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Students’ sensemaking of synthesis physics problems: an exploration of their eye fixations
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 9) |
| Halaman | : | 734-753 |
| Abstrak | : | We investigate students’ eye movements when they solve sequential and simultaneous synthesis physics problems. In sequential synthesis problems, multiple events occur chronologically, whereas in simultaneous synthesis problems, multiple events take place concurrently. We captured students’ eye fixations on each problem diagram and recorded their verbal descriptions of problem-solving approaches. Results indicate that for sequential synthesis tasks, students fixated heavily and frequently on regions of a diagram where information is unknown or on empty space related to future events. Further, most students could invoke all relevant principles and intermediate variables to solve the sequential problems. However, for simultaneous synthesis tasks, students prioritised aspects of the diagram where information is given in the problem statement. Moreover, they mostly invoked only one fundamental principle to solve the problems by either using the values given in the statement or identifying one relevant intermediate variable. These findings may be explained by the differences in the spatiotemporal occurrence of the multiple events in the two types of synthesis problem. The chronological events in sequential synthesis tasks seem to support students’ sensemaking, but the concurrent events of simultaneous synthesis tasks do not. |
Characterisation of knowledge of cancer, illness perceptions and their interaction among high-school students
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 9) |
| Halaman | : | 709-733 |
| Abstrak | : | The ability of school students to use health-related knowledge for their and their community’s needs is referred to as health literacy and is regarded as a combination of knowledge and motivational factors. In the case of cancer literacy, high-school students have some knowledge about risk factors, but not much is known about their understanding of the mechanisms by which these risk factors cause cancer. In addition, motivational factors, such as psychological perceptions of cancers, are not well-characterised in this population. Hence, data are insufficient to support the development of educational programmes for enhancing cancer literacy. We characterised 10th-grade students’ knowledge and illness perceptions using open questions and Brief Illness Perception Questionnaire and searched for an association between the two. We found that students have much more causal knowledge than mechanistic knowledge about cancer. We also found that the ability to reason about the mechanisms by which cancer develops is associated with the perceived severity of the disease. Thus, the mechanisms leading to cancer should be taught rather than focusing on risk factors. This study also provides evidence for a possible interplay between a specific type of knowledge (mechanistic) about a given phenomenon (cancer) and psychological perceptions of that phenomenon. |
Effects of a STEM-oriented lesson series aimed at inclusive and diverse education on primary school children’s perceptions of and sense of belonging in space science
| Pengarang | : | T. E. Vossen |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 9) |
| Halaman | : | 689-708 |
| Abstrak | : | The number of women and underrepresented individuals working in science, technology, engineering and mathematics (STEM) fields does not reflect the diversity of our societies. Even if children have an interest in STEM, they may not consider choosing a study or career in that direction if their perception is that they would not belong in science. This study examines the effects of a STEM lesson series aimed at inclusivity and diversity on children’s perception and sense of belonging in space science. Before and after the lesson series, children filled out a questionnaire aimed at eliciting their perception of space science and space scientists. After the lessons, a subsample of children was interviewed about the effects of the lesson series on the children’s perception and sense of belonging regarding space science. Six months after the last lesson took place, children from two classes filled out a short survey with open questions to measure retention. The results of this study showed that the lesson series had a significant impact on children’s perception of space scientists, and that the implementation of the lessons facilitated thinking about (a future in) space science. This lesson series has succeeded in changing children’s perception of space scientists as a diverse and international group of people. |
Translanguaging in scientific practices: a study of high school teachers in English Medium Instruction inquiry-based science classrooms
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 10) |
| Halaman | : | 850-871 |
| Abstrak | : | English as a Medium of Instruction (EMI) is being used to teach academic subjects in international programmes in China to meet the growing number of Chinese students’ need to study abroad. Through the lens of inquiry-based science teaching, this study examined how the four EMI science teachers of an international programme at a private high school employed translanguaging in scientific practices such as identifying variables and formulating hypotheses. Based on the data collected from a case study, the analyses demonstrate how these science teachers used multilingual and multimodal resources to facilitate students’ engagement in scientific inquiry activities and to promote the construction of scientific knowledge. A total of seven types of translanguaging practices were identified, including opening the inquiry, negotiating directions, teacher encouragement, managing discipline, fun learning environment, definitions, and explanations. The findings imply that pedagogical translanguaging can create a space for the construction of scientific knowledge, as well as a space for the implementation of scientific practices in an inquiry-based EMI classroom environment. |
The effect of differentiated science module application on the scientific reasoning and scientific process skills of gifted students in a blended learning environment
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 10) |
| Halaman | : | 827-849 |
| Abstrak | : | The aim of this study is to examine the effect of the science module which was designed using the problem-based learning method on the basis of the Integrated Curriculum Model and applied in the blended learning environment on the scientific reasoning and scientific process skills of gifted students. The study was carried out with 9 gifted 5th grade students studying in an institution that provides support education for the gifted in Turkey. The case study method was used in the study which lasted 8 weeks. The science module was implemented in a blended learning environment. Qualitative data were obtained through reflective diaries and semi-structured interview form. In addition to the qualitative method, a single group pre-test post-test experimental design was used as a quantitative method, quantitative data were obtained with the ‘Scientific Process Skills Test’ and ‘Lawson Scientific Reasoning Test’ and analyzed with a statistical program. In the research findings, it was observed that there was a significant difference in favour of the post-test in the pre-test and post-test scores. The students stated that they used reasoning in identifying a problem in the activities, thinking about ways to solve the problem, and developing a design for the solution. |
Predictors of students’ intrinsic motivation during practical work in physics
| Pengarang | : | Petr Kácovský |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 10) |
| Halaman | : | 806-826 |
| Abstrak | : | In this study, we focused on students' intrinsic motivation towards practical work, more specifically the strength of predictors for intrinsic motivation. As a research tool, we used a modified Intrinsic Motivation Inventory supplemented by additional questions on attitudes towards physics. The respondents were more than 2000 Czech upper secondary students who had visited the Interactive Physics Laboratory (a lab offering hands-on experimenting for school groups). Using structural equation modelling, the data were examined with respect to the gender of the respondents, their intention to study STEM and their diligence in physics. For all three criteria mentioned, the perceived value and usefulness of activity emerge as the strongest predictor of intrinsic motivation, followed by effort invested into experimenting. The issue of effort is more strongly addressed by students who feel less diligent in physics and do not plan to study STEM. Both the students' perceived competence and felt pressure have a rather marginal influence on intrinsic motivation. Though the strength of predictors of intrinsic motivation is gender-similar, we found boys feel more competent and less stressed when experimenting. Further, diligent students and those who intend to study STEM feel more competent, perceive greater usefulness and feel less pressure during practical work. |
Which student problems in experimentation are related to one another?
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 10) |
| Halaman | : | 781-805 |
| Abstrak | : | Student problems (preconceptions, errors, and learner-specific approaches) that arise when planning and conducting experiments are relevant for lesson planning and the further development of teaching practice overall. student problems are understood as a learning opportunity. So far, little attention has been paid to the relationships between different student problems when planning and conducting an experiment. A search of relevant literature revealed no work addressing this issue. So, this study investigates whether any relationships exist between various student problems. 53 students (age: 10–16) were filmed while planning and conducting experiments themselves (students worked individually, not in groups). The films were translated into observation protocols and analysed according to Mayring’s qualitative content analysis technique. Students were given two tasks to solve using experiments: one on yeast and another on cone scales. The student problems identified were analysed using hierarchical cluster analysis to search for relationships. In the analyses of both tasks, only one, near-identical cluster was found. The cluster includes the student problem variables: ‘hypothesis consists of a combination of variables’, ‘hypothesis is changed during the experiment without being checked’, ‘missing test trial’, ‘missing control trial’, and ‘experimental trials are altered’. No other student problems showed any relationship to each other. |
Making it in undergraduate STEM education: the role of a maker course in fostering STEM identities
| Pengarang | : | Edward G. Lyon |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 11) |
| Halaman | : | 946-967 |
| Abstrak | : | Making in schools, where students produce and share physical or virtual objects, has garnered increased global attention for its potential to foster twenty-first century learning in STEM and develop students’ inventiveness, creativity, and entrepreneurial thinking. However, there has been limited attention paid to how maker-centred learning environments might plan a role in how undergraduate university students access, belong to, and persist in STEM-related pathways and majors. A regression analysis revealed that sophomores enrolled in the studied maker course were 44% more likely major than a matched comparison group (who did not take the course) to maintain or declare being a STEM. Through an identities-in-practice theoretical lens, we also analyzed qualitative interviews with 10 of the sophomores enrolled. The sophomores interviewed developed skills, expressed varying feelings of community and belonging, and evolved in their conception of Making in relation to STEM during the course. Their identities were also confronted and shaped during the course – either reinforcing or competing with their identity as a STEM person. These findings support prior calls in the literature to go beyond making as just a way to instil twenty-first century skills and consider how maker courses could more intentionally foster all students’ STEM identity. |
STEM-oriented primary school children: participation in informal STEM programmes and career aspirations
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 11) |
| Halaman | : | 923-945 |
| Abstrak | : | It has been found that participation in informal, year-long STEM programmes for primary school children encourages further STEM learning and motivates STEM career aspirations. To date, no previous research has investigated such programmes. The study's goals were to collect and analyse demographic data about the 3rd-6th grade participants in such programmes (N = 276), to identify the reasons that led them to participate in the specific programmes (e.g. science, computers, robotics) and (3) to map their career aspirations. Qualitative data were obtained from two open-ended questions and analysed through summative content analysis. Key findings included: More boys participated in the programmes than girls; younger students participated more than older students; predominant motivations cited for participating in the programmes were interest and enjoyment as opposed to practical utility concerns; more 5th-6th graders cited utility concerns than 3rd-4th graders; about 1/3 of the participants had STEM career aspirations; more 5th-6th graders aspired to STEM careers than 3rd-4th graders; more 3rd-4th grade boys aspired to STEM careers than girls. We concluded that participation in these programmes signifies entry into STEM career pathways at a much earlier age than previously reported. |
Exploring high school biology students’ discussions of multi-genre texts
| Pengarang | : | Matthew Kloser |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 11) |
| Halaman | : | 895-922 |
| Abstrak | : | While expository texts are an efficient and dominant genre used by science teachers in the United States, they generally lack justification for their claims and fail to reflect science as practice. In contrast, epistemically considerate texts detail specific scientific experiments, providing the reader insight into the methods and data of a biological discovery. This multi-case exploratory comparison analysed videos of students in introductory and advanced high school biology classes who individually read and then discussed the main ideas, sources of justification, and questions raised expository and alternate biology texts. Videos of eight class periods were analysed with a focus on the types of statements students made during the discussion, points of comprehension, questions posed, and whether and how students identified sources of justification for the texts’ claims. The epistemically considerate texts were perceived as more difficult to comprehend, but for both developmental levels, and particularly for students in the advanced class, these alternate texts elicited more sequences of productive talk and more elaborative, cognitively deep questions, particularly related to the practices of science. We discuss the potential implications for developing complementary sets of texts to optimise students’ science learning and link elements of genre to students’ reading and discussion experiences. |