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Who wants to be a computer scientist? The computing aspirations of students in English secondary schools
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 12) |
| Halaman | : | 990-1007 |
| Abstrak | : | Despite being in a digital age, the diversity of young people choosing to study and work in computing is of ongoing concern, especially low numbers of girls. This paper aims to determine the profile of students who are more likely to aspire to be computer scientists and provide insights into the key factors that shape their aspirations in this area. We draw on questionnaire data from 4,983 secondary school students in England, in schools that have a higher-than-average uptake of GCSE Computer Science (a national exam taken by students at age 16). Amongst students who have chosen to study GCSE Computer Science, girls have a lower odds of aspiring to be a Computer Scientist compared to boys. Amongst younger students yet to pick their GCSE options, there are significantly more girls than boys wanting to work in digital art. Multivariable regression analysis identified 10 factors that were associated with aspirations to become a computer scientist. These include being a boy, being of Asian ethnicity, currently studying GCSE Computer Science, having a parent in computing, as well as having higher ‘coding self-belief’, elevated levels of ‘family support’ and aspiring towards ‘technical jobs’. Implications for practice and curriculum design are discussed. |
Teaching science to students with special educational needs: a systematic review of science teaching-learning approaches in regular and special education settings
| Pengarang | : | Eva M. García Terceño |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 12) |
| Halaman | : | 969-989 |
| Abstrak | : | In this systematic review, a series of didactic proposals and experiences that have been developed over recent years in formal education are presented with the common purpose of ensuring that students with special educational needs learn science. Initially, only 54 publications on the topic were identified, which underlines the scarce research over the last 20 years and the small percentage of papers published in research journals and conference proceedings within this area. From among those publications, our review is focused on the 27 that report the implementation of didactic interventions: 11 at specific special education centres and 16 at regular educational centres. Explicit instruction was considered a fundamental strategy in the first group, while varied experiences and methods were among the most relevant approach in the second group. In addition, both educational environments involve learner-centred teaching approaches, with the implementation of inquiry-based and hands-on activities, in line with the general results of research in Science Education that does not specifically deal with SSEN. Ensuring that all learners have the opportunity to learn science requires more specific and complementary studies that consolidate the evidence of these results, taking into account the diversity of learners in classrooms for the benefit of all. |
Research trends on systems thinking approach in science education
| Pengarang | : | Ulku Seher Budak |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 46 (No. 5) |
| Halaman | : | 485-502 |
| Abstrak | : | The systems thinking approach requires understanding and interpreting complex systems. This review investigated how the systems thinking approach in science education is positioned in peer-reviewed empirical research articles and to identify the trends used in the current literature. A systematic review of open-access, empirical peer-reviewed articles indexed in the Web of Science database from first mention through the end of 2022 was conducted to analyze the studies on systems thinking in science education. This qualitative study used a content analysis approach to identify trends in the research area of systems thinking in science education. The results revealed that research on systems thinking in science education has increased in recent years, mainly from the United States and Germany. Most studies focused on middle and high school students, and ecosystems were the most frequently addressed domain-specific topic. More than half of the reviewed articles used complexity, relationships, components, interactions, interrelationships, and dynamics as characteristics of systems thinking. The results showed that there was uncertainty in the use of the characteristics, skills, and abilities of systems thinking, and that these three terms were used interchangeably. This research can provide evidence-based indications of areas that need further investigation in future research. |
Evaluation of knowledge in science lessons: an analysis of epistemic practices in an 8th grade classroom
| Pengarang | : | Edyth Priscilla Campos Silva |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 46 (No. 5) |
| Halaman | : | 462-484 |
| Abstrak | : | This paper analyses how 8th graders build epistemic practices of evaluation of knowledge. Guided by Ethnography in Education, we followed a group in their science lessons through one year, using participant observation. Following Kelly's propositions concerning epistemic practices, we selected key events towards an analysis of discursive interactions. The results indicate a trajectory of changes in constructing practices of evaluation of knowledge over time. The repertoire built by the group throughout 8th grade allowed students to evaluate knowledge claims in order to value alleged scientific evidence to the detriment of other rationalities. Evidence, in this case, was being used as a tool for students to support and communicate their propositions, but they were not evaluated. Events that broke with rationality based on the use of evidence generated opportunities for the group to start engaging in practices such as: evaluating the quality of alleged scientific evidence, pondering possible errors, or proposing alternative interpretations. Future events in the history of the group throughout 9th grade indicate that this type of practice became part of their discussions. We discuss implications for pedagogical practice and research in science education. |
Czech and Slovak intended curricula in science subjects and mathematics: a comparative study
| Pengarang | : | Petr Kácovský |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 46 (No. 5) |
| Halaman | : | 440-461 |
| Abstrak | : | A curriculum is generally regarded as an instructional plan that describes what, why and how students should learn. In this comparative study, we analysed the Czech and Slovak intended curricula of science subjects (physics, chemistry, biology, geography, and geology) and mathematics by comparing their national curriculum documents in terms of learning outcomes at the lower secondary level (ISCED level 2). Our analysis showed significant differences in the number of obligatory learning outcomes, which were much higher in the Slovak curriculum than in the Czech curriculum. The structure of these outcomes also differed across subjects and between countries. Nevertheless, the cognitive demands of the learning outcomes analysed using the revised Bloom’s taxonomy were similar in the two countries, but metacognitive knowledge and higher-level cognitive processes were rarely represented in either. Additionally, by inductive content analysis of the Slovak curriculum document, we identified two significant groups of cross-curricular requirements, namely outcomes related to scientific inquiry and outcomes requiring working with information. Overall, these learning outcomes are underrepresented in both analysed documents (particularly in the Czech document) even though the skills that these outcomes develop are in high demand in the current context. |
‘If you wanted to take this model and throw nitrogen at it, it would fit’: synthesis approach to modelling to learn about biogeochemical cycles
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 46 (No. 5) |
| Halaman | : | 421-439 |
| Abstrak | : | The literature on scientific modelling practices in science education has provided a fruitful discussion on how learners tend to view models vs. how and what they should think about them. One approach is to teach students that models are abstractions so that they do not view them as a copy of phenomena they represent. Although teaching students that models are abstractions is a successful strategy in modelling instruction, we still do not know how students engage in and work towards the process of abstraction while they develop a model to understand scientific ideas. This qualitative study examines how a group of undergraduate and graduate students in an upper-level ecosystem ecology course at a research university in the southeastern part of the United States engage in a task that requires constructing an abstract representation of how biogeochemical cycles work by using a specific approach to modelling, namely synthesis modelling. Data corpus entailed paired interviews with ten students and their artefacts. The findings centred upon four episodes regarding how students engage in abstraction through a synthesis approach to modelling as they make sense of the system of biogeochemical cycles: working with surface similarities, abstracting ideas, abstracting structures, and checking on model-source fit. |
Stories about gender inequalities and influence factors: a science club case study
| Pengarang | : | Mariana Buenestado-Fernández |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 46 (No. 5) |
| Halaman | : | 403-420 |
| Abstrak | : | This article explores the perception of gender inequality in science and the influencing factors. Data was collected through in-depth interviews with students belonging to a science club; we present it as a case study. This research sheds light on what high school and university students studying Science, Technology, Engineering, and Mathematics (STEM) perceive in Mexico, where the gender gap is the highest of all scientific disciplines, considering the relationship between science and gender through their study experiences and perspectives. The findings mainly revealed two positions: (1) denial of gender inequalities; and (2) recognition of gender inequalities associated with biological, psychological, and social factors. It is precisely this last factor that is based on a feminist position. How students define and label inequalities varies according to their participation in previous formative experiences linked to gender and contextual influences. Science education activities with a gender perspective are necessary in non-formal education spaces such as science clubs. In this sense, this work offers recommendations that can stimulate the design of training actions for a better-balanced integration of science and gender. |
Promoting preservice teachers’ global citizenship and contextualised NOS views through role-play activities integrated into place-based SSI instruction on climate issues
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 46 (No. 6) |
| Halaman | : | 590-619 |
| Abstrak | : | This mixed-methods study explored changes in preservice teachers' (PSTs) understanding of the nature of science (NOS) and their values as global citizens after a place-based intervention augmented with role-play activities concerning climate change. The study further probed how these values manifested during role-play improvisations, where participants adopted the roles of global citizens. Conducted in Turkey with 20 PSTs, it integrated local field trips and role-play scenarios focused on climate change. We led PSTs on excursions to locales such as hydroelectric power plants, enabling interactions with the environment and local individuals, and facilitating role-play on climate-related issues. Within these scenarios, we employed a contextualized NOS approach to foster a comprehensive grasp of the NOS. Data was collected using the 'Character and Values as Global Citizens Assessment' scale, interviews, and video-recorded role-plays. Results indicated that the place-based SSI intervention enhanced PSTs' perspectives on NOS and cultivated their global citizen values. The values demonstrated in role-play improvisations shifted based on the scenarios. Consequent to these findings, the study recommends purposefully designing role-play scenarios targeting specific value domains for enhancement. It recommends involving students in local issues and using NOS-enriched role-play scenarios to bolster their values, and NOS understanding and diversify their argumentative perspectives. |
Context-based learning in flipped middle school chemistry class
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 46 (No. 6) |
| Halaman | : | 570-589 |
| Abstrak | : | The study implements and investigates an innovative learning approach that incorporates Flipped Classroom (FC) methodologies and electronic assessment (e-assessment) in Context-Based Learning (CBL) in chemistry among middle school students. The study incorporated mixed methods strategies and (a) examined learners’ attitudes toward and perceptions of CBL in a hybrid environment in learning chemistry by using a structured, open-ended questionnaire; (b) examined learners’ awareness of the relevance of chemistry concepts and content to real-life and real-world situations by using a learning diary to examine activities initiated by the learners themselves; and (c) examined the correlation between learners’ achievements on online tasks and their achievements on a final written test. The findings revealed the students’ positive attitudes toward CBL in a hybrid environment using FC strategy. In addition, learning chemistry in a context-based approach helped learners see that the curriculum is relevant to phenomena that they encounter in real life and the real world. Furthermore, a strong correlation emerged between the learners’ achievements on the online assignments and their achievements on a conventional written test. This study adds knowledge about attitudes toward a context-based FC approach with e-assessments among middle school students, a population that has been the topic of very little exploration. |
Podcasting as a powerful tool for the promotion of bilingual scientific argumentation in a formative assessment environment
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 46 (No. 6) |
| Halaman | : | 548-569 |
| Abstrak | : | The internationalisation of higher education as well as the emergence of evidence for the claim that bi/multilingualism in science should be the norm, not just an option, are conditions that explain the rise in university bilingual science courses. Thus far, however, little is known about how to foster bilingual scientific argumentation in this type of course. The purpose of this study was to provide evidence that the creation of bilingual scientific argument podcasts (BSAP) – a form of podcast where two languages are used to communicate elements of scientific argument structure (e.g. argument, counterargument, rebuttal) – can be used as a springboard to foster undergraduate bilingual scientific argumentation. The data was derived from scripts of the podcast episodes produced by twenty-seven students (19 females and 8 males, 19–25 years old) during a university Spanish-English bilingual science course taught within a formative assessment environment. Results indicate that student-created BSAP effectively enriched participants’ skills to produce (counter) arguments and rebuttals in Spanish (g = 0.79) and in English (g = 1.20). Moreover, findings suggest that undergraduates benefited from formative assessment practices such as instructor feedback and peer feedback. Implications related to bilingual science education practices and supporting students’ development of bilingual scientific argumentation within formative assessment environments are discussed. |