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Relationships among perception of teacher autonomy support, achievement motivations, intellectual risk-taking, and science academic performance: a serial mediation model
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 1) |
| Halaman | : | 43-64 |
| Abstrak | : | Based on self-determination theory and achievement goal theory, this study provided a serial multiple mediation model that examined how students’ perceptions of teacher autonomy support (PTAS) relate to different achievement motivations (mastery and performance-approach goals), and further associate with students’ intellectual risk-taking (IRT) engagement and academic performance (AP). A self-report questionnaire and a standardised science academic test were completed by 520 primary school students from China. The structural equation modelling revealed that the positive association between PTAS and students’ AP was serially mediated by achievement motivations and then intellectual risk-taking engagement. Though the unexpected negative direct effects of PTAS on AP suggested the need to optimise autonomous instructional practices, the positive indirect and total effects highlighted the contributions of PTAS to students’ achievement motivation and IRT engagement. The findings instantiated how autonomy support may promote students’ achievement motivations and further influence their learning engagement and academic performance in science. This study would be valuable for educational researchers and practicing teachers as it extends our understanding of what factors are influential in promoting students’ learning outcomes and how they correlate in science learning processes. |
Nature of science in students’ discussions on disagreement between scientists following a narrative about health effects of the Fukushima Daiichi accident
| Pengarang | : | Karim Hamza |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 1) |
| Halaman | : | 22-42 |
| Abstrak | : | We explored the potential for addressing nature of science through a historic narrative about disagreement between researchers concerning a socio-scientific issue, incidence of juvenile thyroid cancer following the Fukushima Daiichi nuclear accident. The narrative was developed from authentic sources and tested in two cycles. Eight groups of three to four high-school students were audio recorded. Transcripts were analyzed regarding what nature of science emerged in the discussions and what understanding about NOS could be discerned, using three complementary NOS-frameworks (Consensus-NOS, Whole Science-NOS, FRA-NOS). Together, the student groups touched upon 19 different NOS-themes as they tried to make sense of the disagreement related in the narrative. All groups addressed a common core of NOS-themes, most of which were central to the narrative itself, although some themes that were not part of the narrative also emerged. Students displayed a basic understanding of the tentative, empirical, and subjective nature of science together with the role of evidential relevance and completeness of evidence related to the choice of scientific methods. On the other hand, students did not reckon with peer review as a means for establishing knowledge and resolving disagreement. Moreover, although students readily accepted disagreement as a basic property of science, they had difficulty handling this disagreement when coping with the SSI in the narrative. We discuss how the combination of history of science-in-the-making and SSI in narrative form offers opportunities to teach NOS without risking simplified messages of how scientific knowledge develops or how science can be used to address socio-scientific issues. |
Hybrid language as a tool for enhancing involvement in learning a biochemistry process: a self-study
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 1) |
| Halaman | : | 1-21 |
| Abstrak | : | Helping preservice teachers use hybrid language representations in science is important if they are to become scientifically literate and able to engage in the discourse for understanding scientifiyc issues. Using hybrid language representations based on the framework of computer-supported collaborative learning, the teacher educator applied the 5Es instructional model to conduct a scientific literacy inquiry. The goal was to promote 13 PSTs’ understanding of the Krebs cycle in a biochemistry course, using the representational language of emojis which is common in the Z generation’s social interactions, to engage their attention and facilitate their understanding of the complex biochemical process. Although the PSTs demonstrated that they understood the relationship between the specific reactions in the Krebs cycle, there was no evidence that they could generalise this mode of thought and representation to other biochemical inquiry topics. Nevertheless, the study provides insight into the ways the use of the 5Es instructional model enhanced PSTs’ motivation, interactions, and involvement during collaborative learning and acknowledges the vital role of a self-study. |
Predictions and explanations about scientific situations in a high school context
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 2) |
| Halaman | : | 144-163 |
| Abstrak | : | The aim of this research was to assess students’ ability to explain scientific phenomena by means of a POE pedagogical tool. To achieve this aim, we conducted home experiments in a digital environment. In this qualitative and transversal ex-post-facto research, 775 pupils (aged 13–18 years) enrolled in compulsory secondary education from the Canary Islands were recruited. Data were collected using a digital questionnaire (self-designed), which showed acceptable reliability (α = 0.8). According to the results, multimodal POEs with home experiments within multimedia settings were perceived by the pupils to be a useful tool for teaching science on day-to-day. Students also found the POE activities to be motivating and engaging. Lastly, we present the calculation of POE scores and a method for assessing scientific literacy. |
Understanding of Nature of Science (NOS) in pre-service teachers with different science content knowledge, before and after an intervention
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 2) |
| Halaman | : | 125-143 |
| Abstrak | : | There is worldwide agreement that the understanding of the Nature of Science (NOS) is a critical component of scientific literacy. However, evidence indicates that both pre-service and in-service science teachers hold naïve views about NOS. Even so, the characteristics of pre-service teachers that influence their learning of NOS are not fully described. In this context, the goal of this study is to connect the understanding of NOS of pre-service teachers with a different disciplinary training (second year of biology education programme versus first year of elementary-education programme). The research is quantitative with a quasi-experimental design. To assess the understanding of NOS in students’ science teachers, an adapted version of the VNOS-D + instrument was applied before and after the intervention. Both groups received three NOS teaching sessions using History of Science as context and implementing an explicit and reflective instructional strategy, centered on students. The main results of this study indicate that both groups significantly improved their understanding of NOS, and in the same magnitude, after the intervention. In addition, the understanding of some of the aspects of NOS improved more easily than others. Finally, there is a discussion about the contribution of this study to the pre-service science teacher’s education. |
Opening up STEMM pathways among Indigenous people in the U.S.: what is the role of cultural, spiritual, and ethical conflicts in Indigenous people's STEMM educational and career decisions?
| Pengarang | : | Angelina E. Castagno |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 2) |
| Halaman | : | 106-124 |
| Abstrak | : | This paper explores how the educational and career paths of Indigenous people in STEMM have been impacted by ethical, cultural, and/or spiritual issues. Based on a survey of over 400 Indigenous students and professionals in STEMM fields, plus over 30 follow up interviews, we find that these issues cause some Indigenous people to leave particular fields altogether, others to avoid certain tasks within their chosen field, and still others to intentionally select particular fields. Ethical, cultural, and/or spiritual issues also are the reason some Indigenous people choose certain career paths, because of their desire to help their communities. By understanding these pathway impacts, STEMM leaders and educators can ensure more equitable pathways and can prepare, recruit, and retain Indigenous people in STEMM fields. |
Preschool-age children’s early steps towards evidence-based explanations and modelling practices
| Pengarang | : | Julia D. Plummer |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 2) |
| Halaman | : | 87-105 |
| Abstrak | : | While recent reform-based efforts have shifted the emphasis towards engaging children in science practices, little research has considered how preschool-age children take first steps towards engagement in evidence-based explanations or modelling practices nor the role museum-settings might provide. Using a theoretical perspective that science emerges through interaction as it is practiced, we analysed videos of four ∼30-min programs for 3-to-5-year-old children at a small children’s science museum. Findings suggest that the children’s explanations, which were co-constructed with the museum educator, ranged in sophistication from an implicit use of evidence to an explicit use of evidence and use of reasoning. We also found that the children used modelling practices to support their development of evidence-based explanations both as a method to generate evidence and to communicate their explanations. An important factor in how we interpreted children’s explanations and modelling practices was through their use of gestures, which they often used to indicate their evidence or other elements of meaning while communicating during the investigations. Our findings provide evidence for young children’s initial entry point for co-constructed, evidence-based explanations as they were produced through interactions with the educator and peers. |
Investigating student reasoning about measurement uncertainty and ability to draw conclusions from measurement data in inquiry-based university physics labs
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 3) |
| Halaman | : | 223-243 |
| Abstrak | : | Measurement uncertainty is a key topic in the university physics laboratory curriculum. In this study, we investigate students’ ability to draw conclusions from measurement data and reasoning about measurement uncertainty in inquiry labs. This investigation centres around a task where students conclude whether measurements from two experiments that differ only by one setup agree or disagree. Surveys were administered in introductory physics courses before and after Workshop Physics instruction, which utilises an activity-based, guided-inquiry approach. Student reasoning was characterised using the point and set paradigms. Think-aloud interviews were conducted to gain deeper insights into students' interpretations of measurement uncertainty. The survey results showed that students tended to draw conclusions based on the means without appropriately accounting for uncertainty even if many recognised the need to evaluate uncertainty. The number of decimal places had no influence on students’ ability to draw conclusions. After instruction, students’ reasoning shifted from point toward set or mixed paradigm, but their ability to draw conclusions did not improve. During the interviews, students demonstrated sophisticated interpretations about measurement uncertainty and data analysis strategies they used. Students recognised measurement uncertainty is inevitable and were able to identify possible sources of uncertainty. We discuss implications for instruction around measurement uncertainty. |
Which factors influence the success in pedigree analysis?
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 3) |
| Halaman | : | 204-222 |
| Abstrak | : | Pedigree problems are typical tasks in school genetics classes. However, they are perceived as difficult and often are not successfully completed. Therefore, the purpose of this study is to determine relevant factors that might have an impact on success in pedigree analysis. Based on previous research, we investigate the influence of the superficial appearance of the pedigree (relating to a well-known misconception), the mode of inheritance, content knowledge, reasoning abilities, the last biology grade, and mental effort. This means, we are simultaneously examining student and task characteristics. For this purpose, we analyse data from N = 135 students, who solved four pedigree problems each, using Generalised Linear Mixed Models (GLMMs). Specifically, we use multilevel logistic regression to determine the influence of the variables in question. The final model shows mixed results: For example, the represented mode of inheritance has no significant influence. The superficial appearance of the pedigree, in contrast, is one of the important predictors of success in identifying the present mode of inheritance. Therefore, our results imply that students make decisions based on misconceptions when analysing pedigree problems. This and all other results are discussed in order to infer implications for teaching and learning pedigree analysis. |
“It’s a lesson with no correct answer”: design issues in preservice teachers’ use of history of science for lesson planning
| Pengarang | : | Wonyong Park |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 3) |
| Halaman | : | 181-203 |
| Abstrak | : | While many recent curriculum reforms recognise the value of history of science (HOS) in science teaching, in-depth investigations into teachers’ experiences of planning HOS-based science lessons have been rare. We present a case study of two groups of preservice science teachers (PSTs) who collaboratively planned high school science lessons using HOS. The research aims were to understand what design issues arose and how they unfolded as each group planned the lesson. A design issue arises when group members dispute over a topic related to lesson planning and there is a need for decision making. We identified several major design issues around selecting a suitable history, adapting history, teaching a topic with no correct answer, balancing science and history, and empathising with people from the past, which manifested differently across the two groups. PSTs’ reflections suggested that the collaborative planning experience helped them understand the limitations of content-focused pedagogical methods in planning HOS-based lessons and recognise various ways HOS can be used to enrich science teaching. The study sheds light on some challenges of planning an unfamiliar type of science lesson and how a collaborative planning experience can create opportunities to broaden PSTs' knowledge of science instruction. |