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The Evaluation of Modelling Competences: Difficulties and potentials for the learning of the sciences
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 7) |
| Halaman | : | 811-851 |
| Abstrak | : | Modelling is an inherent process for the construction and use of science concepts that mobilize diverse specific competences. The aims of this work are to put forward a means of evaluating modelling competences that is relevant for physics teaching and science education research and to identify the potentials and constraints in the development of modelling competences. A written test, which embraces a wide range of modelling aspects in mechanics domain, was drawn up and validated, and a theoretically based evaluation methodology was specified. In the validation process, the test was given to 75 subjects distributed across seven levels of physics education. The answers were analysed and later cluster analysis was carried out in order to identify categories of answers among the diverse answers. The results indicate that the test identified and delimitated modelling competences. Some results are in agreement with those obtained through other research into this issue and other results better elucidate certain aspects of modelling. The way in which evaluation methodology can be used in other areas of physics is discussed, such as in research and in teaching. Also discussed is how the constraints and potentials identified in the development of modelling competences can be taken into account in teaching and learning sciences. |
An Exploration of Attitudes towards Modern Biotechnology: A study among Dutch secondary school students
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 5) |
| Halaman | : | 663-679 |
| Abstrak | : | Modern biotechnology will have a large impact on society and requires informed decision?making and critical attitudes toward biotechnology among the public. This study aims to explore these attitudes in secondary education. For this purpose, a questionnaire was constructed according to the general tripartite theory of attitudes. A total of 574 Dutch secondary school students completed the questionnaire. Based on principal component analyses, several distinct and independent cognitive, affective, and behavioural factors were found, demonstrating that attitudes towards biotechnology are a multi?component concept. In a cluster analysis on these factors, we found four interpretable clusters representing different groups of students. The four groups are labelled “confident supporter” (22%), “not sure” (42%), “concerned sceptic” (18%), and “not for me” (17%). These results indicate that there is a diverse appraisal of modern biotechnology among secondary school students. Suggestions for educational interventions are made. |
Fund of Professional Identity in Language Teacher Education: A Longitudinal Study on Student Teacher
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 2) |
| Halaman | : | 446-473 |
| Abstrak | : | Abstrak tidak tersedia. |
Classification of Chemical Substances using Particulate Representations of Matter: An analysis of student thinking
| Pengarang | : | Marilyne Stains |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 5) |
| Halaman | : | 643-661 |
| Abstrak | : | We applied a mixed?method research design to investigate the patterns of reasoning used by novice undergraduate chemistry students to classify chemical substances as elements, compounds, or mixtures based on their particulate representations. We were interested in the identification of the representational features that students use to build a classification system, and in the characterization of the thinking processes that they follow to group substances in different classes. Students in our study used structural and chemical composition features to classify chemical substances into elements, compounds, and mixtures. Many of the students’ classification errors resulted from strong mental associations between concepts (e.g., atom–element, molecule–compound) or from lack of conceptual differentiation (e.g., compound–mixture). Strong concept associations led novice students to reduce the number of relevant features used to differentiate between substances, while the inability to discriminate between two concepts (conceptual undifferentiation) led them to pay too much attention to irrelevant features during the classification tasks. Comparisons of the responses to classification tasks of students with different levels of expertise in chemistry indicate that some of these naïve patterns of reasoning may be strengthened by, rather than weakened by, training in the discipline. |
Historical Controversy as an Educational Tool: Evaluating elements of a teaching–learning sequence conducted with the text “Dialogue on the Ways that Vision Operates”
| Pengarang | : | Cécile de Hosson |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 5) |
| Halaman | : | 617-642 |
| Abstrak | : | This paper describes the development, use, and analysis, of an educational tool inspired by the history of the optical mechanism of vision. We investigated 12?year?old students’ reasoning about vision. Most of them explain it as the result of something coming either from the object or from the eye. Moreover, some of them think that light penetrates the eye only when they are dazzled. Such ideas can be found in the ancient and medieval history of science. In particular, the Ancients disagreed about the direction of vision until Alhazen opened the way to a consensus, arguing in the 11th century that light could be a stimulus for the eye. Our tool, a short drama entitled “Dialogue on the Ways that Vision Operates”, refers to those historical elements, especially to the controversy over the direction of vision and Alhazen’s ideas about light. This text was integrated in a teaching–learning sequence and experimented with six pairs of students aged 12–13. The analysis of this teaching–learning sequence shows that the learning process can take advantage of the opportunity offered to the students to identify themselves with the scientists portrayed in the drama. |
Fourth?grade Elementary Students’ Conceptions of Standards?based Lunar Concepts
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 5) |
| Halaman | : | 595-616 |
| Abstrak | : | Fourth?grade students’ knowledge of observable moon phases and patterns of change, as well as conceptual understanding of the cause of moon phases, was investigated before and after special instruction. Pretest and post?test data for 48 students were used to address the research question related to observable moon phases and patterns of change. Interviews were conducted with 10 students on a post?only basis to provide data on understanding the cause of moon phases. The researchers used the constant comparative method to analyse data. Pretest results indicate these students had not met the expectations expressed in the U.S. Science Education Standards for lunar concepts. Post?test results reveal a very positive performance on observable moon phases and patterns of change, as well as the cause of moon phases. Interpretation and implications of these findings are provided. |
Effects of Model?based Teaching on Pre?service Physics Teachers’ Conceptions of the Moon, Moon Phases, and Other Lunar Phenomena
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 5) |
| Halaman | : | 555-593 |
| Abstrak | : | The purpose of this study was twofold. First, it was aimed to identify Turkish pre?service physics teachers’ knowledge and understanding of the Moon, Moon phases, and other lunar phenomena. Second, the effects of model?based teaching on pre?service teachers’ conceptions were examined. Conceptions were proposed as mental models in this study. Four different questionnaires including 22 generative, explanation, and factual questions were used through the study. The pre?service physics teachers’ mental models generated in response to lunar phenomena might be representations of their naïve knowledge as a result of their causal observations and experiences with the world, and their misconceptions as a result of inconsistencies between their naïve knowledge and scientific knowledge. Therefore, the pre?service teachers’ mental models were categorized based on the work by Chi and Roscoe. Some of the pre?service teachers’ mental models shifted from flawed or incomplete mental models to correct mental models of the Moon and lunar phenomena with the facilitation of model?based teaching. The conclusions of the study carry implications for curriculum developers and teacher education. |
Acting Upon Student Voice-Based Teaching Assessment Initiatives: An Account of Participatory Action Research for Teacher Professional Learning
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 74 (No. 5) |
| Halaman | : | 508-521 |
| Abstrak | : | Numerous nations implement Student Perception Surveys (SPS) in their schools to assess teaching for student learning improvement. However, research suggests no significant change in teachers’ practices following such student voice-based assessment initiatives, noting their struggle to act upon it. Utilizing the pyramid of student voice as a key framework, we investigate how a Participatory Action Research (PAR)-based professional development (PD) shapes a group of Australian secondary teachers’ interaction with SPS and professional learning. Analyses of the teachers’ interviews, research projects, and reflective notes about their use of SPS illustrate how the PAR-based PD informed their practice, specifically: (i) transforming ‘survey fatigue’ to increased student voice; (ii) contemplating personal, professional, and political entanglements; and (iii) (re)building teacher agency—employing SPS as collective learning tools of professional empowerment rather than accountability measures of teaching. Implications include pathways to strengthen teachers’ agency—honoring their professionalism—in assessment spaces increasingly shaped by student voices. |
Preparing the Expert Novice: Preservice Teacher Thinking and Efficacy in Inquiry Design
| Pengarang | : | Brugar, Kristy A. ,Allen, Amy,Capps, Caitlin |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 74 (No. 5) |
| Halaman | : | 495-507 |
| Abstrak | : | In this study, we share the understandings and the reflections of preservice teachers as they engage in focus group interviews about inquiry in social studies, generally, and their reactions to publicly available Inquiry Design Model blueprints. These preservice teachers first discussed their understanding of inquiry, which was rooted in their university coursework. They then described their self-efficacy for implementing inquiry, generally, and the IDM blueprint, specifically, in their current field placements and future classrooms. This envisioned implementation often involved adaptations of the blueprints. Our goal in this research was to reconsider how preservice teachers experience and learn about social studies inquiry and, as a result of these experiences, whether and how they see themselves implementing social studies inquiry with students. This study can inform teacher educators to proactively address common barriers and better support preservice teachers. |
Exploring the Characteristics and Diverse Sources of Students’ Mental Models of Acids and Bases
| Pengarang | : | Jing Wen Lin |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 6) |
| Halaman | : | 771-803 |
| Abstrak | : | This study was part of a 6?year integrated project designed to build a databank of students’ science conceptions in Taiwan. The main purpose of this study was to identify the characteristics of students’ mental models regarding acids/bases, understand their changes in mental models, and explore sources that might influence students in constructing models. The study involved 38 ninth?grade students, focusing on three high?achieving students as well as three low?achieving students who were interviewed thoroughly. The results show that students mainly adhered to the Phenomenon Model, the Character?Symbol Model, the Inference Model, and the Scientific Model. Also, it is possible to draw a parallel between the characteristics of some models and various models of acidity in the history of science. The results also show differences in mental models and the weights of sources influencing high?achieving and low?achieving students. Evidence for the weight of sources is not consistent with the findings reported in other studies. We also discuss the implications for teaching and curriculum design. |