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Empowerment in Science Curriculum Development: A microdevelopmental approach
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 8) |
| Halaman | : | 987-1017 |
| Abstrak | : | This study characterizes how learning and teaching differs as the responsibility for choosing curriculum goals and the strategies to reach those goals shifts between teacher and the students. Three different pedagogical approaches were used with 125 seventh?grade and eighth?grade students. All three curricula focus on electromagnetism, and were taught by two teachers in different schools over a two?week period. When students had control over the strategies employed to reach goals, their engagement stayed high. All three curricula advanced student understanding to some degree; however, large and significant gains were seen only for the pedagogy in which teachers set the specific learning goals and students had control over how to achieve them. Microdevelopment, a principle by which short?term learning recapitulates the stages seen in long?term developmental growth, is found to be a useful framework for curriculum development and for analyzing changes in student understanding. In general, initial “tinkering” activities are best followed by attempts at representing phenomena, only then to be followed by abstract conceptualization. On balance, we find that students benefit most from freedom to control the procedures that they generate in response to well?structured goals presented by the teacher. |
Teachers’ Stances and Practical Arguments Regarding a Science?Indigenous Knowledge Curriculum: Part 1
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 8) |
| Halaman | : | 963-986 |
| Abstrak | : | The new South African curriculum known as Curriculum 2005 (to depict the year of its full implementation) requires that teachers integrate school science with Indigenous Knowledge Systems (IKS). Curriculum 2005 has generated heated debates at various levels since its inception in 1997. This study focuses on the effectiveness or otherwise of a Practical Argumentation Course (PAC) as an instructional tool for enhancing teachers’ understanding of, and ability to implement, a Science?IKS curriculum. Data collected by questionnaires, video?taped and audio?taped interviews, and reflective essays were analysed in terms of a Practical Argumentation Framework developed for the purpose. The findings show that the PAC did enhance the teachers’ understanding as well as increase their awareness of the need to implement a Science?IKS curriculum in their classrooms. Also, the PAC seemed to have made the teachers more sceptical of the notion that science is the only way of knowing or interpreting experience, or that IKS were based on superstitious beliefs. All the teachers recommended the need to include the PAC or similar courses in science teacher education programmes. |
Relationship between Instructional Context and Views of Nature of Science
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 8) |
| Halaman | : | 939-961 |
| Abstrak | : | The study investigated the relationship between instructional context (integrated and non?integrated) that explicitly teaches about nature of science (NOS) and students’ view of NOS across different disciplines. Participants were three teachers and their students, which comprised six classes of 89 ninth?graders and 40 10th/11th?graders. Each teacher taught two intact sections of the same grade level within a specific science discipline. The treatment for all groups involved teaching a 5–6 week unit that included the science content and NOS. The two intact groups learned about same content; the only difference was the context of NOS instruction (integrated or non?integrated). An open?ended questionnaire, followed by interviews, was used to assess change in participants’ views. Results showed improvement in students’ NOS views regardless of whether NOS instruction was embedded within the content. Therefore, it was not possible to make claims about whether one instructional context is more effective than another in general terms. |
"It Made Me Think in a Different Way": Bilingual Students' Perspectives on Multimodal Composing in the English Language Arts Classroom
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 2) |
| Halaman | : | 525-551 |
| Abstrak | : | This study examined 94 bilingual and emergent bilingual 10th grade students' perspectives on multimodal composing for academic purposes in their English Language Arts class. A social semiotics theoretical framework was employed to understand students' views of the affordances and constraints when composing three digital multimodal projects-a hypertext poetry analysis, a persuasive podcast, and a video literary analysis. Qualitative analysis of interviews and written reflections revealed how students overwhelmingly held a positive view of composing with multiple modes for academic purposes. Students detailed the unique semiotic resources of nonlinguistic modes for supporting their understanding of the content and innovative meaning-making. A majority of students described how communicating through multiple modes offered impactful opportunities to express their bilingual/bicultural identities as well as explore the affective dimensions of the English Language Arts content. Additionally, students explained how the process of multimodal composing fostered peer collaboration and creating meaningful connections to other works and their lives. Along with affordances, students also described a variety of challenges when designing their digital projects, including technical difficulties, uncertainty of expectations, and sufficiently representing their ideas multimodally. This study concludes with implications for how educators can learn from listening. |
Transparency with Second Language and Multilingual Transcription
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 2) |
| Halaman | : | 499-524 |
| Abstrak | : | Previous methodological discussions in TESOL Quarterly (TQ) discuss imperatives for transparent and reflexive research practices and reporting (Derrick, 2016; Rabbidge, 2017). This article follows these methodological discussions by considering issues in second language (L2) and multilingual transcription by inspecting transcription and analyzing its reporting in empirical contributions to TQ. The study analyzes a series of transparency continuums with transcription reporting in TQ as they pertain to general transcription reporting and reporting that is particular to L2 and multilingual transcription. The article draws its argument from seminal scholarly discussions on transcription, calling for greater transparency with the transcription process in scholarly research reports. |
The Religio?scientific Frameworks of Pre?service Primary Teachers: An analysis of their influence on their teaching of science
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 7) |
| Halaman | : | 909-930 |
| Abstrak | : | Scientific and religious ways of thinking are central to an individual’s cognitive and cultural ways of making sense of the world. This paper explores what foundational concepts pre?service primary teachers are employing when they teach science. The study measured the attitudes to science and religion of 92 pre?service primary teachers. The categories traditionally used to describe the ways individuals’ relate science and religion were found to be inadequate when attempting to reflect the attitudes’ of the respondents. An alternative, phenonomenologically based diagnostic framework was then proposed, constructed as a two?dimensional scale on which participant’s attitude to science/religion was assessed as either “epistemic” or “pragmatic”. Analysis of interviews with a representative sample of eight of the teachers showed that individual religio?scientific frameworks could be linked to distinct differences in approach to the teaching of science. The impact of identifying the religio?scientific framework of pre?service teachers on the design of future educational programmes was then discussed. |
Slovakian Students’ Knowledge of and Attitudes toward Biotechnology
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 7) |
| Halaman | : | 895-907 |
| Abstrak | : | This study examined university students’ knowledge of and attitudes (n = 378) toward biotechnology in Slovakia, a conservative country where the distribution of genetically engineered products are banned by law. We found a significant positive correlation between attitudes and the level of knowledge; however, although students enrolled in biology courses have better knowledge of biotechnology, their attitudes toward genetic engineering were similar than those of students who do not study biology. Females showed poorer knowledge and lower acceptance of genetically engineered products than did males. Overall, Slovakian students have poor knowledge and numerous misunderstandings about what genetic engineering means, which suggests that science curriculum with respect to this topic should be greatly re?evaluated and teaching strategies should be improved accordingly. |
Developing Attitudes towards Science Measures
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 7) |
| Halaman | : | 871-893 |
| Abstrak | : | In this study, we describe the development of measures used to examine pupils’ attitudes towards science. In particular, separate measures for attitudes towards the following areas were developed: learning science in school, practical work in science, science outside of school, importance of science, self?concept in science, and future participation in science. In developing these measures, criticisms of previous attitude studies in science education were noted. In particular, care was taken over the definition of each of the attitude constructs, and also ensuring that each of the constructs was unidimensional. Following an initial piloting process, pupils aged 11–14 from five secondary schools throughout England completed questionnaires containing the attitude measures. These questionnaires were completed twice by pupils in these schools, with a gap of four weeks between the first and second measurements. Altogether, 932 pupils completed the first questionnaire and 668 pupils completed the second one. Factor analysis carried out on the resulting data confirmed the unidimensionality of the separate attitude constructs. Also, it was found that three of the constructs—learning science in school, science outside of school, and future participation in science—loaded on one general attitude towards science factor. Further analysis showed that all the measures showed high internal reliability (Cronbach’s α > 0.7). A particular strength of the approach used in this study was that it allowed for attitude measures to be built up step?by?step, therefore allowing for the future consideration of other relevant constructs. |
Explanations and Teleology in Chemistry Education
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 7) |
| Halaman | : | 853-870 |
| Abstrak | : | It has been commonly assumed that teleological explanations are unnecessary and have no place in the physical sciences. However, there are indications that teleology is fairly common in the instructional explanations of teachers and students in chemistry classrooms. In this study we explore the role and nature of teleological explanations and the conditions that seem to warrant their use in chemistry education. We also analyse the learning implications of developing explanations of chemical phenomena within a teleological stance. Our study is based on the qualitative analysis of the instructional explanations presented in traditional chemistry textbooks used in the United States. Our results indicate that teleological explanations are in fact present in these textbooks and help provide an explanatory reason for the occurrence of chemical transformations. Their use is tightly linked to the existence of a rule, principle, or law that governs the behaviour of a chemical system, and that explicitly or implicitly implies the minimisation or maximisation of some intrinsic property. This law or principle tends to provide a sense of preferred direction in the evolution of a transformation. Although teleological explanations seem to have heuristic pedagogical value in chemistry education, they may also lead students to develop alternative conceptions and unwarranted overgeneralisations. |
School Teacher' Perception of Similarities and Difference between Teaching English and a Non-Language Subject
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 2) |
| Halaman | : | 474-498 |
| Abstrak | : | Teaching a language subject in school is often referred to as being different and unique compared to teaching a non-language subject. However, the few existing studies examining this claim have mainly investigated the viewpoints of teachers who only teach one language, thus failing to achieve a comparison based on teachers' actual lived experiences of teaching two different subjects. The present study was designed to address this gap by exploring 11 upper secondary school teachers' perceptions of similarities and differences between teaching English and a non-language subject. Austria and Norway were chosen as contexts for the study since both countries qualify state secondary school teachers to teach a minimum of two subjects simultaneously as part of their regular teaching load. The analysis of the semi-structured interviews revealed that the teaching of various subjects shares some similarities but is highly influenced by contextual factors. The most striking finding was the perceived different status of subjects across contexts and the consequences of this for teachers and learners. The findings underline the importance of contextualizing data and understanding the ecology in which teaching and learning of any subject or any language takes place. |