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Students’ perceptions of learning environment: associations with personal mastery goal orientations, regulations, and academic performance in biology
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| 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. |
Contextual and individual determinants of engagement in physics from the perspective of elementary school physics teachers
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 9) |
| Halaman | : | 1399-1418 |
| Abstrak | : | Research has shown that interest and engagement in learning physics declines with years of schooling, and leads to low enrolment later on in physics courses. Since the first experiences with physics in elementary education is important for the formation of attitudes and interest in physics, the aim of this research was to examine the contextual and individual determinants of engagement in physics from the elementary school physics teachers’ perspective. The contextual model of student engagement was used as a conceptual framework. Twelve in-depth semi-structured interviews were conducted with physics teachers (nine females). A phenomenological approach was used. The research findings show that, in addition to motivational beliefs, students’ personality characteristics also had an important role for interactions with the teacher and for the completion of class activities. Regarding the contextual determinants of student engagement, teachers described their role and the role of parents and peers. The role of the teacher is twofold and is reflected through positive relationships with students (social relatedness contexts) and teaching methods (instructional context). Teachers’ responses suggest that student engagement stems from the complex interaction of individual and contextual determinants that successful teachers direct in order for their students to achieve the best possible educational outcomes. |
A cross-country comparison of climate change in middle school science and geography curricula
| Pengarang | : | Vaille Dawson |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 9) |
| Halaman | : | 1379-1398 |
| Abstrak | : | The challenge of climate change means that school education is more important than ever in preparing young people for an uncertain future. The focus of this research is climate change education and its status in the compulsory middle school years (approximately years 7–10) across six countries (Australia, Israel, Finland, Indonesia, Canada and England). The authors investigated formal published national curriculum documents, specifically science and geography, to determine the presence of climate change topics, and the way they are addressed in these subjects. The key findings are that: (1) the term ‘climate change’ appears in the formal curriculum of all six countries in science or geography; (2) approaches to climate change in the curriculum differ substantially across different countries; (3) climate change is often presented as a context, example or elaboration for other science concepts rather than a discrete topic; (4) the presence of climate change in most curriculum documents is scattered and spread over multiple years and (5) knowledge about causes of climate change predominates over action and behavioural changes. These findings raise questions as to whether current school curricula provide sufficient guidance for teachers to develop students’ understandings, skills and values regarding climate change. |
From pre-service science teacher towards transformative intellectual: pre-service science teachers address food insecurity in South Africa
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 10) |
| Halaman | : | 1700-1714 |
| Abstrak | : | Teacher training requires teachers to learn not only the academic content they must teach but to learn how to teach. In the modern world where changes are constant and the teaching demands are many, pre-service teachers must learn skills but they must also learn certain attitudes and beliefs that will allow them to be successful and effective in their profession. This study investigated the changes reported by pre-service science teachers after they completed a food gardening project as part of their teacher training. Qualitative data were collected through the use of focused group interviews, individual interviews, and written journal entries. Data were analysed using a critical pedagogy theoretical framework. Teachers reported significant changes in their attitudes and beliefs after their gardening experiences. They reflected on their new-found understanding that they could change the way they teach and that their teaching could have an effect on their students and their communities. |
Learning norms of science through laughter: a study of humour in life science supervision
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 10) |
| Halaman | : | 1680-1699 |
| Abstrak | : | We explore how norms of science are given attention through laughter in life science doctoral supervision. Four supervision sessions were observed and video recorded. All laugh units were identified, and instances of humour were coded in relation to norms of science. Our analysis reveals tensions around how to do valid research, governance vs. administration and the willingness to make sacrifices. Balancing between validity and feasibility and between quality and quantity, not to mention the importance of scepticism in intellectual conversation, are other important norms of science highlighted in the interaction. We found that norms of science are a vital part of life science supervision and that supervisors play a critical role in the process of socialising PhD students into becoming researchers. We saw how PhD students are taught to navigate these norms, that is, how they are supposed to behave in these complex normative systems. We recognised that the norm of calling has many benefits for researchers in natural science but may pose a threat to good work–life balance for PhD students. Since humour is a powerful form of communication, we recommend that supervisors reflect on how laughter is used as well as which norms and values they teach. |
Embodying science: the role of the body in supporting young children’s meaning making
| Pengarang | : | Rhiannon Thomas Jha |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 10) |
| Halaman | : | 1659-1679 |
| Abstrak | : | Primary school science emphasises hands-on interactions, but little is known about how the sensorimotor experiences these interactions provide shape children’s science ideas. Early interactions with science need to be engaging as these shape children’s developing attitudes towards science and themselves as science learners; however, these activities need to go beyond engagement to set children up with the resources they need to develop and deepen their learning. Findings demonstrate that designing science activities and the discourse they are situated within through an embodied lens can support children’s meaning making by providing them with sensorimotor experiences to draw upon, valuing their lived experiences and being open to their multiple modes of communication. Such body-based activities offer alternative routes into learning which are playful, engaging, and dynamic, whilst making concrete connections between children’s interactions and the development of complex science ideas. |
Metaconceptual activities of pre-service science teachers about the design of process to teach science concept
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 10) |
| Halaman | : | 1639-1658 |
| Abstrak | : | This study aims to determine pre-service science teachers’ metaconceptual activities about the design of processes to teach science concepts in their pre-active phase. A single-case design was used. The eight pre-service science teachers participated in this study. An activity journal and an instruction process evaluation developed by the researcher and worksheets prepared by the pre-service science teachers were used as data collection tools. An inductive and comparative analysis was used to determine in detail the metaconceptual activities of the participants regarding the design of science concepts teaching practices in the pre-active phase. The main results are that (a) they performed various metaconceptual activities such as awareness, planning, monitoring and evaluation regarding their own learning, their tasks and their task performance, (b) they had a higher tendency to perform metacognitive activities for task and task performance and had a lower tendency to perform metacognitive activities for their own learning, (c) the activities they performed could differ based on science topic. As a suggestion, studies can be conducted to determine their metaconceptual activities in the interactive phase and in the post-active phase and to compare three phases of teaching to give an idea of integrating metacognition into teacher education. |
Implementing citizen science programmes in the context of university gardens to promote pre-service teachers' scientific literacy: a study case on soil
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 10) |
| Halaman | : | 1619-1638 |
| Abstrak | : | This work presents an assessment of pre-service teachers’ argumentative practice, after implementing a novel teaching-learning sequence on soil health including a citizen science programme, which was applied outdoors at the university garden. The sequence was implemented at five Spanish universities with 351 undergraduates studying Early Childhood and Primary Teacher Education. It posed a final assessment task consisting in a real-world situation that involved making decisions on science-related issues: students needed to argue whether it was possible to use a piece of land as a school garden, based on soil data provided in a variety of formats. To assess participants’ level of achievement, a rubric was specifically designed by adapting the Evidence-Explanation Continuum approach, which was applied to a subsample of 123 answers (35%). Results evidenced that the process of knowledge-building discourse from initial data to final explanations involved a series of transformations of increasing difficulty, since the percentage of students who were able to correctly accomplish them decreased a long the continuum. Including the citizen science programme promoted the development of basic aspects of scientific literacy related to interpreting data and evidence scientifically but, for students to be generally capable of drawing evidence-based conclusions, argumentation practices should be regularly included in science classes. |
Humanising the nature of science: an analysis of the science curriculum in Norway
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 10) |
| Halaman | : | 1601-1618 |
| Abstrak | : | If students are to acquire deep learning in science, they need to know about the nature of science (NOS), particularly not only the cognitive-epistemic but also the social-institutional aspects of NOS. In this paper, we investigate the content of the Norwegian science curriculum in order to establish how NOS is represented, in particular to the social-institutional aspects of NOS, which have been reported to be underemphasised in science curricula from different parts of the world. We use the Family Resemblance Approach (FRA) to NOS as the theoretical and analytical framework to investigate the science curriculum from Norway where there is a history of emphasising the values human dignity, identity and cultural diversity as well as respect for nature and environmental awareness. The findings show that the dominating aspects of NOS in the science curriculum are scientific practices and social values. The observation about the prominence of social values of science is in sharp contrast to comparable analyses, suggesting a particular orientation to NOS that considers the human element in the Norwegian science curriculum. Implications for science curriculum reform and future studies are discussed. |