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Assessing early primary students’ growth in a science unit using multiple modes of representation: investigating the promise of explicit drawing instruction
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 8) |
| Halaman | : | 1341-1364 |
| Abstrak | : | In order to investigate the impact of science drawing instruction in a first-grade unit on carnivorous plants (CPs), we analysed student-produced drawings after explicit instruction in drawing scientifically (n=38), as well as compared their drawings with students in a previous implementation (year 1) who did not experience explicit drawing instruction (n=31). The year 2 students experienced a science unit using multiple modes of representation (MMR) that began with a class session focused on the scientific purposes of observational drawings, including the use of labels as a science convention of communication in visual representations. Students who participated in the unit with explicit drawing instruction increased the number of structures and labels that they included when comparing their pre- and post-unit drawings, and included a statistically significant higher number of elements and labels than their year 1 peers. The results indicate that the explicit drawing instruction served as a semiotic tool for students as they constructed meaning about the structure and function of CPs, as well as supported early primary students in engaging in the epistemic practice of drawing for science communication. Implications of the study include the importance of incorporating explicit drawing instruction into science units involving student-generated drawing. |
HUBUNGAN KOREA DENGAN CINA DAN JEPANG
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | II-9, SEPTEMBER (No. 9) |
| Halaman | : | 3-16 |
| Abstrak | : | - |
Moving talk forward: novice science teachers approximate the practice of leading science discourse
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 8) |
| Halaman | : | 1314-1340 |
| Abstrak | : | Effective classroom discourse is a critical yet complex component to learning science [Achieve. (2013). Next generation science standards: For states, by states. The National Academies Press]. This study focuses on the abilities of Elementary pre-service teachers (EPSTs) to lead effective science discourse as they plan, implement, and evaluate their own science talks to a small group of peers. We collected and analysed sixty-three transcribed talks from a physical science course taught to elementary education students. A codebook for analysing talk moves used in science discourse was developed and used to analyse 4287 talk moves. Frequency of moves and patterns in their use were noted. Most frequently used moves made by EPSTs demonstrate their reliance on providing information and asking literal (recall) questions; whereas they used significantly fewer moves that promoted deeper engagement with content (Uptake, Push-back and Connections). Implications on teacher preparation programmes are explored, in particular how this approximation of practice could be implemented to improve discourse skills in pre-service teachers of elementary science. |
How sensorimotor interaction shapes and supports young children’s gestural communication around science
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 8) |
| Halaman | : | 1292-1313 |
| Abstrak | : | Research has demonstrated that gesture produced during conversation can provide insights into scientific thinking and can aid scientific communication in adults and school-aged children. However, to date, there has been a limited exploration into the role of gesture in supporting young children’s science communication, and how this is underpinned and shaped by their sensorimotor experiences. This study examines, identifies and conceptualises ways in which children spontaneously used gesture during their interaction-orientated discourse and how this mapped to their action experiences at a water table. Findings show how gestural communication in children under 5 years of age can convey different levels of complexity related to science thinking. |
SENSE DAN NONSENS DARI DETENTE
| Pengarang | : | Daoed Joesoef |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | II-8, AGUSTUS (No. 8) |
| Halaman | : | 3-19 |
| Abstrak | : | - |
Examining science teachers' enactment of argument-driven inquiry (ADI) instructional model
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 8) |
| Halaman | : | 1273-1291 |
| Abstrak | : | This paper examines three in-service science teachers’ use of argument-driven inquiry (ADI) instructional model in an urban school district. We explore the basis for teachers’ adaptation of the ADI model. The data were collected through teacher interviews and classroom observations from three science teachers. Data analysis indicated that three teachers utilised the ADI model in different ways; their implementation is aligned with the intentions of the ADI model or science teachers adapted or omitted the phases of the ADI. The teachers’ practices were influenced by their personal beliefs including beliefs about teaching and learning science and students’ ability and contextual factors such as district and standards, curriculum, and testing. The study provides suggestions about science teacher education and the development of new curriculum materials. |
Automatic coding of dialogue acts in collaboration protocols
| Pengarang | : | Erkens, G., Janssen, J. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 3-4, DECEMBER (No. 4) |
| Halaman | : | 447-470 |
| Abstrak | : | Although protocol analysis can be an important tool for researchers to investigate the process of collaboration and communication, the use of this method of analysis can be time consuming. Hence, an automatic coding procedure for coding dialogue acts was developed. This procedure helps to determine the communicative function of messages in online discussions by recognizing discourse markers and cue phrases in the utterances. Five main communicative functions are distinguished: argumentative, responsive, informative, elicitative, and imperative. A total of 29 different dialogue acts are specified and recognized automatically in collaboration protocols. The reliability of the automatic coding procedure was determined by comparing automatically coded dialogue acts to hand-coded dialogue acts by a human rater. The validity of the automatic coding procedure was examined using three different types of analyses. First, an examination of group differences was used (dialogue acts used by female versus male students). Ideally, the coding procedure should be able to distinguish between groups who are likely to communicate differently. Second, to examine the validity of the automatic coding procedure through examination of experimental intervention, the results of the automatic coding procedure of students, with access to a tool that visualizes the degree of participation of each student, were compared to students who did not have access to this tool. Finally, the validity of the automatic coding procedure of dialogue acts was examined using correlation analyses. Results of the automatic coding procedure of dialogue acts of utterances (form) were related to results of a manual coding procedure of the collaborative activities to which the utterances refer (content). The analyses presented in this paper indicate promising results concerning the reliability and validity of the automatic coding procedure for dialogue acts. However, limitations of the procedure were also found and discussed. |
One context fits all? – analysing students’ context choice and their reasons for choosing a context-based task in chemistry education
| Pengarang | : | Helena van Vorst |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 8) |
| Halaman | : | 1250-1272 |
| Abstrak | : | Context-based learning has become increasingly influential in science education over the last 40 years. However, it is still unclear which types of contexts foster students’ interests and learning achievements and are appropriate for science classes. While contexts are usually selected by teachers or curriculum developers, this study focusses on the students’ perspective. The central aim of this research project is to analyse which context students choose for their science learning and why they choose a specific context. Therefore, a questionnaire study has been conducted in German grammar schools. The data analysis illustrates that students choose significantly different contexts depending on their individual variables like gender or individual interest in the subject. Additionally, it is possible to identify different reasons for selecting a specific context in chemistry. When comparing students’ individual variables, significant relations between students’ individual interest as well as their last grades in chemistry and their motives for choosing a context can be found. A cluster analysis has produced three clusters for describing students’ explanation patterns for selecting a context. Overall, the results of this study allow first conclusions about the question which types of contexts ought to be implemented in science classes for specific groups of students. |
HUBUNGAN JEPANG DENGAN ASIA TENGGARA: MASLAH REGIONAL ATAU GLOBAL?
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | II-7, JULI (No. 7) |
| Halaman | : | 35-45 |
| Abstrak | : | - |
Motivation to teach a non-mandatory learning-unit on energy efficiency and renewable energy
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 8) |
| Halaman | : | 1228-1249 |
| Abstrak | : | In this research, we investigate the implementation of a non-mandatory learning-unit on renewable energy in elementary schools in Israel. The research focuses on the effect of teachers’ attitudes toward energy conservation and the efficient use of energy, as well as on the effects of contextual factors on teaching the programme. Mixed methods were used for data collection and analysis. Questionnaires were responded to by 77 teachers, and 13 teachers were interviewed. Attitudes regarding energy consumption are positively associated with teaching the programme, whereas teacher-perceived overload is negatively associated with it. Time devoted to teaching the programme in class was limited due to both the non-mandatory status of the curriculum and to accountability stressors. The findings suggest that while teachers’ attitudes to the environment have some influence on their decision to teach the programme, most of their decisions are related to contextual factors such as work overload, and lack of training, and support. Education plays a significant role in general, as well as regarding energy conservation and renewable energy. The research findings suggest that developing teaching materials is not a sufficient condition for motivating teachers to use them, and that considering contextual factors is essential for a successful implementation. |