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Revision and manipulation of physical models as tools for developing the aquifer model by Preservice Elementary Teachers
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 11) |
| Halaman | : | 1715-1737 |
| Abstrak | : | Citizens show misunderstandigs about groundwater that hinder making informed decisions about problems like the deterioration of aquifers. Science education should address this, including modelling practices about the aquifer model. Physical models (PM) have been extensively used in geology teaching, but students rarely construct, evaluate or manipulate them. This study addressed how the revision and manipulation of PMs contributed to the construction of a complete aquifer model by 80 Preservice Elementary Teachers (PETs) of two cohorts (subsequent years) that participated in a modelling teaching sequence that included fieldwork and the construction of a PM The model representations (drawings, writings, oral expressions, PMs) were analysed, based on systems thinking framework, through a constant comparison method. In Year 2 PETs that constructed a complete model tripled those of Year 1. The conversations in groups and the model representations throughout the sequence show that the evaluation of the PM when comparing it with reality during the field trip, and their manipulation guided by teacher? scaffoldings to encourage PETs to make representations and predictions, led them to revise their models in Year 2. Therefore, we conclude that it is the manipulation and revision of PMs that facilitates the revision and improvement of the aquifer model. |
A systematic review of studies investigating science teaching and learning: over two decades of TIMSS and PISA
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 12) |
| Halaman | : | 2035-2058 |
| Abstrak | : | A great number of studies have investigated science teaching and learning (STL) using data from the Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA). Nevertheless, there is little effort to synthesise these studies. Reviewing the status of research on STL, including the trends, approaches, and findings is crucial for identifying research gaps that require greater attention. Consequently, this review synthesises empirical studies investigating STL using TIMSS and PISA. First, we mapped their characteristics based on the aims, data, STL measures, and research approaches. Second, patterns of the findings were summarized by focusing on the (1) relationships between STL and student outcomes; (2) factors that explain STL variation; and (3) patterns of STL. Most studies examined STL related to inquiry activities and their relationships to student outcomes. Their findings were largely inconsistent and could be traced back to different ways STL was conceptualized and measured. This review calls for the studies examining TIMSS and PISA data to enhance the quality of research approaches and clarity in reporting them. It also encourages researchers to reflect upon the knowledge gained from harnessing these data to examine STL and discusses the challenges and opportunities that lie ahead. |
Developing prospective primary teachers’ learning-to-learn competence through experimental activities
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 12) |
| Halaman | : | 2015-2034 |
| Abstrak | : | A qualitative study was made of how the learning-to-learn competence is favoured in prospective primary teachers when they participate in an experimental activity (ExA). The ExA was on the germination of seeds. Its objective was for the prospective teachers to learn how to (i) design and execute a school scientific inquiry, and (ii) reflect metacognitively about their experience with the ExA and what they had learnt. This latter objective is analysed in the present study. To this end, a category-descriptor instrument was designed for the learning-to-learn competence. This allowed the moments and actions to be analysed, as well as the prospective teachers’ cognitive and metacognitive strategies during the ExA. The participants were organised into small work groups, and the information analysed was drawn from the records of the ExA in the notebooks which those groups prepared. In general, the results are indicative of the positive effect of the proposed ExA on the development of cognitive and metacognitive strategies in the prospective teachers’ learning processes. Especially important were the moments of idea confrontation, reflection, and whole-class sharing since they let the prospective teachers become aware of and control these strategies. The scope, limitations, and implications of the study are discussed. |
Does process-oriented guided inquiry learning (POGIL) improve students’ science academic performance and process skills?
| Pengarang | : | Joevi Jhun A. Idul |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 12) |
| Halaman | : | 1994-2014 |
| Abstrak | : | This study investigates the effects of process-oriented guided inquiry learning (POGIL) on the academic performance and science process skills of Grade 10 Filipino students in science. Specifically, this study aimed to (1) determine and compare the level of academic performance of students when exposed to POGIL and non-POGIL and (2) assess the scientific process skills of students before and after being exposed to POGIL and non-POGIL. Two (2) Grade 10 were tested using POGIL and the traditional lecture method (non-POGIL). Using a teacher-made pre/post assessment and an adapted basic science process skills test, results showed that (1) the academic performance of the POGIL class was ‘Satisfactory’ (x? = 77.76), while the non-POGIL class attained the ‘Fairly Satisfactory’ level (x? = 67.00); a statistically significant difference was found to occur for the level of academic performance between the POGIL and non-POGIL groups (f = 31.072; p < 0.001). (2) The science process skills of the students in POGIL were ‘Nearing Mastery’ (x? = 6.68), while the non-POGIL reached ‘Moving towards Mastery’(x? = 5.99); there was a statistically significant difference in the science process skills of learners between POGIL and non-POGIL groups (t = 4.52; p = 0.006). |
Depicting science teachers’ concerns regarding the Tanzanian inquiry-based science curriculum
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 12) |
| Halaman | : | 1978-1993 |
| Abstrak | : | Secondary school teachers in Tanzania have been attempting to implement the inquiry-based science curriculum since 2005. This study is descriptive and was designed within the realms of a Type IV case-study design (Yin, R. K. 2014. Case study research: Design and methods 5th ed. SAGE) to investigate their concerns in dealing with this curriculum. It employed the Concern-Based Adoption Model (CBAM) as its lens and collected data using the Stage of Concern (SoC) questionnaire. In addition, the study used background information of the participants themselves and their context collected using one-on-one interviews to enrich the interpretation of revealed concerns. The findings revealed variations in the nature and intensities of concerns amongst science teachers in the case-study schools. These variations were partly due to the differences in contextual and background characteristics of staff of the three case-study schools. The implications of these findings for both policy and practice are discussed. |
Using the history of plate tectonics to teach the nature of science
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 12) |
| Halaman | : | 1958-1977 |
| Abstrak | : | Current science education efforts emphasise the need to train students to understand the nature of scientific work. In geosciences, training students to understand how science works does not only promote their interest and community engagement in the field, but also has the potential to promote awareness and ethics. However, instructional activities using an explicit and reflective approach to promote students’ learning of the nature of science concepts remain scant. In this paper, a two-class unit intervention using an explicit reflective approach to the teaching of nature of science was used in an undergraduate lesson on the history of plate tectonics. We measured the influence of the lesson on students’ nature of science knowledge using the Student Understanding of Science and Scientific Inquiry instrument. We collected parallel quantitative and qualitative pre- and post-intervention data from 37 community college students involved in a physical geology course. Quantitative and qualitative data analysis indicated that students’ nature of science knowledge related to the tentativeness of scientific theories and the role of society and culture in science improved after the intervention unit. Results imply that geoscience educators should consider using explicit and reflective approaches when using the history of science to teach about the nature of science. |
A teaching learning sequence on nanoscience and nanotechnology content at primary school level: evaluation of students’ learning
| Pengarang | : | Giorgos Peikos |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 12) |
| Halaman | : | 1932-1957 |
| Abstrak | : | It is widely argued that Nanoscience and Nanotechnology (NST) is going to affect several aspects of our life. Therefore, students need to develop their nanoliteracy to cope with the everyday issues related to NST. Although there is an increasing interest in introducing NST content to primary school students, the theoretical frameworks for interpreting their learning are still an open issue. Τo fill this research gap, this paper presents a Teaching Learning Sequence (TLS) about NST content that focuses on students’ learning from the perspective of the Framework Theory and the Conceptual Change. The TLS is developed in six units, including concepts related to the size of objects, the observation tools, the lotus effect, the applications of NST as well as the models. The participants (N = 60) were 6th grade primary school students. Α questionnaire was used to capture the students’ progress one week and three months after implementing the TLS. The results provided evidence that shows that students’ conceptions were closer to scientific ones after implementing the TLS. Results are discussed in the light of the Framework Theory and the Conceptual Change. Educational implications for teaching and learning NST concepts at the primary school level are also discussed. |
Teaching science & technology: components of scientific literacy and insight into the steps of research
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 12) |
| Halaman | : | 1916-1931 |
| Abstrak | : | Trust in science is indispensable and very important for the development of global health, and can certainly be gained by developing the scientific literacy of the whole population. The article presents various definitions of scientific literacy and seeks its connections to science education. It further explores the progress in developing scientific research skills among university students. The students participated in a one-week seminar and workshop on scientific literacy and were given an assignment. Using the pretest and posttest, we assessed students’ development of scientific research skills, specifically the following procedural skills in scientific research: (a) a student poses high-quality research questions; (b) a student formulates a scientifically testable hypothesis(es) that includes a dependent and an independent variable; and (c) a student designs the experiment. The results show that the students’ procedural knowledge of scientific research has improved in relation to the areas covered. The experiment showed no statistically significant difference in procedural knowledge in scientific research between undergraduate and postgraduate students. Scientific activities, properly integrated into the educational process, have great potential at all levels of education to improve the scientific literacy of the entire population. |
Exploring the tensions science teachers navigate as they enact their visions for science teaching: what their feedback can tell us
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 12) |
| Halaman | : | 1897-1915 |
| Abstrak | : | This paper reports on inservice science teachers’ collaborative feedback to each other on videos of their classroom teaching during debrief sessions. We aimed to understand how the teachers’ feedback reflected their vision for science education and how they collaboratively identified and discussed the misalignments between their vision and actual classroom practices. Ten videos of debrief sessions involving 17?K-12 science teachers participating in a teacher leadership professional development program were analysed. The feedback captured the teachers’ reflections as they collaboratively identified issues that were important to them and attempted to resolve them together. Our initial analysis of the data led us to frame our study within the literature on critical reflection, democratic practices, and student agency in science education. The teachers had a deep awareness of the need for democratic practices and shared power in their classrooms. Their feedback, however, revealed the tensions that arose as they discussed enactments of each of these tenets in the classroom. This study contributes to the literature on feedback given among inservice science teachers and proposes a professional development model that supports teachers’ professional learning in a social and democratic setting. |
The impacts of modelling-based SSI teaching module on preservice teachers’ decision making – a case of Dongfeng Highway route selection
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 1) |
| Halaman | : | 65-85 |
| Abstrak | : | The demand for the Dongfeng Highway connecting Dongshi and Fengyuan, Taiwan, originates from a 7.3 ML earthquake disaster affecting residents’ medical treatment and material transportation. The Dongfeng Highway route selection was identified as the socioscientific issues (SSI) and the Decision Factors Table and SageModeler (two representational modelling tools) were used to design a teaching module with two Generation-Evaluation-Modification modelling cycles. This study aims to explore the impacts of the Modelling-based SSI (M-SSI) teaching module on 23 preservice teachers’ (PSTs) plans, factor dimensions, and quality of decision making. The results indicated that the PSTs focused on the original purpose of constructing the Dongfeng Highway; therefore, the Fengshi plan, which has advantages in safety, economy, and ecology, was chosen by most participants. Initially, PSTs focused only on ‘relevance to the topic’ factor and few relationships among other factors. However, they improved their decision quality by focusing on ‘comparability and measurement’ and ‘sufficient evidence or justification’ factors and more vertical relationships among factors after completing the module. Although the PSTs’ horizontal relationships among factors still need to be strengthened, they demonstrated significant increases in factor, relationship, and overall scores with large effect sizes, indicating that the M-SSI teaching module can improve decision quality. |