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A Study on the Factors Affecting Biological Concept Learning of Junior High School Students
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| Pengarang | : | Min-Nan Maynard Wang |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 4) |
| Halaman | : | 453-464 |
| Abstrak | : | The purpose of this study is to investigate how factors such as personal traits and school locations influence junior high school students’ conceptual learning of biology. The study was carried out island?wide with the whole area divided into 10 districts, from which 4,537 students were selected using stratified random sampling. A questionnaire on biological concepts was used to gather the data, which then were statistically analysed using one?way analysis of variance and a t?test. It was found that junior high school students in urban areas had clearer and better biological concepts than those of students in eastern Taiwan and other distant districts. Students in the ninth grade performed better than those in the eighth grade. No significant difference was observed in terms of gender. Besides, students who had more positive biology self?efficacy, who watched science?oriented television programmes, and who had stronger motivation and more positive attitudes towards biology learning all scored higher for their biological concepts. On the basis of the findings of the study, the authors make several suggestions for improving biology education. |
A National Survey of Students’ Conceptions of Chemistry in Taiwan
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 4) |
| Halaman | : | 421-452 |
| Abstrak | : | The purpose of this 6?year study was to diagnose the chemistry conceptions of students at different age levels in Taiwan (the first and second years), to explore the causes of their conceptions of different chemistry topics, including oxidation/reduction, batteries/electrolysis, acids/bases, gas particles, chemical equilibrium, categorisation and nature of matter, and material science/organic compounds (the third and fourth years), and to design learning activities to overcome students’ conceptions in chemistry (the fifth and sixth years). This research, called the National Science Concept Learning Study, was carried out by eight principal investigators and coordinated by two senior researchers. The study piloted hundreds of students from August 2000 to March 2003. In March 2003, a national survey was conducted. After compiling survey results, attention was turned to identifying the sources of student conceptions, looking at teacher–student interactions, everyday language, and representations in textbooks. This study found that, depending on their age level, students held various types of conceptions of chemical concepts. Elementary school students’ responses to test items were more intuitive and phenomenon oriented. Junior high and senior high school students, although showing cognitive development, had similar conceptions about chemical concepts. We also found that the conceptions of younger students trying to learn more abstract concepts were mainly due to their limited cognitive development and insufficient prior science knowledge. However, the inappropriate use of models, illustrations, and definitions of new terminology in textbooks was also a factor. For high school students, instruction, textbooks, and teaching materials were the main sources of student conceptions. Sources such as experiments, reference books, and instruction in after?school programs also influenced student learning. Our understanding of the different aspects of student learning in chemistry points to the need for development of efficient teaching strategies and assessment tools to help students learn chemistry concepts correctly. In this paper, the author will report the results from the first 4 years. |
Apoyo and English for Research Publication Purpose at a Latin American University
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 2) |
| Halaman | : | 750-762 |
| Abstrak | : | Abstrak tidak tersedia. |
Sampling and Data Collection Procedures for the National Science Concept Learning Study
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 4) |
| Halaman | : | 405-420 |
| Abstrak | : | The National Science Concept Learning Study represented one of the largest and the most extensive surveys of its kind undertaken in Taiwan in recent years. A total of 36,093 students from the sixth, eighth, ninth, and eleventh grades participated in the main study. This paper provides the background information about the sampling and booklet design behind this project. It also provides detailed information on how the survey was actually administered and how the data quality control process was undertaken. This information can facilitate an overall view of the results based on the data related to the main survey. |
The Taiwan National Science Concept Learning Study in an International Perspective
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 4) |
| Halaman | : | 391-403 |
| Abstrak | : | Over the past two decades, several two?tier multiple?choice diagnostic tests in science at a variety grade levels have been reported in the extant literature from several countries. This review summarises these studies, provides an overview of the methodology for their construction, presents two examples of typical items, and lists studies published with two?tier tests. The majority of these studies have been conducted with relatively small numbers of students in one school, college, or university, although there are exceptions. What distinguishes the research reported in the articles in this Special Issue is that the Taiwanese two?tiered tests for the National Science Concept Learning Study were designed to identify the scientific conceptions of students from large national samples using random sampling procedures similar to those found in studies such as Trends in Mathematics and Science Studies and Programme for International Student Assessment. The article concludes with implications for the use of two?tier tests for pedagogical practice and research. |
Assessing Students’ Conceptual Understanding in Science: An introduction about a national project in Taiwan
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 4) |
| Halaman | : | 379-390 |
| Abstrak | : | In this article, we discuss several aspects of the national project, the National Science Concept Learning Study, designed to assess elementary, middle, and secondary students’ conceptual understanding in science. After a short introduction to provide some history of the project, we describe the processes used in the integrative study, the participants in the research, the involvement of about 30 senior researchers and 80 research assistants, and the findings from the national data. Although the results of Taiwanese students’ conceptions in science are similar to those of western countries, some aspects of our students’ performance are unique to Taiwanese culture and language. This article concludes with some educational implications from the research findings. |
Mapping Gravitational and Magnetic Fields with Children 9–11: Relevance, difficulties and prospects
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 3) |
| Halaman | : | 349-372 |
| Abstrak | : | This paper presents an investigation centered on a guided conceptual path concerning magnetic and gravitational fields, proposed for children aged 9–11. The goal is to appreciate to what extent the idea of “mapping” two fields of interaction is accessible and fruitful for children of that age. The conceptual target is to link magnetic and gravitational sources with their respective field lines, and then use this linkage to differentiate between the two kinds of interactions. This study shows that the proposed “mapping” and the differences between the maps are accessible to a large proportion of pupils. By contrast, only a minority can differentiate between the two types of interactions: the idea of mere attraction remains dominant and may screen the idea of orientation. Finally, we discuss to what extent these exploratory results confirm the relevancy of such teaching goals and how they inform the design of research?based teaching sequences concerning this topic. |
Institutional Supports for language Development through English Medium Instruction: A Faktor Analysis
| Pengarang | : | Kambatyrova, Assel,Goodman, Bridged,Chsherbakov, Andrey,Aitzhanova, Kamila,Kerimkulova, Sulushash |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 2) |
| Halaman | : | 713-749 |
| Abstrak | : | The purpose of this paper is to build and test a framework of four factors stakeholders in postgraduate higher education institutions in Kazakhstan perceive as supporting or hindering language development in English-medium programs. Data in this mixed-methods study were collected through student surveys and interviews with students, faculty and administration from six universities across Kazakhstan. Factor analysis confirmed the value of structural, pedagogical, sociolinguistic, and cultural factors for language development. Quantitative and qualitative data demonstrated that respondents highly valued structural factors such as academic mobility abroad and having an opportunity to interact with international faculty. However, they wereless satisfied with national and university policies on the implementation of EMI. Additional structural factors including: a significant lack of pedagogical trainings, lack of collaboration with EFL instructors for curriculum development, and low overall English language proficiency of faculty and students, led to pedagogical challenges in classrooms. These challenges were somewhat mitigated by translanguaging practices. The sociolinguistic factors scale demonstrated that out of three languages, Russian was the most prevalent on campuses, which, according to qualitative data, creates pressure to maintain English. Finally, the cultural factors data revealed that students were highly motivated for their ideal self, whereas institutions strived to beresearch-oriented and included in the international ranking lists. Based on these findings, it is recommended that curricula be adjusted to include spaces for multilingual practices, and that faculty be provided support in teaching in English through professional development courses. |
Turkish Pre?Service Science Teachers’ Views on Science–Technology–Society Issues
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 3) |
| Halaman | : | 331-348 |
| Abstrak | : | The international science education community recognises the role of pre?service science teachers’ views about the interdependence of Science, Technology, and Society (STS) in achieving scientific literacy for all. To this end, pre?service science teachers’ STS views signal the strengths and the weaknesses of science education reform movements. Turkey, a country that follows the international reform movement, aims at improving citizen’s understanding of the STS interdependence to enable them to fully participate in an industrialised, democratic society. This study explores the Turkish pre?service science teachers’ views (n = 176) on STS issues and discusses the ongoing reform efforts’ strengths and weaknesses within the context of the study findings. Data were collected through an adopted “Views on Science–Technology–Society” instrument. Analysis revealed that many participants held realistic views on science, technology, and society interdependence, while their views on technology and the nature of science were differed. Some viewed technology as an application of science, and some viewed science as explanatory and an interpretation of nature. Most agreed that the scientific knowledge is tentative but they did not present a thorough understanding of the differences between hypotheses, laws, and theories. |
Scaffolded Problem?solving in the Physics and Chemistry Laboratory: Difficulties hindering students’ assumption of responsibility
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 3) |
| Halaman | : | 307-329 |
| Abstrak | : | This case study examines the performances of 18 10th?grade students (age 15–16 years) in the process of performing problem?solving tasks in the physics and chemistry laboratory. The study focuses on different types of problems arising in the process of transferring responsibility to students in a context of teacher assistance to autonomous problem?solving. The students’ conversations were audiotaped and videotaped, and their productions collected. Problems were found in relation to excessive task difficulty, to stereotyped school culture reflecting procedural display rather than genuine problem?solving, and to problems related to within?group interactions and roles. The findings are discussed in reference to the educational goal of students progressively assuming responsibility in their own learning. |