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Making Public the Private Life of Plants: The contribution of informal learning environments
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 10) |
| Halaman | : | 1209-1228 |
| Abstrak | : | Plants are essential to life on Earth and yet are often deemed invisible by the human populace. Botanic gardens are an under?researched educational context and, as such, have occupied a peripheral arena in biology education discussions. This article seeks to readdress this absence and present the case for a more sustained use of informal learning environments, such as botanic gardens and homes, to make public the private life of plants and their role in sustaining life on Earth. By drawing on empirical data from a doctoral thesis and reviewing relevant research literature, the author argues for a renewed focus on botanical education within science education in both formal and informal contexts. |
Contrasting the use of tools for presentation and critique: Some cases from architectural education
| Pengarang | : | Lymer, G., Ivarsson, J. & Lindwall, O. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 4 (No. 4) |
| Halaman | : | 423-444 |
| Abstrak | : | This study investigates video recordings of design reviews in architectural education, focusing on how presentations and discussions of designs are contingent on the specific tools employed. In the analyzed recordings, three different setups are utilized: traditional posters, digital slide-show technologies, and combinations of the two. This range of different setups provides a set of contrasts that make visible the role of technologies in shaping the ways in which the reviews are conducted. The analysis is structured in three themes. First, we examine the sequential organization of digital presentations in relation to the spatial structure of poster-based presentations. Second, the different ways in which shared attention is established in digital, paper-based, and hybrid presentation practices are analyzed. Third, we address part-whole relations—how details in presented materials are put in relation to the overarching project or the presentation as a whole. Taken together, the analyses suggest that the detailed organization of the design review is transformed in subtle yet consequential ways through the introduction of digital slide-show technologies. These transformations are consequential not only locally, for the design review itself, but also for the instructive work that is accomplished through this practice. We conclude by discussing some implications for design, arguing that an increased awareness of how the practice is influenced by the different setups might be key for the proper adaptation of presentation technologies to particular purposes. |
Teachers’ Stances and Practical Arguments Regarding a Science?Indigenous Knowledge Curriculum: Part 2
| Pengarang | : | M. B. Ogunniyi |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 10) |
| Halaman | : | 1189-1207 |
| Abstrak | : | In response to the needs of a newly democratic South Africa, a new education policy required science teachers to integrate Indigenous Knowledge Systems (IKS) with school science: Curriculum 2005 (C2005) was developed. The first phase of that curriculum was implemented in 1997 with the hope that by 2005 it would have been implemented in the entire school system (i.e., R–12 grades). Since then science educators have been making a concerted effort to develop science teacher education programmes compatible with the postulates of the new curriculum policy. As part of that effort, this study used a Practical Argumentation Course to equip a group of science teachers with knowledge and instructional skills needed to implement an integrated Science?IKS curriculum in their classrooms. The findings showed that, as a result of the course, the teachers’ understanding of, and awareness about, the Nature of Science and IKS improved considerably. Similarly, the teachers made noticeable perceptual shifts from construing science and IKS as polar opposites to considering the two thought systems as compatible and complementary. The implications of the findings for instructional practices are highlighted in the paper. |
High School Students’ Informal Reasoning on a Socio?scientific Issue: Qualitative and quantitative analyses
| Pengarang | : | Ying Tien Wu |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 9) |
| Halaman | : | 1163-1187 |
| Abstrak | : | Recently, the significance of learners’ informal reasoning on socio?scientific issues has received increasing attention among science educators. To gain deeper insights into this important issue, an integrated analytic framework was developed in this study. With this framework, 71 Grade 10 students’ informal reasoning about nuclear energy usage was explored qualitatively and quantitatively. It was found that the students in this study tended to process reasoning from multiple perspectives, and most of them were prone to make evidence?based decisions. However, less than 40% of the participants were able to construct rebuttals against counter?arguments. It was also revealed that students’ abundant usage of supportive arguments did not guarantee for their counter?argument construction as well as rebuttal construction, but their usage of counter?arguments might act as precursors to their construction of rebuttals. In addition, learners’ usage of multiple reasoning modes might help them propose more arguments and, in particular, generate more counter?arguments, which may act as precursors to their rebuttal construction. This study also showed evidence that students’ scientific knowledge that might be mainly acquired from school science instruction could be viewed as important foundation for better informal reasoning and decision?making on socio?scientific issues. |
Science Teachers’ Perceived Benefits of an Out?of?school Enrichment Programme: Identity needs and university affordances
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 9) |
| Halaman | : | 1133-1161 |
| Abstrak | : | Science enrichment programmes housed outside traditional school settings offer unique opportunities to access and use authentic scientific tools and practices, especially for urban students whose school science experiences often lack resources. Yet opportunities to access these tools and practices are realized only when science teachers value them sufficiently to take advantage of them. This study examines how eight urban secondary science teachers evaluated a specific out?of?school science enrichment programme—a one?year partnership with a local university science outreach centre, which culminated in a half?day laboratory experience for their students. Teachers’ perceptions were captured through interviews and surveys. Findings indicate that these teachers came to identify and value many of the potential benefits for out?of?school enrichment programmes reported in the literature as well as some additional ones. The teachers’ also showed a shift over time with respect to their perceptions of the value of the out?of?school experience, moving from an initial focus on increasing test scores toward a greater appreciation for its impact on students’ motivation and identity development. The study offers insight into secondary science students’ and teachers’ identity needs, and what universities can offer to address them. |
Earth science learning in SMALLab: A design experiment for mixed reality
| Pengarang | : | Birchfield, D., Megowan-Romanowicz, C. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 4 (No. 4) |
| Halaman | : | 403-421 |
| Abstrak | : | Conversational technologies such as email, chat rooms, and blogs have made the transition from novel communication technologies to powerful tools for learning. Currently virtual worlds are undergoing the same transition. We argue that the next wave of innovation is at the level of the computer interface, and that mixed-reality environments offer important advantages over prior technologies. Thus, mixed reality is positioned to have a broad impact on the future of K-12 collaborative learning. We propose three design imperatives that arise from our ongoing work in this area grounded in research from the learning sciences and human-computer interaction. By way of example, we present one such platform, the Situated Multimedia Arts Learning Lab [SMALLab]. SMALLab is a mixed-reality environment that affords face-to-face interaction by colocated participants within a mediated space. We present a recent design experiment that involved the development of a new SMALLab learning scenario and a collaborative student participation framework for a 3-day intervention for 72 high school earth science students. We analyzed student and teacher exchanges from classroom sessions both during the intervention and during regular classroom instruction and found significant increases in the number of student-driven exchanges within SMALLab. We also found that students made significant achievement gains. We conclude that mixed reality can have a positive impact on collaborative learning and that it is poised for broad dissemination into mainstream K-12 contexts. |
Wikis to support the collaborative part of collaborative learning
| Pengarang | : | Larusson, J.A., Alterman, R. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 4 (No. 4) |
| Halaman | : | 371-402 |
| Abstrak | : | Prior research has highlighted the value of using wikis to support learning. This paper makes the case that the wiki has several properties that are particularly amenable for constructing applications that support the “collaborative” part of a variety and range of different time/different place student collaborations. In support of the argument, the paper presents the WikiDesignPlatform (WDP). The WDP supplies a suite of awareness, navigation, communication, transcription, and analysis components that provide additional functionality beyond the standard wiki feature set. Two case studies are presented, which have different coordination, communication, and awareness requirements for the “collaborative” part of the students’ collaborative learning activities. The evidence shows that under both conditions, a prefabricated wiki provides a sufficiently rich intersubjective space that adequately supports the students’ collaborative work. |
Developing Year 2 Students' Theory of Biology with Concepts of the Gene and DNA
| Pengarang | : | Grady Venville |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 9) |
| Halaman | : | 1111-1131 |
| Abstrak | : | This paper presents a case study of a teaching intervention designed to enrich Year 2 students’ theory of biology through the introduction of causal mechanisms of inheritance such as the gene and DNA. The researchers worked collaboratively with the classroom teacher to design the intervention based on the students’ prior knowledge of living things and inheritance. Methods used to evaluate the intervention included comprehensive pre?instructional and post?instructional interviews with all students in the class. Classroom observations were constructed as a reflective diary. Findings indicate that meaningful learning occurred as a result of the intervention for many of the students in the class. For these students, networks of knowledge were developed between their understandings of living and non?living things, their understandings of inheritance, and concepts of the gene and DNA. |
Exploring the Development of Conceptual Understanding through Structured Problem?solving in Physics
| Pengarang | : | E. Gaigher |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 9) |
| Halaman | : | 1089-1110 |
| Abstrak | : | A study on the effect of a structured problem?solving strategy on problem?solving skills and conceptual understanding of physics was undertaken with 189 students in 16 disadvantaged South African schools. This paper focuses on the development of conceptual understanding. New instruments, namely a solutions map and a conceptual index, are introduced to assess conceptual understanding demonstrated in students’ written solutions to examination problems. The process of the development of conceptual understanding is then explored within the framework of Greeno’s model of scientific problem?solving and reasoning. It was found that students who had been exposed to the structured problem?solving strategy demonstrated better conceptual understanding of physics and tended to adopt a conceptual approach to problem?solving. |
Paradigms of shared knowledge
| Pengarang | : | Stahl, G., Hesse, F. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 4 (No. 4) |
| Halaman | : | 365-369 |
| Abstrak | : | Collaborative learning is all about sharing knowledge. Without a shared base of knowledge (common ground), discourse itself is impossible, let alone collaborative interaction. Collaborators must share a means of communication (language), a joint focus (object-orientation), and a compatible orientation (perspective). In addition to being dependent upon the presence of existing shared knowledge, successful collaboration or collaborative learning involves the construction of new knowledge, created jointly and thereby shared by the participants. Knowledge can take many forms, not necessarily rational, propositional, explicit, factual knowledge. There is tacit and explicit knowledge, focal and background, propositional and procedural, personal and institutional, individual and group. |