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Tracking patterns in secondary students’ intention to major in STEM
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 6) |
| Halaman | : | 470-483 |
| Abstrak | : | The purpose of this study is to investigate howHarmony Public Schools' (HPS) ’ Class of 2024 high school students’ current selves (high school experience, math and science efficacy, parent, and teacher expectations) affect to possible future selves (i.e. choosing a science, technology, engineering, and mathematics [STEM]-major in college). 1464 tenth grade students participated in the study. We utilised logistic regressions for the study. It was found that males are 1.9 times more likely to consider STEM majors in college. African American students are least likely to choose STEM majors compared to all other ethnicities. Students who had STEM professional relatives are more likely to choose a STEM major in college. Students with higher self and parent encouragements are 1.2 and 1.3 times more likely to select a STEM major after graduation, respectively. Students with more STEM club participation, more STEM competitions (e.g. science fairs, mathematics Olympiads etc.), and higher GPA scores are more likely to plan majoring in STEM areas in college compared to less of each. Finally, students with higher math self-efficacy and science self-efficacy scores are 1.3 and 1.5 times more likely to choose a STEM-related area in college compared to students with lower math and science self-efficacy scores. |
Mapping the astronomy content knowledge of Chilean in-service teachers
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 6) |
| Halaman | : | 451-469 |
| Abstrak | : | This paper reports a mapping of the astronomy content knowledge held by a sample of 171 Chilean in-service teachers, both from primary and secondary education, using a multiple-choice test. The responses were analysed by total achievement, and the proportion of alternative conceptions for each item was identified. Moreover, the test items were divided by Big Ideas in Astronomy and curricular topics to analyse teachers’ performance by subject, and the effect of some demographic factors was calculated. The results show a relatively low level of astronomy content knowledge and a considerable presence of alternative conceptions amongst Chilean in-service teachers, especially in day-to-day topics like diurnal motion, seasons, and Moon phases. Furthermore, we detected a significant effect on secondary teachers’ performance depending on their teaching degree and on primary teachers’ performance concerning their gender and previous participation in astronomy professional development programmes. Our outcomes offer evidence to improve astronomy teacher training, especially in the Chilean context, and contribute to the still scarce astronomy education research from the country. |
Beyond pedagogy: the role of epistemic orientation and knowledge generation environments in early childhood science teaching
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 6) |
| Halaman | : | 431-450 |
| Abstrak | : | Policy documents in many nations, as well as international policies indicate that the goal of improved student science learning requires teachers to learn to use knowledge generation environments for teaching science. This is a particular challenge for early childhood teachers (kindergarten through grade two), who have historically valued practices like active inquiry, but have received little Professional Development (PD) focused on theories of learning and orientations towards knowledge. This explanatory sequential quantitative study explored the relationship between 30 early childhood teachers’ Epistemic Orientations (EOs) and their use of knowledge generation practices for teaching science. In particular, we noted patterns of teacher change in relation to a multi-year PD programme focused on teaching through knowledge generation environments. Findings revealed that overall, PD was successful at shifting approximately two-thirds of the teachers’ EO towards knowledge generation. In addition, teachers’ change in EO score over three timepoints was significantly positively related to their implementation of knowledge generation practices. This research suggests that most early childhood teachers’ EO is open to change through PD and teaching experience, but the degree of this openness differs between individuals. The implications of these differences for PD and research are discussed. |
ASEAN SESUDAH KTT
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | V-2, FEBRUARI (No. 2) |
| Halaman | : | 31-51 |
| Abstrak | : | - |
Flowing Toward Correct Contributions During Group Problem Solving: A Statistical Discourse Analysis
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 17-3, JULY-SEPTEMBER (No. 3) |
| Halaman | : | 415-463 |
| Abstrak | : | - |
KERJASAMA EKONOMI-PERDAGANGAN ASEAN BEBERAPA TANGGAPAN ATAS KONSEP ASEAN FREE TRADE AREA
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | V-2, FEBRUARI (No. 2) |
| Halaman | : | 1-30 |
| Abstrak | : | - |
Fostering Second Graders Scientific Explanations: A Beginning Elementary Teacher Knowledge, Beliefs, and Practice
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 17-3, JULY-SEPTEMBER (No. 3) |
| Halaman | : | 381-414 |
| Abstrak | : | - |
Expanding the Disciplinary Expertise of a Middle School Mathematics Classroom: Re-Contextualizing Student Models in Conversations With Visiting Specialists
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 17-3, JULY-SEPTEMBER (No. 3) |
| Halaman | : | 338-380 |
| Abstrak | : | - |
Using Blogging in Support of Teacher Professional Identity Development: A Case Study
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 17-3, JULY-SEPTEMBER (No. 3) |
| Halaman | : | 287-337 |
| Abstrak | : | - |
Exploring the impact of disciplinary context on students’ dynamic transfer of learning when addressing problems that apply the first law of thermodynamics
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 7) |
| Halaman | : | 571-592 |
| Abstrak | : | A widespread call has been made to develop and support more integrated approaches to STEM education. The first law of thermodynamics serves as a guiding principle for the crosscutting concept of energy and matter. A qualitative interview study was undertaken to support integrated approaches to STEM education by exploring how chemistry, physics, and engineering students (n = 40) transfer first law concepts across disciplinary contexts. Acquired interview data were analysed through the lens of the dynamic transfer framework to reveal the underlying contextual elements students used to know with. Emergent trends across the disciplines revealed how these applied reasoning approaches and epistemologies were realised by each discipline. Productive transfer is shown to be facilitated by the coordination of different disciplinary epistemologies. Suggestions are made to practitioners on how to support students in applying different reasoning approaches when addressing first law problems. The applied methods also serve as a promising methodology for future investigation of students’ transfer of crosscutting concepts. |