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Children’s Understanding of Globes as a Model of the Earth: A problem of contextualizing
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 2) |
| Halaman | : | 221-238 |
| Abstrak | : | Visual representations play an important role in science teaching. The way in which visual representations may help children to acquire scientific concepts is a crucial test in the debate between constructivist and socio?cultural oriented researchers. In this paper, the question is addressed as a problem of how to contextualize conceptions and explanations in cognitive frameworks and visual descriptions in cultural contexts. Eleven children aged 6–8 years were interviewed in the presence of a globe. Those children who expressed views of the Earth that deviated from the culturally accepted view did not show any difficulties in combining these different ideas with the globe model. The way that this is possible is explained using a model of conceptual development as a process of differentiation between contexts and frameworks. The child must differentiate not only between the Earth as an area of flat ground in a common?sense framework and the planet Earth in a theoretical framework, but also between these frameworks and the framework of the representation. It is suggested that a differentiation on a meta?level is needed to distinguish which problems and explanations belong to which cognitive framework. In addition, the children must contextualize the visual description of the Earth in the globe in a cultural context to discern which mode of representation is used. |
Use of Information Communication Technology by Early Career Science Teachers in Western Australia
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 2) |
| Halaman | : | 203-219 |
| Abstrak | : | Australia wide, all school systems are in the process of providing teachers with computers and there is an expectation that new teachers will possess the expertise to use them in their teaching. In addition to using computers for basic word processing and data manipulation, early?career science teachers need to be able to use a range of Information Communication Technology (ICT)?related resources effectively in the science classroom. The purpose of this research study was to examine the extent to which early?career (less than 3 years of experience) science teachers perceived that their preservice education prepared them to use ICT in their teaching role, to clarify the nature of their ICT use, and to identify factors that enhance or inhibit their use of ICT. Through questionnaire and interview, it was found that the most frequent uses of ICT were word processing, Internet research, email, and PowerPoint while the least frequent uses were palm top computers, web page design, online discussion groups, and virtual excursions. The factors that most enhanced ICT use were access to the Internet and computers, teacher confidence, and skills and workload. The factors that most inhibited ICT use were workload, behaviour management issues, and access to computers and the Internet. The findings of this study will inform preservice science education and professional development workshops. |
TINJAUAN EKONOMI TAHUN 1974
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | IV-1, JANUARI (No. 1) |
| Halaman | : | 3-34 |
| Abstrak | : | - |
An Evaluation of a School Programme for the Development of Thinking Skills through the CASE@KS1 Approach
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 2) |
| Halaman | : | 185-202 |
| Abstrak | : | This study explored the effects of a cognitive intervention programme, Cognitive Acceleration in Science at Key Stage 1 (CASE@KS1), on both the thinking skills and motivation of a rural population in the United Kingdom. It used a quasi?experimental design and measures of both near and far transfer in order to replicate the evaluation of this programme by Adey and colleagues with an urban population. In general, support was found for the positive findings of Adey and colleagues, with some significant findings on a near?transfer task but more inconclusive findings on a far?transfer task. The motivational measure used in this study identified some issues of interest, including gender difference in response, suggesting the value of motivational assessment in evaluation of the CASE@KS1 intervention programme. |
Matching Society Values: Students’ views of biotechnology
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 2) |
| Halaman | : | 167-183 |
| Abstrak | : | The rapid growth of biotechnology knowledge during the past decades has made it necessary to rethink the contents of the school curriculum and has provoked a consideration of the ethical and social issues related to the use of biotechnological applications. With the financial assistance of the European Union, the European Initiative for Biotechnology Education was set up to develop units for use in the member the countries, organize the translations of these between the many languages involved, organize in?service courses for teachers, implement the materials in schools, as well as carrying out related research. This paper gives some findings of Spanish researchers when identifying and exploring the different cultural contexts in which biotechnology teaching and learning is embedded, being mainly concerned with the emerging attitudes and values of the students regarding such issues. After gathering information through case studies during the implementation phase, a questionnaire was developed in an interactive way by teachers and researchers in various stages, based on what students said. The results identify four main values: the “principle of the natural”, the “principle of the welfare”, the “principle of the technological solution” and the “principle of the individual decisions”. Their interaction and dichotomy are discussed, as well as the problems teachers face when having to deal with topics beyond those immediately related to science |
Writing an Ecological Mystery in Class: Merging genres and learning science
| Pengarang | : | Stephen Ritchie |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 2) |
| Halaman | : | 143-166 |
| Abstrak | : | Reading and writing stories with science?related themes make it possible for students to develop interest in and capacity for scientific thinking when specialist science and more popular genres converge. Additionally, feminist scholars have called for greater use of creative writing activities in school science to counter students’ disengagement in participating in science discourses. However, few studies have been conducted into how students construct meaning as fictional and non?fictional science genres are merged in writing activities. The purpose of this interpretive study was to investigate what happens when a class of fourth?grade children co?creates a publishable eco?mystery—that integrates both fiction and non?fiction—with their teacher. Interpretations are organized around two themes; namely, when genres clash, and scaffolding science learning. The study asserts that the children’s engagement and interest in the writing tasks were sustained across genres and that the children demonstrated fluency in their use of canonically accurate knowledge of ecological/biological concepts embedded in the eco?mystery with scaffolding from their teacher. Additional evidence suggests that the children’s fluency with scientific registers had more than a short?term effect. |
Students’ Performance in Investigative Activity and Their Understanding of Activity Aims
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 1) |
| Halaman | : | 109-135 |
| Abstrak | : | This study investigates the relationship between the students’ understanding of the aims of an investigative activity and their performance when conducting it. One hundred and eighty?one year nine students from a public middle school in Brazil took part in the study. Students working in pairs were asked to investigate two problems using a computer?based environment. All their attempts to collect information were recorded in a log file, which registered the history of each duo investigation. After completing each investigation, all the participants were asked to explain in writing what the objective of the task was. Results obtained showed that a proportion of the students had some difficulties recalling the declared aims of the activities. However, those who succeeded in recognising the stated aims of the tasks showed a superior performance in conducting their investigations. This performance was graded according to both the proportion of adequate and consistent tests carried out and the quality of the investigation which was done. |
Intrinsic Motivation of Pre?service Primary School Teachers for Learning Chemistry in Relation to their Academic Achievement
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 1) |
| Halaman | : | 87-107 |
| Abstrak | : | Our experience suggests that pre?service primary school teachers have problems with learning science, especially chemistry, and that this negative attitude towards science influences their future teaching. On that premise, the purpose of the study was to determine the level of the pre?service primary school teachers’ intrinsic motivation for learning science in relation to some other subjects. The focus of the research was on the intrinsic motivation for learning chemistry and its correlation to students’ academic achievements in chemistry. The study included 140 first?year pre?service primary school teachers who completed the questionnaire about their intrinsic motivation and a knowledge test about general chemistry concepts. Their results show that students are more or less equally motivated for chemistry as for any other subject, but that the intrinsic motivation plummets as the level of abstraction in individual subjects, such as chemistry and mathematics, increases. It has been similarly established that of the three levels of chemistry learning—namely, macroscopic, submicroscopic, and symbolic—students were the least motivated to study concepts at the symbolic level. The correlation between the level of motivation and the knowledge test results is not strong; nevertheless, it is statistically significant, while the correlation between motivation and the mark achieved in chemistry is statistically not significant. The research results will assist us in our future search for more effective approaches to motivating students to study science. They can also be of assistance in encouraging students to devise educational strategies that will help them motivate their own students for science learning. |
Relationships among Preservice Science Teachers’ Epistemological Beliefs, Epistemological World Views, and Self?efficacy Beliefs
| Pengarang | : | Ozgul Yilmaz-Tuzun |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 1) |
| Halaman | : | 65-85 |
| Abstrak | : | This study discusses preservice elementary science teachers’ (PSTs) epistemological beliefs and the relationships among their epistemological beliefs, epistemological world views, and self?efficacy beliefs. Four hundred and twenty?nine PSTs who were enrolled in five large universities completed the Schommer Epistemological Questionnaire (SEQ), the Epistemological World Views Scale, andthe Science Teaching Efficacy Belief Instrument. Factor analysis results revealed four factors for the SEQ. These factors were Innate Ability, Simple Knowledge, Certain Knowledge, and Omniscient authority. Multiple regression analysis suggests that for “Innate Ability” factor scores, three of the predictor variables—self?efficacy, outcome expectancy, and world view—contributed significantly to the model. For “Simple Knowledge,” only one predictor variable—epistemological world view—contributed significantly to the model. For “Certain Knowledge” factor scores, only one predictor variable—outcome expectancy—contributed significantly to the model. None of the predictor variables significantly contributed to the “Omniscient Authority” factor scores. Results revealed that in Turkish culture, PSTs’ epistemological beliefs support the multidimensional theory. In addition, while PSTs developed more sophisticated beliefs in some of the SEQ dimensions, they had less sophisticated beliefs in other dimensions. Also PSTs indicated that, when they want to teach science with student?centered methods, they believed that they would be successful only if their students memorize the scientific concepts and facts. |
Careful! It is H2O? Teachers’ Conceptions of Chemicals
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 1) |
| Halaman | : | 33-64 |
| Abstrak | : | A concept commonly used by both teachers and students is the term “chemical.” Many students and teachers think of chemicals as artificial, poisonous, and dangerous. The purpose of the study was to investigate science teachers’ ideas about “chemicals,” along with their awareness of students’ alternative conceptions and teaching practices that attempt to address alternative conceptions. Two main data sources were used: chemical surveys completed by 43 science teachers and interviews with nine chemistry teachers. Both surveys and the interviews were analyzed qualitatively to discern themes in teachers’ conceptions of “chemicals” and its teachability. Survey analysis yielded four categories for teachers’ conceptions: (a) sound understanding; (b) coherent alternative conception; (c) inconsistent views; or (d) vague ideas. A most prominent finding from interviews was that, except for one teacher, all chemistry teachers either provided a correct definition of the term “chemical” from the beginning or eventually articulated it as the interview progressed, with three teachers changing their statements during the interview. All of the teachers except one were aware that their students have some kind of alternative conceptions. The teachers suggested a few possible sources of students’ alterative conceptions, such as lack of relevancy of material in chemistry courses, insufficient expositions to chemistry courses, and faulty usage of the term in everyday language and the media. The teachers’ suggestions for addressing alternative students’ conceptions were varied. The nature of teachers’ conceptions is discussed as dynamic. Implications such as the use of dialog and word reflection for problematic scientific terms by teachers are presented and discussed. |