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Investigation into the Potential of Investigative Projects Involving Powerful Robotic Telescopes to Inspire Interest in Science
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| Pengarang | : | Richard Beare |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 3) |
| Halaman | : | 279-306 |
| Abstrak | : | The Faulkes Telescope Project and its educational aims are briefly summarised. Research to evaluate its impact in inspiring excitement and interest among students is described. The Faulkes Telescope in Hawaii was used to provide images for assessed coursework based on two of the Faulkes “education/research” projects on galaxies. Students’ attitudes to various aspects of using the telescope and to the two galaxy projects were obtained using a questionnaire and free?response comments. The students were found to be enthusiastic about all aspects of the telescope and the idea of carrying out serious science investigations based on the images that they had obtained. |
Personally?Seeded Discussions to Scaffold Online Argumentation
| Pengarang | : | Douglas B. Clark |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 3) |
| Halaman | : | 253-277 |
| Abstrak | : | Research shows that scientific knowledge develops through a process of decision?making as well as discovery, and that argumentation is a genre of discourse crucial to the practice of science. Students should therefore be supported in understanding the scientific practices of dialectical and rhetorical argumentation as part of learning about scientific inquiry. This study focuses on supporting scientific argumentation in the classroom through a customized online discourse system. “Personally?seeded discussions” support learning and collaboration through an activity structure that elicits, shares, and contrasts students’ own ideas to engage them in the discourse of science argumentation and inquiry. Students use an online interface to build principles to describe data they have collected. These principles become the seed comments for the online discussions. The software sorts students into discussion groups with students who have built different principles so that each discussion group can consider and critique multiple perspectives. This study explores the efficacy of this personally?seeded approach based on a coding scheme developed by Erduran, Osborne, and Simon that analyzes argument structure from a Toulmin perspective. As part of this exploration, the study outlines a method for parsing personally?seeded discussions into oppositional episodes for analysis, and discusses future directions for supporting argumentation in asynchronous online discussions. |
Examining teh Interaction between two Prosses based L2 Listening Instruction Method and Listener Proficiency Level: Which form of Instruction Most Benefits Which Learners?
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 2) |
| Halaman | : | 688-712 |
| Abstrak | : | This study examined how L2 listeners' proficiency levels interacted with the two major process-based listening instruction methods of (1) strategy training and (2) interactive training (which involved training in strategies and bottom-up skills), to influence the listeners' development. In a mixed methods design, the quantitative component of the study reanalyzed data from an earlier study by the author which had compared these two instruction methods, with the current study factoring in the listeners' proficiency level. The less-proficient listeners (LPLs) were at. lower intermediate level, and the more-proficient listeners (MPLs) at intermediate level. Trends in the quantitative data showed that in the interactive course, the LPLs improved their listening comprehension more than the MPLs. By comparison, the strategy course learners at both these proficiency levels improved their listening comprehension to almost equal extent -- but slightly less so than the interactive course LPLs. Quantitative and qualitative analyses then highlighted the benefits derived by the interactive course LPLs from learning the bottom-up skills, especially connected speech and intonation skills. For the MPLs in that course, learning the bottom-up skills appeared to provide less value than learning the strategies. Implications of the study for listening instruction theory are discussed, with advice given for classroom practice. |
Unpacking Language Teacher Educators' Expertise: A Complexity Theory Perspective
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 2) |
| Halaman | : | 656-687 |
| Abstrak | : | Informed by the perspective of complexity theory, this study seeks to explore two English-as-a-foreign language (EFL) teacher educators' expertise in Hong Kong. Drawing on data from interviews, field observation, and informal communication over one academic year, the study revealed that the teacher educators' expertise entailed different components: 1) a dialogic teaching approach informed by research based and contextualized knowledge; 2) emotional intelligence for maintaining personal emotional wellbeing and channeling emotions for effective teaching; 3) a reflective and agentive mindset for continuous learning; as well as 4) willingness and capacity to promote and distribute expertise in multiple communities. The participants' expertise functioned and transformed through their continuing engagement in different forms of teacher education practice, influenced by their personal beliefs and situated contexts. The study concludes with practical implications for language teacher educators on how to develop their expertise as a complex, adaptive, and evolving system in daily practice. |
Cricital and Dominant Language Learner Ideologies: A Case Study of Two Chinese Writers' Experiences with a Critical Language Writing Pedagogy
| Pengarang | : | Austin, Theresa Y.,Britton, Emma R. |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 2) |
| Halaman | : | 629-655 |
| Abstrak | : | Anglophone universities have increasingly become contact zones for the growing numbers of ethnolinguistically diverse students who use English as a lingua franca (Jenkins, 2014). Despite the sociolinguistic reality of English as contact language, monolingual and monoglossic ideologies often prevail not only at the macro institutional scale, but also at the individual learner scale. By idealizing native English speakers, regarding English as uniform, and viewing writing instruction as a means to reduce linguistic difference, ESL learners can perpetuate the sort of dominant ideologies that critical language pedagogies seek to disrupt. Building upon previous learner belief research, this practitionerled comparative case study explores the expressed language ideologies and language socialization experiences of two first year Chinese undergraduates who were participants in a development tal writing course in a Northeastern University in the US, Despite learning about critical language awareness (CLA) pedagogy (Fairclough, 1992), results show that the students expressed a range of dominant and critical language ideologies which were connected to a configuration of micro and macro contextual factors beyond the course. We conclude with implications of these results for critical language pedagogy within writing courses. |
Symbolic Annihilation of Social Groups as Hidden Curriculum in Japanese ELT Materials
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 2) |
| Halaman | : | 603-628 |
| Abstrak | : | This study empirically investigated the invisibility, or symbolic annihilation, in Japanese English education of social groups at risk of marginalization. To do so, I assembled a corpus of 3746 English teaching materials selected because they involved world social group representation and because they were disseminated through the JET Program, a Japanese government initiative intended to promote internationalization and interculturalism in schools across Japan. Corpus analysis indicated various forms of symbolic annihilation. Most broadly, the world was portrayed as a dichotomy between Japan and countries of the Kachruvian Inner Circle. Europe was of secondary prominence while other regions were poorly represented. These materials reflected Christonormativity as well with adherents to other religions being symbolically annihilated. The visibility of those other than Anglos and Japanese was likewise highly attenuated. Stereotypes equating ethnicity and nationality were prevalent with Inner Circle dialog characters, for example, rarely having non-Anglo names. Not only did this corpus thus evidence lingering Inner Circle-centrism, but this was a Christonormative, white, Anglo, Inner Circle/Euro-centric imaginary. These results thus evinced a hidden curriculum reinscribing stereotypes and regimes of social power, one working at cross purposes to the stated purpose of the JET Program as promoting internationalization and interculturalism. |
Language and Work: How Vocabulary Teaching Indexes Teacher Historis and Beliefs about language
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 2) |
| Halaman | : | 582-602 |
| Abstrak | : | To support emergent bilinguals in the content area classroom, applied linguists suggest teachers add metalinguistic conversations to their pedagogical repertoire. However, such language-centered pedagogies may become difficult to enact when a teacher sees language at the word level. This comparative teacher case study explores how teacher Pedagogical Language Knowledge was observed in two upper elementary teachers working with emergent bilinguals in the social studies classroom. Through a novel discourse analytic scheme that traces a teacher's linguistic dispositions, I examine the relationship between beliefs about language and instructional practice that reveal teachers place a disproportionate emphasis on vocabulary study. Findings endorse professional support initiatives that allow teachers to explore their histories as language learners while offering sustained exposure to how non-lexical features of academic language may be embedded into disciplinary instruction. |
High?school Students' Conceptual Evolution of the Respiration Concept from the Perspective of Giere's Cognitive Science Model
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 2) |
| Halaman | : | 215-248 |
| Abstrak | : | We address the question “how does conceptual change take place in the science classroom?” from the perspective of Giere's cognitive science model. The research work involved a group of 21 students from the first year of the Spanish “Bachillerato” or upper secondary school (17 year olds) in a public high school in Barcelona. Once the students' mental representations about respiration were known, the study of their evolution started. Academic performance of students was chosen as the criterion to select the subjects: one with high academic performance, two with medium academic performance, and one with low academic performance. The analysis refers to two of the cases that were analyzed in depth: one with high academic performance and the other with low academic performance. The aim of selecting only these two cases was to achieve a better contrast among them. We found that, in some subjects, there was co?existence of various stable and useful explicative models, with reference to different situations. Other students used undifferentiated sets of ideas instead of explicative models; they are students who show little critical and abstractive capacity. In our study, those students who used models drew more coherent and cohesive explanations, and those models were used more specifically according to the various contexts. We observed a gradual process of conceptual evolution, in which, differentiation among the models that constitute the model family, as well as internal enrichment of each of those specific models took place at the same time. From this perspective, conceptual evolution is not reached by the juxtaposition of ideas belonging to different explicative models, but by the identification of similarities and differences among the different models that attempt to explain a given reality. |
Cognitive Apprenticeship in Science through Immersion in Laboratory Practices
| Pengarang | : | Jeff Charney |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 2) |
| Halaman | : | 195-213 |
| Abstrak | : | This study investigates how high school students respond to an environment of authentic science inquiry while participating in an intensive summer institute, the Waksman Student Scholars Programme at Rutgers University. We examined how students apprenticed with expert scientists in a study of contemporary questions in molecular genetics. Students engaged in both laboratory practices and seminars as part of their experience in this program. We assessed student learning about conceptual knowledge of molecular genetics as well as their beliefs about the nature of science. Student conceptual knowledge increased and their beliefs about the nature of science changed to a more tentative perspective. We examined student learning qualitatively through their journals, which showed that some students were developing more sophisticated ways of thinking about the issues that were raised in their seminars and laboratory research. These ways included an increased ability to generate hypotheses, consider alternative hypotheses, implement models and logical argumentation in explanations, connect ideas, extend concepts, and ask questions. These results suggest that meaningfully engaging pre?college students in the practice of real science can make a difference in their understanding and beliefs. |
Historical Analysis of Portuguese Primary School Textbooks (1920–2005) on the Topic of Digestion
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 2) |
| Halaman | : | 173-193 |
| Abstrak | : | Our previous studies have shown that Portuguese primary school pupils and teachers have three main difficulties in the representation of the digestion process: the sequence of the digestive tract, blood absorption, and the relationship of the digestive function with other human functions. In this study we analysed the topic of digestion in 63 Portuguese textbooks (1920–2005). In general, the textual explanation of the digestive process (including reference to blood absorption) is clear, but “confusion” in images is persistent throughout the period studied. To demonstrate the influence of the period of the Portuguese dictatorship (1926–1974), a brief comparison with French textbooks (which developed during the same period with the aim of presenting clearer representations of the digestive tract) was carried out. Results suggest that inadequate images in textbooks may be the main didactic obstacle to accurate learning of the digestive function. |