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Students’ Explanations of their Data Handling: Implications for transfer of learning
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 2) |
| Halaman | : | 151-172 |
| Abstrak | : | The study explored the origins of students’ data handling knowledge and skills employed during secondary Science lessons. Transfer of learning was explored in an authentic school context, describing when transfer does and does not occur, conditions that appear to foster transfer, and impacts of different types of transfer on teaching and learning. The data sets collected through case study methods consisted of 13 units of Science lesson observations and interviews with 60 students and 11 teachers over the course of one academic year. Students’ claims of where, when, and how they acquired data handling knowledge and skills were described and analyzed to determine whether transfer occurred or new teaching was required. The findings strongly suggest that transfer does occur among secondary school classrooms, having both positive and negative outcomes for learning and performance. Thus, educators and researchers need to rethink expectations about and implications of this transfer. |
Evaluating Science Investigations at Ages 14–16: Dealing with anomalous results
| Pengarang | : | Rob Toplis |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 2) |
| Halaman | : | 127-150 |
| Abstrak | : | This research explores how six small groups of 14?year?old to 16?year?old pupils, from three schools, dealt with anomalous results when they evaluated science investigations over a 2?year period. The pupils were observed, interviewed, and their written reports analysed to answer the main questions about their understanding, identification, and actions taken about anomalous results. The findings are explored and discussed in terms of expectations from conceptual knowledge; access to apparatus, time, and assessment constraints in school science; and the cognitive and epistemological frameworks used. Conclusions are that pupils can identify anomalous results from patterns in tables or graph lines of best fit but take little practical action about them as they use everyday or “engineering” frameworks instead of authentic scientific approaches. The implications for management and teaching, for assessment policy, and the curriculum model adopted are suggested, as are the implications for further research and development in teaching investigative science. |
Pedagogic Principles in Negotiating Cultural Conflict: A Melanesian example
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 1) |
| Halaman | : | 101-122 |
| Abstrak | : | This paper draws on the personal experiences of three researchers: an “outsider” (or western?oriented) science teacher, a science teacher educator who has lived in Melanesian countries for almost a decade, and a national researcher who was born and educated in Melanesia. During a recent interpretative research study of the problematic relationship between the traditional world?views of Melanesian villagers and the official school science views of young Melanesian people, Bruce became increasingly aware of the importance of conducting culture?sensitive interpretative research. Bruce and Joe describe three people with different experiences and approaches to education. Mindful of the important role of the outside teacher researchers in providing essential information for the local contextualisation of school science curricula, we propose a number of culture?sensitive practices when working in Melanesian cross?cultural contexts. Karsoon: I like Melanesian ways. I wanted to learn Western ways and so when mission came, I went to school [so that I could] learn their ways. I thought I would learn new ways. I use school ways no more. Karsoon: The white man didn't want us to learn about his ways but only about his religion. (Waldrip & Taylor, Citation1999a, p. 297) I've studied overseas where I came across Papua New Guineans suffering from the “dry coconut syndrome”—brown on the outside, but white on the inside. These are the people who suddenly forget their own ways because they are living in another country. (Pamba, Citation1999, p. 17) |
Teacher' Transnational Identities as Activity: Constructing Mobility System at the Intersections of Gender and Language Difference
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 2) |
| Halaman | : | 552-581 |
| Abstrak | : | While studies following a translingual orientation have demonstrated the potential for decolonial pedagogical practices (Cushman, 2016). including teachers' self-decolonization by drawing on their translinguistic identities (Motha, Jain, & Tecle, 2012), a translingual paradigm and pedagogy also has the potential to address "the intersection of several structuring nodes in the colonial matrix of power" (Cushman, 2016. p. 238). Some studies have put forth women's narratives and lived experiences as teachers (Motha, Jain, & Tecle, 2012; Park, 2017); however, few studies have investigated identity construction at the intersections of language and gender when teachers are asked to explicitly engage intranslingual and transnational labor. Drawing on mobility systems (Fraiberg, 2018), Individual Networks of Practice (INoPs) (Zappa-Hollman & Duff, 2015), and translingualism (Canagarajah, 2012), this qualitative study offers a detailed account of how four emergent teacher scholars construct their teaching identities when they were encouraged to scrutinize transnational spaces and identities, In particular, the study has two purposes: 1) to investigate the decolonial potential of translingual and transnational paradigms as emergent teacher scholars reflect on their identities at the intersections of language and gender and 2), to document identity reconstruction in relation to the environments and socio cultural contexts of their transnational experiences. Besides the affordances of narrative and/or autobiographical writing through translingual and transnational perspectives, the study demonstrates the benefits of identity reconstruction through mobile systems (Fraiberg,2018) in creating opportunities for agency within oppressive discourses of language and gender in the TESOL field. |
Reading New Environments: Students’ ability to generalise their understanding between different ecosystems
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 1) |
| Halaman | : | 67-100 |
| Abstrak | : | This paper is based on a study of how students’ read nature in different ecosystems. Its focus is on ecology and the context is outdoors. This literacy has to do with an ability to recognise organisms and relate them to material cycling and energy flow in the specific habitat that is to be read. A teaching sequence was designed in order to develop a class of secondary students’ ability to read nature in a forest ecosystem. After instruction they were taken to another ecosystem, a pond where they were asked to read the new environment. The main goal was to follow to what extent they can transfer their understanding from one ecosystem to another. The study is based on recorded interviews, field work, and classroom activities, and it shows the importance of learning general patterns in nature and relating them to functional groups of organisms in an ecosystem. |
Teaching Models in the Use of Analogies as a Resource in the Science Classroom
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 1) |
| Halaman | : | 45-66 |
| Abstrak | : | The present work discusses, firstly, different dimensions that characterize the use of analogies in the classroom. Foremost among these are the pupil’s level of activity and the degree of monitoring carried out by the teacher. Secondly, the routines declared by a group of science teachers (n = 73), when they described their classroom activity in using analogies, are analysed. It was found that most of the teachers corresponded to traditional models for the use of analogies, or, in the best of cases, to models based on meaningful learning by transmission/reception of previously elaborated knowledge. Finally, some implications for teaching and teacher education are discussed. |
Approaches to Learning by Students in the Biological Sciences: Implications for teaching
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 1) |
| Halaman | : | 19-43 |
| Abstrak | : | Abstrak tidak tersedia. |
Teaching as Coaching: A case study of awareness and learning in engineering education
| Pengarang | : | Vidar Gynnild |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 1) |
| Halaman | : | 1-17 |
| Abstrak | : | Abstrak tidak tersedia. |
Developmental Change in Notetaking during Scientific Inquiry
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 8) |
| Halaman | : | 1035-1058 |
| Abstrak | : | This paper addresses the development in children’s and adults’ awareness of the benefits of writing through the analysis of change in notetaking while engaged in scientific inquiry over 10 weeks. Participants were given a notebook that they could choose to use. Our results indicate consistent differences between the performance of adults versus children and also across time. First, there were clear differences in the number of participants who chose to take notes. Second, not only did adults write more notes than children, but also the adults’ mean number of notes slightly increased over time, whereas children’s notes actually decreased in frequency. Third, children and adults differed in the types of notes they took. These results are interpreted in terms of participants’ awareness of what needs to be noted in a scientific task and why it needs to be noted, and they suggest implications for educational practice. First, because learners often have inaccurate representations of the task demands and their own future state of knowledge, they do not perceive the utility of notetaking. Second, because of these misperceptions, learners do not refer back to their notes and thereby miss feedback that would spur the refinement of their metacognitive (particularly metastrategic) knowledge and strategy use. Educators need to design opportunities for students to engage in activities that increase metacognitive knowledge of their own cognitive abilities and the demands of the task. |
Girls' Groups and Boys' Groups at a Municipal Technology Centre
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 8) |
| Halaman | : | 1019-1033 |
| Abstrak | : | This article describes the Swedish initiative of municipal technology centres from a gender point of view. These centres provide after?school technology education for children aged 6–16. By means of an ethnographic study, the effects of the use of single?sex groups in increasing the interest of girls and boys in technical activities have been studied at one of the centres. The importance of the gender of the teacher relative to the gender of the pupils is also considered. The results show that single?sex groups meant different things to boys and girls, and that the teachers’ way of “doing” femininity and masculinity, respectively, in the different groups was of some importance. The results indicate that single?sex groups alone do not break down gender barriers. However, there are lessons to be learnt from a leisure?time activity that provides a different setting from that of single?sex science education in ordinary schooling |