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Promoting Discourse about Socioscientific Issues through Scaffolded Inquiry
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| Pengarang | : | Yupeng Lin,Ying Mao,Zheng Wang |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 11) |
| Halaman | : | 1387-1410 |
| Abstrak | : | This case study investigated the implementation of an inquiry?based curricular unit that was designed to promote student discourse and debate on aspects related to the nature of science, using a socioscientific issue of genetically modified foods. Two high school science classrooms participated in the study that took place over seven consecutive 1.5?h period blocks. The researchers utilized qualitative procedures to analyze students’ views on the nature of science as expressed through their answers to online and interview questions, and to examine features of argumentation and discourse in the final classroom debate. The students’ answers to questions related to the nature of science reflected conceptions of the tentative, creative, subjective, and social aspects of science. Yet aspects of the nature of science did not enter into the debate discussions. Instead students utilized more factual?based content of the evidence that ultimately led into numerous instances of fallacious reasoning and personal attacks. These findings suggest that perhaps a socioscientific issues approach to exploring aspects of the nature of science should be designed so that students are moved beyond developing their nature of science conceptions to applying those conceptions within a decision?making context. |
Building Scientific Literacy in HIV/AIDS Education: A case study of Uganda
| Pengarang | : | Harriet Mutonyi |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 11) |
| Halaman | : | 1363-1385 |
| Abstrak | : | The term scientific literacy is defined differently in different contexts. The term literacy simply refers to the ability for one to read and write, but recent studies in language literacy have extended this definition. New literacy research seeks a redefinition in terms of how skills are used rather than how they are learned. Contemporary perspectives on literacy as a transfer of learned skills into daily life practises capture the understanding of what it means to be scientifically literate. Scientific literacy requires students to be able to use their scientific knowledge independently in the everyday world. Some models for teaching towards scientific literacy have been suggested including inquiry?based learning embedded in constructivist epistemologies. The inquiry?based model is posited to be effective at bringing about in?depth understanding of scientific concepts through engaging students’ preconceptions. In order to establish whether directly engaging students’ preconceptions can lead to in?depth understanding of the science of HIV/AIDS, a case study was designed to elucidate students’ prior knowledge. From questionnaires and classroom observations, Ugandan Grade 11 students’ persistent preconceptions were explored in follow?up focus group discussions. The inquiry process was used to engage students with their own perceptions of HIV/AIDS during the focus group discussions. Findings suggest that students need to dialogue with each other as they reflect on their beliefs about HIV/AIDS. Dialogue enabled students to challenge their beliefs while making connections between ‘school’ and ‘home’ knowledge. |
The Nature of Science Education for Enhancing Scientific Literacy
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 11) |
| Halaman | : | 1347-1362 |
| Abstrak | : | This article explores the meaning of the nature of science education to enhance scientific literacy. It argues that the teaching approach for science education should be regarded as “education through science”, rather than “science through education”. A model of the nature of science education is proposed, having its foundations based on activity theory rather than logical positivism. This encompasses an understanding of the nature of science, with links to achievement of goals in the personal domain, stressing intellectual and communication skill development, as well as the promotion of character and positive attitudes, plus achievement of goals in the social education domain, stressing cooperative learning and socio?scientific decision?making. Although the nature of science is seen as an important component of science education, the over?riding target for science teaching in school, as an aspect of relevant education, is seen as responsible citizenry, based on enhancing scientific and technological literacy. The meaning of scientific and technological literacy is discussed. |
Teacher Practices and Middle?school Science Achievements
| Pengarang | : | Arthur L. Odom |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 11) |
| Halaman | : | 1329-1346 |
| Abstrak | : | We report on the construction and application on an instrument entitled the “Science Achievement Influences Survey” to assess combined effects of student attitudes about science, peer interaction, and home support, and the frequency of student?centred and teacher?centred instructional practices on student achievement. Controlling for pre?test content knowledge, results indicated that student?centred teaching practices have a positive association with student achievement (p < .01; i.e., group experiments) and a negative association with teacher?centred teaching practices (p < .01; i.e., copying notes). Additionally, student attitudes about science were positively associated with student?centred teaching practices (p < .01) and negatively associated with teacher?centred teaching practices (p < .01). Most significantly, this study documents the predicted gains in science achievement associated with frequency of specific instructional practices used by middle?school science teachers. Especially noteworthy and significant is the finding that near?daily implementation of group experiments and reduction of extensive note?copying during class yield the greatest positive impact on student achievement. Outside of school, peer interaction and home support were not significantly associated (p > .05) with student achievement. The student sample included 611 middle?school science students with a wide range of socioeconomic and cultural backgrounds. |
The Effect of Science–Technology–Society Teaching on Students’ Attitudes toward Science and Certain Aspects of Creativity
| Pengarang | : | Mee Kyeong Lee |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 11) |
| Halaman | : | 1315-1327 |
| Abstrak | : | The purpose of the study was to examine the effectiveness of Science–Technology–Society approaches on student attitudes toward science and creativity. Seven Korean Physics teachers (two middle school and five high school) who participated in a 4?week intensive summer Iowa Chautauqua Professional Development Program at the University of Iowa and their 591 students in 14?class section were participants in this study. Students who were taught with Science–Technology–Society approaches showed significant improvement in the development not only of more positive attitudes toward science, but also of their creativity skills. |
Exploring Prospective Teachers’ Worldviews and Conceptions of Nature of Science
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 10) |
| Halaman | : | 1281-1307 |
| Abstrak | : | This study explores the relationship, if any, between an individual’s culturally based worldviews and conceptions of nature of science. In addition, the implications of this relationship (or lack of relationship) for science teaching and learning are discussed. Participants were 54 Taiwanese prospective science teachers. Their conceptions of nature of science and their worldviews specific to humans’ relationship with the natural world were assessed using two open?ended questionnaires in conjunction with follow?up interviews. Their understandings of nature of science were classified into informed and naïve categories based upon contemporary views of these constructs and those stressed in international reform documents. An anthropocentric–naturecentric continuum emerged and is used to explain the participants’ views about humans’ relationship with Nature. Participants who recognized the limitations of scientific knowledge, and accept the idea that science involves subjective and cultural components, were more likely to emphasize harmony with Nature. In contrast, participants who possessed narrow views about the scientific enterprise and described science as close to technology and as of materialistic benefit tended to provide an anthropocentric perspective regarding the human–Nature relationships. The findings illustrate the interplay between participants’ sociocultural beliefs and conceptions of nature of science. Concisely, people with different worldviews may have concurrently different views about nature of science. The study suggests the need for incorporating sociocultural perspectives and nature of science in the science curriculum. |
Upper Secondary Bruneian Science Students’ Perceptions of Assessment
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 10) |
| Halaman | : | 1261-1280 |
| Abstrak | : | The aims of this study were to evaluate reliability and validity of the Students’ Perception of Assessment Questionnaire (SPAQ), to evaluate students’ perception on assessment, and to evaluate gender?based, grade?based, and ethnicity?based differences in students’ perceptions. The validity and reliability coefficients revealed that the SPAQ was suitable for assessing students’ perceptions on five assessment dimensions. The average scale?item mean values for all the scales were less than 3.0, which indicates a need to address these dimensions of assessment at classroom level. The mean value for Student Consultation scale was 1.96 out of 4, indicating a need for special attention in this area. The perceptions of students grouped on the basis of gender and of grade level groups were comparable, but on the basis of ethnic groups were statistically significantly different. Assuming these differences to be real, does it mean that teaching approaches will need to be addressed? Future research in this area is warranted. |
Reflecting on Scientists’ Activity Based on Science Fiction Stories Written by Secondary Students
| Pengarang | : | |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 10) |
| Halaman | : | 1245-1260 |
| Abstrak | : | In this article the authors resort to a qualitative analysis of the plot of science fiction stories about a group of scientists, written by two 11th?grade Earth and Life Science students (aged 17), and to semi?structured interviews, with the double purpose of diagnosing their conceptions of the nature of science (namely, as regards scientists’ activity), and discussing the potentialities of this methodology in terms of research and education in science. The adopted methodology proved particularly effective in diagnosing the students’ conceptions of scientists’ characteristics, scientific activity, and science–technology–society interactions. The limited content of certain conceptions and a certain lack of knowledge on the part of the students concerning the processes and the epistemology of science highlight the need to pay explicit attention in science classes to the nature of scientific activity. Some of the ideas brought up by the students clearly show the influence of stereotypes and catastrophic scenarios depicted in films, television programs, and books, revealing media’s limitations when divulging scientific and technological themes to the general public and stressing the need for the school to promote a critical debate about science and technology images conveyed by the media. |
An ontology engineering approach to the realization of theory driven group formation
| Pengarang | : | Isotani, S., Inaba, A., Ikeda, M. et al. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 4 (No. 4) |
| Halaman | : | 445-478 |
| Abstrak | : | One of the main difficulties during the design of collaborative learning activities is adequate group formation. In any type of collaboration, group formation plays a critical role in the learners’ acceptance of group activities, as well as the success of the collaborative learning process. Nevertheless, to propose both an effective and pedagogically sound group formation is a complex issue due to multiple factors that influence group arrangement. The current (and previous) learner’s knowledge and skills, the roles and strategies used by learners to interact among themselves, and the teacher’s preferences are some examples of factors to be considered while forming groups. To identify which factors are essential (or desired) in effective group formation, a well-structured and formalized representation of collaborative learning processes, supported by a strong pedagogical basis, is desirable. Thus, the main goal of this paper is to present an ontology that works as a framework based on learning theories that facilitate group formation and collaborative learning design. The ontology provides the necessary formalization to represent collaborative learning and its processes, while learning theories provide support in making pedagogical decisions such as gathering learners in groups and planning the scenario where the collaboration will take place. Although the use of learning theories to support collaborative learning is open for criticism, we identify that they provide important information which can be useful in allowing for more effective learning. To validate the usefulness and effectiveness of this approach, we use this ontology to form and run group activities carried out by four instructors and 20 participants. The experiment was utilized as a proof-of-concept and the results suggest that our ontological framework facilitates the effective design of group activities, and can positively affect the performance of individuals during group learning. |
Different Images of Science at Nordic Science Centres
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 10) |
| Halaman | : | 1229-1244 |
| Abstrak | : | Science centres aim to present science in ways that will attract visitors and enhance public interest in, and knowledge of, science. But what images and different aspects of science are visitors confronted with at Nordic science centres? This study aims to explore the different aspects of science that are displayed and the ways in which these aspects constitute different images of science. In this study, staff members who work with the planning and creation of new exhibitions were asked to answer a web?based questionnaire, identifying the extent to which different aspects of science were displayed in their latest exhibition. They were also asked to voice their opinions on what, and to what extent, they would like to display different aspects in future exhibitions. This study shows that exhibitions today, in particular, choose to display the wonders of science, presenting science in a product?oriented and unproblematic way. The study also reveals a great discrepancy between what staff members display at their latest exhibitions and what they want to display in future exhibitions. They express a will to emphasise aspects of science on the basis of a societal and cultural perspective. This means that controversial issues, values in society, non?western science, and scientific processes constitute important components for future exhibitions. |