OPAC - Artikel Jurnal & Majalah

Pengarang	:	-
Nama Majalah/Jurnal	:	International Journal of Science Education
Volume / Edisi	:	43 (No. 7)
Halaman	:	1054-1089
Abstrak	:	Underrepresented minority (URM) students are subjected to historically rooted inequities when pursuing an education, especially in STEM disciplines with little diversity. In order to make STEM education equitable and inclusive, evidence for how students from different racial/ethnic demographics are faring is necessary. We use 10 years of institutional data at a large public US-based university to investigate trends in the majors that Asian, URM, and White students declare, drop, and complete. We find that URM students drop most majors at higher rates compared to other students, particularly in physics and economics. We find alarming GPA trends in that URM students consistently earn lower grades than their Asian and White peers. In some STEM disciplines, the URM students who earn a degree are earning the same grades as the Asian and White students who dropped the major. These troubling trends may signify lack of sufficient support, mentoring, and guidance for the URM students who are already severely disadvantaged particularly at a primarily White institution. These findings call for greater resources and effort for making learning environments equitable and inclusive so that many URM students who come to college with severe disadvantages are appropriately supported and can excel similar to other students.

Pengarang	:	Deanna Kuhn
Nama Majalah/Jurnal	:	International Journal of Science Education
Volume / Edisi	:	43 (No. 7)
Halaman	:	1036-1053
Abstrak	:	Agreement has become widespread that students’ peer-to-peer argumentation should play a central role in science classrooms. Coordinating evidence with claims lies at the heart of a skilled argument. Yet evidence takes numerous forms that pose different interpretational challenges. Might cognitive limitations on the part of the individual student in this regard constrain the potential effectiveness of classroom discourse? This possibility has received limited recent attention relative to the contemporary sociocultural focus on examining and optimising patterns of classroom discourse. We examine seven forms of evidence in the context of two scenarios and document the challenges eighth-grade students exhibit in relating them to a claim. Our analysis led us to propose an overarching challenge across the different forms: establishing the relation that two assertions (claim and evidence) bear to one another, rather than address only one of the two and from the perspective of one’s own beliefs. In Study 1, we present this analysis and report on the limited levels of mastery students exhibit across the different evidence types and in Study 2 on an effort to foster such mastery in early adolescent students.

Pengarang	:	Ingunn Skalstad
Nama Majalah/Jurnal	:	International Journal of Science Education
Volume / Edisi	:	43 (No. 7)
Halaman	:	1017-1035
Abstrak	:	Asking questions is an important way of acquiring information and knowledge and plays a significant role in a child’s learning processes. In this study, we examine what characterises the questions asked by children to their teachers in two kindergartens (4–6-year-olds) and six primary school classes (2nd–4th grade) when situated in a natural outdoor environment. Recordings are undertaken by means of action cameras and audio recorders. We also examine the contexts in which the questions are asked. We found that whereas the preschool children’s science topic questions mostly concerned subject matter (74–95%), the schoolchildren more often asked practical questions. Our findings indicate that providing the children with activities that open for the children’s own explorations of a variety of nature elements seems to elicit subject matter questions in the children. We also found that children ask subject matter questions to gain factual information, as well as first-hand experiences about the object being studied, and that they ask few questions of higher cognitive levels. By providing answers to the children’s basic information questions, this seems to elicit questions of higher cognitive levels. In all the question-asking settings, it is important that the teacher follows up on the children’s explorations.

OPAC - Pencarian Artikel Jurnal & Majalah Library USD