFA). Results confirmed 19 items that can be used to measure student motivation in reading PSL through four subscales: (1) expectancy-value, (2) self-efficacy, (3) performance/competence and (4) interest. Preliminary external validity of the Motivation in Reading PSL questionnaire verified differences (p < .05) in students’ motivation between one control and two treatment groups after a one-semester PSL-based intervention. These findings suggest that our questionnaire can be used by instructors who implement PSL-based interventions and would like a more comprehensive understanding of how their students approach reading PSL. |
Using an eye tracker to examine the effect of prior knowledge on reading processes while reading a printed scientific text with multiple representations
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 8) |
| Halaman | : | 1209-1229 |
| Abstrak | : | Readers' prior knowledge is an important factor for comprehending scientific texts. The study used an eye tracker to examine the reading processes of the undergraduates with high (HPK) and low prior knowledge (LPK) while reading a long printed scientific article. The results of measuring the eye movements offered some interesting findings. First, HPK readers are more capable of using multiple representations and know the importance of scientific diagrams for reading comprehension; the results revealed that HPK readers spent significantly longer fixation durations on representational and statistical diagrams and had higher percentages of transitional fixations between text and diagrams than did LPK readers. Second, LPK readers were much more text-driven; the total fixation durations on text was significantly higher for the LPK readers than for the HPK readers, and they also exhibited a tendency to read the diagram captions rather than the diagrams after reading the text. Third, mature readers in both groups would engage in self-regulating their reading strategy to slow down their reading speed for processing more important information. This study overcame technical limitations and recorded readers' eye movements in a real print reading situation which may open the path to assess broader issues in future reading research. |
Associations between science dispositions and science literacy: a comparison of the United States and Canada
| Pengarang | : | Larry J. Grabau |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 9) |
| Halaman | : | 1440-1461 |
| Abstrak | : | While the United States (U.S.) and Canada share features in their secondary education systems (e.g. proportion of immigrants), these nations have differences (e.g. linguistic ). Given the primacy of Canada over the U.S. vis-à-vis science literacy [as measured by the Programme International for Student Assessment (PISA)], underlying differences in science dispositions and school climate variables could exist. The PISA 2015 science-focused dataset, including 5712 students in 172 schools in the U.S. and 20,058 students in 645 schools in Canada, was modelled via multilevel methods to assess associations among science dispositions (epistemology, enjoyment, interest, instrumental, self-efficacy activities) and science literacy. Associations of school climate variables of instructional leadership, disciplinary climate and teaching support (the latter two in the context of science classes) with the above measures were evaluated. Disciplinary climate was more often associated with science dispositions (as outcome measures) in the U.S., while teaching support was most often associated with these measures for Canada. Disciplinary climate was associated with science literacy (as an outcome measure) in the U.S.; in contrast, no school climate measures were associated with science literacy in Canada. These results support an emphasis on disciplinary climate in U.S. science classrooms, but an emphasis on teaching support in Canadian science classrooms. |
Examining the efficacy change of preservice science teachers: does an inquiry-based laboratory instruction make a difference? A mixed method study
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 9) |
| Halaman | : | 1527-1548 |
| Abstrak | : | The purpose of this study was twofold: first, to examine the effectiveness of an inquiry-based laboratory course on preservice science teachers’ (PSTs’) science teaching efficacy beliefs. Second, this study also aimed to identify the ways in which efficacy change occurred in instructional strategies, classroom management, and student engagement for PSTs after participating in a semester-long inquiry-based laboratory course. A mixed-method approach was employed in this study. Data were collected through Teachers’ Sense of Efficacy Scale (TSES) and semi-structured interviews. TSES was administered to 52 junior PSTs. Based on their initial levels of teaching efficacy (low, medium, high) determined by the TSES, three participants within each group were interviewed to obtain detailed insights regarding their science teaching efficacy. Quantitative data analysis suggested that PSTs’ science teaching efficacy beliefs regarding student engagement, instructional strategies, and classroom management increased at the end of the course. Qualitative data analyses revealed that most PSTs expressed increased efficacy in sub-dimensions of teaching efficacy. Exceptional findings emerged delineating little or no efficacy change particularly in classroom management due to the discomfort with adapting to the inquiry-based laboratory method and lack of teaching practice in a real classroom environment. Results were discussed and suggestions for future research were provided. |
Scaffolding pre-service biology teachers’ diagnostic competences in a video-based Learning environment: measuring the effect of different types of scaffolds
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 9) |
| Halaman | : | 1506-1526 |
| Abstrak | : | Diagnosing is an important aspect of teachers’ professional competence. To successfully diagnose classroom situations, one has to apply pedagogical content knowledge (PCK) in diagnostic activities (DA). Simulated classroom situations with embedded scaffolding can be an effective way of practising skills needed to foster diagnostic competences. In an intervention study with pre-post-test design using the video-based learning environment DiKoBi, we investigated the effects of scaffolds on the diagnostic competences of 57 pre-service biology-teachers in an early stage of university education. For the intervention, we developed two types of scaffolds: one providing additional PCK (PCK-scaffold) and one focusing on the diagnostic activities (DA-scaffold). Pre-service teachers were divided into four groups depending on the type of scaffold they received during the intervention (PCK-, PCK + DA-, DA- and control group). Pre-service teachers receiving PCK-scaffolds showed statistically significantly higher diagnostic competences in the post-test than in the pre-test. This includes the PCK- as well as the PCK + DA-group. For the other two groups, no significant improvement can be reported. Thus, we assume that the diagnostic competences of pre-service biology teachers can effectively be fostered by including PCK-scaffolds in DiKoBi and hence a minimum of PCK is necessary for successfully diagnosing in simulated classroom situations. |
‘Would you dare to jump?’ Fostering a scientific approach to secondary physics inquiry
| Pengarang | : | C.F.J. Pols |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 9) |
| Halaman | : | 1481-1505 |
| Abstrak | : | Secondary school students often only use the rules for doing scientific inquiry when prompted, as if they fail to see the point of doing so. This qualitative design study explores conditions to address this problem in school science inquiry. Dutch students (N = 22, aged 14–15) repeatedly consider the quality of their work: in a conventional, guided inquiry approach; by evaluating their conclusion in terms of the contextual purpose of the investigation; as consumers of knowledge facing the (hypothetical) risk of applying the findings in the real world. By gauging students’ confidence in the inquiry’s trustworthiness, we established that, while each confrontation instigated some students to (re)consider the quality of their inquiry, the final stage had the greatest impact. Students came to see that finding trustworthy results is essential, requiring scientific standards. The scientific quality of their inquiries was described, weaknesses identified and compared with the improvements students themselves proposed for their inquiries. While the improvemens were expressed in non-specific terms these align with a scientific perspective. Students now wanted to find trustworthy answers by exploiting scientific standards. In enabling students to engage successfully in basic scientific inquiry, finding ways to establish students’ mental readiness for attending to the quality of their scientific claims, and of personalised scientific criteria for their assessment, is indispensable. |
Students’ perceptions of learning environment: associations with personal mastery goal orientations, regulations, and academic performance in biology
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 9) |
| Halaman | : | 1462-1480 |
| Abstrak | : | Previous research has reported the importance of students’ perceptions of learning environment in their affective outcomes, motivational regulations, and performance. In this study, we investigated the predictive effects of students’ perceptions of biology classroom learning environment on their mastery goals orientation, motivational regulations, and performance in biology. A total of 329 Iranian high school students completed questionnaires on perceptions of biology classroom learning environment, personal mastery goal orientation, and, intrinsic and extrinsic regulations in learning biology. The results revealed that perceived meaningfulness predicted personal mastery goals orientation moderately and positively. Perceived autonomy had significant and positive influences on intrinsic and extrinsic regulations. The results also showed that students’ perceived meaningfulness and intrinsic regulation were slightly and positively correlated. Personal mastery goals orientation was moderately and positively correlated with students’ intrinsic and extrinsic regulations. Moreover, the results indicated that perceived competition, perceived meaningfulness, personal mastery goals orientation, and extrinsic regulation positively affected students’ performance in biology. The findings also underscore the central mediating role of students’ personal mastery goals orientation in the relationship between perceptions of learning environment and their regulations in biology learning. The results support many of the hypothesized relationships and provide broader clarification and implications for the literature. |
Interdisciplinary STEM program on authentic aerosol science research and students’ systems thinking approach in problem-solving
| Pengarang | : | Jeremy W. Melton |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 9) |
| Halaman | : | 1419-1439 |
| Abstrak | : | An increasingly important aim in education is to develop students capable of addressing complex, interdependent problems. This study integrates theories of situated learning, authentic science research, socioscientific issues, and interdisciplinary STEM education to construct a program for high school students. Drawn from Vygotsky and Dewey's philosophy of social constructivism, we developed a framework to incorporate situated learning, authentic science research, and socioscientific issues in fostering sustainable development competencies of systems thinking and problem-solving to provide opportunities for students to transition from newcomers to adaptive experts. Using qualitative methods, we explored the development of a systems thinking approach in problem-solving related to climate change and air pollution in fifty-seven international school students in Taiwan. We found patterns of (1) systems thinking application in innovative solutions, (2) understanding the practices of authentic science research, and (3) interconnections between science and society. The findings suggest the framework has relevance to high-value learning of systems thinking and for discussions of problem-solving in community contexts and future research directions. |