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The efficacy of the Dimensions of Attitudes toward Science (DAS) for explaining primary preservice teachers’ intention to teach science
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| Pengarang | : | Reece Mills |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 3) |
| Halaman | : | 165-180 |
| Abstrak | : | There is a need for robust, empirically-validated conceptualisations of teachers’ attitudes towards teaching science, with a view to understand how these might explain their intention to teach science. The Dimensions of Attitudes Toward Science (DAS) theoretical framework suggests that cognitive, affective and perceived control dimensions of teachers’ professional attitudes may be related to their behavioural intention to teach science. While the DAS framework has been employed in numerous studies investigating the attitudes of preservice and inservice teachers, its efficacy remains mostly unknown. The current study employed a cross-sectional survey research design to investigate the question, to what extent does the DAS theoretical framework explain primary preservice teachers’ intention to prioritise teaching science in their future practice? Early childhood and primary preservice teachers (n = 250) at an Australian university completed the DAS instrument prior to completing a science curriculum unit. Structural equation modelling revealed inadequate/poor model fit across multiple indices. Perceived relevance of science education and enjoyment teaching science were statistically significant predictors of preservice teachers’ intention to prioritise teaching science, whereas other attitudinal constructs from the framework were not significant in this research. These findings warrant further attention to theories of behaviour and behaviour change in science education research. |
An analysis of the nature of science represented in Chinese middle school chemistry textbooks
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 4) |
| Halaman | : | 314-331 |
| Abstrak | : | Understanding the nature of science (NOS) is an important goal of science education, and textbooks are a key factor in shaping students’ conceptions of NOS. In this study, we analysed NOS represented in middle school chemistry textbooks in the Chinese mainland. The selected materials were three most commonly adopted textbook series, which were published in 2001, 2001, and 2012. The analysis was conducted from 11 aspects – empirical, inferential, creative, theory-driven, tentative, myth of ‘the scientific method’, scientific theories, scientific laws, social dimensions of science, social and cultural embeddedness of science, limitations of science – to determine the distribution of different representation types (explicit-informed, implicit-informed, implicit-naïve, and explicit-naïve) in each NOS aspect in each textbook series. Textbook analysis results indicated that each textbook series had mixed conceptions of NOS and most NOS representations were informed and implicit. The frequencies of NOS representations in the selected textbook series were roughly identical; however, the last two textbook series had relatively higher error rates than the first one. Moreover, there was an overall imbalance in the representations of NOS aspects. Our findings, combined with previous studies, were also discussed. |
Biological evolution learning and computational thinking: Enhancing understanding through integration of disciplinary core knowledge and scientific practice
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 4) |
| Halaman | : | 293-313 |
| Abstrak | : | The purpose of this study was to quantitatively assess the integration of computational thinking with learning about biological evolution. Specifically, we investigated the effectiveness of a framework from a recently developed learning progression that emphasises the complex nature of teaching both computational thinking and biological evolution. Computational thinking is a concept introduced by relatively recent science education reform efforts. For many educators, the notion of computational thinking is unclear making it difficult to integrate into instruction. High school student participants engaged in a quasi-experimental design study. Interventions integrating computational thinking and evolution concepts were used synonymously with assessments to identify change in both student biological evolution knowledge and computational knowledge over time. Students deepened their knowledge in both areas; however, one intervention was more robust in increasing both knowledge of computational thinking and biological evolution. The results warrant future research in these areas and suggest that computational thinking deserves a much greater emphasis within biology classrooms. It also supports the learning progression’s model of weaving disciplinary core ideas with scientific practices to deepen students’ science learning. |
‘I didn’t know what I was doing, until I went there’: a case study exploring the range of student STEM internship experiences during the COVID-19 pandemic
| Pengarang | : | John Ruppert |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 4) |
| Halaman | : | 274-292 |
| Abstrak | : | The COVID-19 pandemic has accelerated a transition to flexible remote and hybrid work arrangements. This shift presents a challenge to colleges and universities as they prepare the next generation of STEM professionals in the knowledge economy. This case study of student experiential learning during the time of critical change from the Spring of 2020 through Spring of 2022 focused on how students, typically aged 20–23, contended with their professional development amidst changing patterns in workplace community, culture, and activities. We expected that students would struggle to achieve a greater understanding of situated workplace community practices; however, the data problematised these general assumptions. The findings highlight the variation in student experiences around these themes and are discussed in the context of scaffolding of student internships in intrapersonal, interpersonal, and cognitive domains. |
Use of a semiotic-cultural perspective for identifying patterns in students’ drawings about seasonal changes
| Pengarang | : | Italo Testa |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 4) |
| Halaman | : | 245-273 |
| Abstrak | : | In this study, we propose to analyse students’ drawings using the Semiotic Cultural Psychological Theory (SCPT), a socio-cultural psychological model that integrates semiotics with dynamic systems theory. According to the SCPT framework, students-generated drawings can be analysed in terms of generalised meanings, i.e., implicit assumptions about the represented content. We applied SCPT to identify a set of generalised meanings about seasonal changes and to investigate whether they depend on students’ grade level. We used a draw-and-explain task to collect drawings and written explanations about seasonal changes produced by 495 Italian 8th grade (N = 196) and 9th grade (N = 299) students. The analysis was based on Multiple Correspondence Analysis and Cluster Analysis. Five generalised meanings about seasonal changes were identified: 1) Climate; 2) Static Earth – Sun; 3) Moving Earth – Sun; 4) Rays – Earth; 5) Moving Earth–Orbit– Sun. The emerging generalised meanings were significantly associated with students’ written explanations and grade level. Moreover, generalised meanings were informed by the cultural conventions adopted in textbook representations about seasonal changes. Findings suggest that the SCPT framework can be productively used to analyse students-generated drawings about natural phenomena and to detect specific features of textbook representations that can impair the development of appropriate scientific knowledge. |
MASALAH POLA INDUSTRI, SEKURITI DAN INDEPENDENSI EKONOMI NASIONAL
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | V-4, APRIL (No. 4) |
| Halaman | : | 35-52 |
| Abstrak | : | - |
PERANANAN PROFESI KEDOKTERAN DALAM MENUNJANG PROSES AKSELERASI MODERNISASI
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | V-4, APRIL (No. 4) |
| Halaman | : | 23-34 |
| Abstrak | : | - |
STRATEGI KEBUTUHAN POKOK
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | V-4, APRIL (No. 4) |
| Halaman | : | 1-22 |
| Abstrak | : | - |
RENUNGAN MENGENAI MASALAH FREE TRADE
| Pengarang | : | Daoed Joesoef |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | V-3, MARET (No. 3) |
| Halaman | : | 9-36 |
| Abstrak | : | Abstrak tidak tersedia. |
The science of science is fun: assessing the impact of interactive science demonstrations through everyday experiences and near-peer role modeling
| Pengarang | : | Abigail A. Howell |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 5) |
| Halaman | : | 405-429 |
| Abstrak | : | Science demonstrations are a simple, cost-effective method of improving interest in STEM and highlighting the diversity of scientists, which can impact audience members’ sense of belonging and, in turn, influence self-efficacy. However, the pedagogy of science demonstrations has been criticized as creating a power imbalance between the presenter and audience, for being too far removed from the audience’s prior experiences, and for lacking interactivity. We report here on an intervention that designed demonstration-experiments to address a lack of interactivity while supporting interest; contextualized demonstrations within everyday experiences to address a lack of prior experiences and support interest, and implemented a near-peer role modeling strategy through high school near-peer role models to address power imbalances while supporting self-efficacy and expanding fourth-grade students’ perceptions of who can be a scientist. The study explores the effects of the intervention using a pre-post survey design analyzed by repeated measures multiple analysis of variance (rmMANOVA) (n = 444). Significant improvement was observed for all motivational variables. These results suggest that interactive science demonstrations focused on students’ everyday experiences may be an effective strategy to foster STEM interest and self-efficacy and to improve perceptions of who can be a scientist when enacted through high school near-peer role models. |