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An Evolutionary Approach to Harnessing Complex Systems Thinking in the Science and Technology Classroom
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 1) |
| Halaman | : | 1-32 |
| Abstrak | : | Educational efforts to incorporate ethical decision?making in science classrooms about current science and technology issues have met with great challenges. Some research suggests that the inherent complexity in both the subject matter content and the structure and dynamics of classrooms contribute to this challenge. This study seeks to investigate the viability of an educational heuristic based on a complex s ystems evolutionary approach to both harness complexity inherent in the learning system of the classroom and to improve student knowledge of a complex scientific issue. The evolutionary mechanisms of variation, interaction, and selection were used to construct a 10?day curriculum and instruction unit on the topic of genetic engineering. Eleven Grade 9 students participated in the study. The data analysis was completed using three data sources: daily database discussions and ratings and rationales provided over four time?points, probing student opinions and understanding of genetic engineering research. A repeated?measures analysis of variance conducted on 43 student rationales indicated a continuing trend of increasing understanding of complex systems concepts over time. There is also evidence to show that students as a whole group operated as a complex system in their patterns of decision?making. A number of themes identified in student database discussions reveal processes students themselves believed influenced change at the social and conceptual level, including the evolutionary mechanisms upon which the program was designed. |
TrUDL, A Path to Full Inclusion: The Intersecsional Possibilities of Translanguanging and Universal Design for Learning
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 2) |
| Halaman | : | 799-812 |
| Abstrak | : | Nationally, there is a rise in students who are dually classified as emergent bilinguals and students with disabilities. While conversations around disproportionality and the over-representation of emergent bilinguals in special education are important, that discourse does not address the needs of students currently classified. Overwhelmingly, educators continue to approach linguistic and disability needs as the amalgamation of two separate entities which results in segregated and/or piece-meal instructional experiences for students. In this paper, I offer an integrated pedagogical stance bringing together translanguaging practice with universal design for learning (UDL). I provide a brief overview of translanguaging as both a theory 150 and a pedagogical practice. I also provide an overview of Universal Design for Learning. Grounded in my experiences as a bilingual special education teacher trained in UDL and a CUNY-NYSIEB team member who researched translanguaging uses in special education settings, I present the ways in which translanguaging and UDL intersect both theoretically and pedagogical, offering up possibilities for attaining greater inclusion and increased opportunities to learn for Emergent bilinguals labeled as dis/abled (EBLADs). |
Researching L2 Student Engagement with Written Feedback: Insight from Sosiocultural Theory
| Pengarang | : | Mao, Zhicheng,Lee, Icy |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 2) |
| Halaman | : | 788-798 |
| Abstrak | : | While student engagement is central to connecting feedback provision with learning outcomes and has significant value for unlocking the learning potential of feedback, the extant research on student engagement with written feedback is not only scant but also undertheorized. This article explores the potential of sociocultural theory (SCT) for theorizing the notion of L2 student engagement with written feedback and furthering research on the topic. Using a number of concepts in SCT, we attempt to theorize this construct and propose an integrative sociocultural framework that draws particular attention to the nature of engagement (i.e., core characteristics of engagement) and its underlying mechanisms (i.e., mediating factors in engagement). We then outline two research areas that are key to broadening current scholarship and examine methodological issues in research on L2 student engagement with written feedback. The article contributes to broadening the knowledge base of this burgeoning research area and stimulating further work on it. |
A Dialog Approach to Fostering TESOL Teacher learners Research Engagement: Insight from a Learning to Research Prosedure
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 2) |
| Halaman | : | 775-787 |
| Abstrak | : | Abstrak tidak tersedia. |
Taiwanese Students’ Alternative Conceptions of Animal Biodiversity
| Pengarang | : | Chiung-Fen Yen |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 4) |
| Halaman | : | 535-553 |
| Abstrak | : | This study explored and documented Taiwanese students’ alternative conceptions of animal classification. We examined the understanding of the animal, vertebrate and invertebrate, fish, amphibian, reptile, bird, and mammal concepts among elementary, junior high school and senior high school, and university students in a sample population of close to 2,000 students. Using clinical interviews, sorting tasks, and a two?tiered diagnostic instrument, we documented the frequencies of a wide range of ideas and compared our findings with those of studies in the United Kingdom, New Zealand, and the United States. The most important results indicate that for most students, the concept label animal refers to vertebrates, especially to common, well?known mammals and birds; the most common attributes used by students to define animals are movement and viability; many students had difficulty in making the distinction between vertebrates and invertebrates, and between reptiles and amphibians; and students tended to use external morphology, habitat, and movement in distinguishing between common, well?known vertebrates and invertebrates, and certain vertebrate animals pose special conceptual problems for students by virtue of their external morphology and habitat (e.g., the penguin and octopus). We contend that insights gained from this study will provide useful suggestions for Taiwanese science curriculum designers, science teachers, and researchers involved in the new 9?year curriculum reform. |
A Study of Aboriginal and Urban Junior High School Students’ Alternative Conceptions on the Definition of Respiration
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 4) |
| Halaman | : | 517-533 |
| Abstrak | : | The purpose of this study was two?fold: one aim was to investigate alternative conceptions of the definition of respiration held by aboriginal and urban junior high students in the Pingtung district, and the other was to determine possible causes for the formation of these alternative conceptions. To achieve this, a two?tier instrument concerning respiration was administered to 316 aboriginal and 399 urban seventh?grade to ninth?grade students who had previously received instruction in respiration. The seventh?grade and eighth?grade students who held alternative conceptions of specific categories were selected for interviews. A total of 70 aboriginal and urban students, respectively, were interviewed for the exploration of the sources of alternative conceptions. Results showed that both the aboriginal and urban students held common alternative conceptions. Especially, students in both groups have difficulty in grasping respiration as a chemical process rather than a physical one involving gases going into or out of organisms. In addition, the sources of students’ significant alternative conceptions not only are diverse but may be interrelated. Furthermore, due to different living environments, the sources of these alternative conceptions for the two groups are somewhat different. Aboriginal students tend to learn knowledge in connection with natural phenomena or from their own experiences. However, urban students tend to learn knowledge in connection with common modern equipment and everyday appliances. In addition, the urban students were more impressed by the experiments as well as by advertisements, and were more familiar with social events. Finally, the implication for science teaching is also discussed. |
Exploring Students’ Understanding Concerning Batteries—Theories and Practices
| Pengarang | : | Shyan-Jer Lee |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 4) |
| Halaman | : | 497-516 |
| Abstrak | : | Literature on science conceptions research and field investigations was used to probe alternative conceptions of primary school pupils. Theoretical studies from the literature have shown that there are many emphases on the physical meaning and the effects drawn by philosophers of science leading to the formation of new paradigms concerning science conceptions research. Our focus on primary school pupils’ alternative conceptions pertaining to batteries (ACCB), in six phases, was to (1) analyse the context regarding batteries present in primary school; (2) summarize propositional statements and develop a target concept map on batteries; (3) edit protocols for interviews; (4) collect and analyse pupils’ ACCB; (5) use the results from phases (1)–(4) to construct a two?tier diagnostic instrument; and (6) submit our instrument with others to carry out tests in a National Science Concept Learning Study (NSCLS). Interview results from 21 primary school pupils show that the characteristics of their ACCB can be categorized into several conceptual models related to language, learning processes, and public media. From the NSCLS, two?tier test data depict the ACCB of the primary school pupils in Taiwan. Many alternative conceptions are significantly related to language and daily life in Taiwan. ACCB in this research can be categorized as either content free or content specific. Conception models based on content free and content specific are presented according to the properties of the ACCB. Our joint venture on concept formation research has been affected by the four temporal paradigms formed at certain prominent historical landmarks in science conceptions research. Our data also show a degree of general similarity with existing literature on science conceptions research. |
Current as the Key Concept of Taiwanese Students’ Understandings of Electric Circuits
| Pengarang | : | Chia-Hsiang Tsai |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 4) |
| Halaman | : | 483-496 |
| Abstrak | : | The purpose of this study was to report the results of a nationwide survey of Taiwanese high schools students’ understandings about electric circuits. The study involved two stratified random samples consisting of 7,145 students in Grades 8 and 9, and 2,857 students in Grade 11, accounting for about 2.3% of the total enrolment in the corresponding grades in Taiwan. Participants’ responses to the two?tier diagnostic instrument were analysed to identify the possible alternative conceptions that were held by the students. The extent of these alternative conceptions was compared across grades, types of circuits, and propositional statements. Finally, the results were contrasted with the research literature and some pedagogical implications were provided. |
Investigating Primary and Secondary Students’ Learning of Physics Concepts in Taiwan
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 4) |
| Halaman | : | 465-482 |
| Abstrak | : | The purpose of this 4?year research study was to develop paper?and?pencil tests that could be administered to a wide range of students in order to establish a database about students’ physics conceptions from elementary school to high school levels in Taiwan. The students’ misconceptions of mechanics, electricity and magnetism, heat, sound and wave, and optics were diagnosed. In the beginning of this study, we extensively reviewed the research literature on related conceptions. With the use of concept maps and related propositional statements, we also interviewed some students to find out their conceptual understanding of the selected key concepts. These data provided sufficient information about students’ thoughts of several concepts. Through a process of developing two?tier test items, nine versions of physics questionnaires were obtained. More than 13,000 students were randomly sampled in a national survey. After data analysis, the results indicated that students’ misconceptions in physics such as the image formed by lenses and mirrors and the torque and rotational motion were consistent with their ages. However, in some cases, such as the current in an electric circuit, students’ understandings of concepts did not improve with age. |
The Effects of Lexical Coverage and Topic Familiarity on the Comprehension of L2 Expository Texts
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 2) |
| Halaman | : | 763-774 |
| Abstrak | : | Abstrak tidak tersedia. |