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Primary science teachers’ narratives about significant colleagues in light of collective PCK
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| Pengarang | : | Jens Jakob Ellebæk |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 10) |
| Halaman | : | 1667-1684 |
| Abstrak | : | The aim of this paper is to bring the voices of teachers to the foreground and provide insight into the collective aspects of pedagogical content knowledge (PCK) development in primary schools, as perceived by science and technology teachers themselves. Through narrative inquiry in a retrospective and situated perspective, the narratives of the teachers are analysed, and findings are discussed with regard to the concept of significant colleagues and the two recent consensus models of PCK. The findings reveal teacher narratives concerning the influence of not only local collective structures and significant colleagues around perceived PCK development but also collective aspects of PCK, which provide a practice embedded perspective on its development through collegial structures. |
Mengawal ]alannya Proses Demokrasi di Indonesia
| Pengarang | : | Agustino, Leo |
| Nama Majalah/Jurnal | : | Analisis CSIS |
| Volume / Edisi | : | XXXII-2 (No. 2) |
| Halaman | : | 173-191 |
| Abstrak | : | - |
Indonesia Setelah Lima Tahun Reformasi (Mei 1998 - Mei 200
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisis CSIS |
| Volume / Edisi | : | XXXII-2 (No. 2) |
| Halaman | : | 160-172 |
| Abstrak | : | - |
Validating a partial-credit scoring approach for multiple-choice science items: an application of fundamental ideas in science
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 10) |
| Halaman | : | 1640-1666 |
| Abstrak | : | This study provides a partial-credit scoring (PCS) approach to awarding students’ performance on multiple-choice items in science education. The approach is built on fundamental ideas, the critical pieces of students’ understanding and knowledge to solve science problems. We link each option of the items to several specific fundamental ideas to capture their mastery patterns when an option is selected. Using these mastery patterns to order the options of items and accordingly assign credits to students, we measure students’ cognitive proficiency without including additional measures (e.g. times of trial) to the test or requiring extra support (e.g. technology). Using many-facet Rasch analysis, we find that the ordered options students selected were aligned with their ability measures. The PCS yields robust psychometric quality; compared to the dichotomous scoring of multiple-choice items, it generates better item fit and separation parameters. Besides, this PCS approach helps address construct validity by modelling student responses at the option level to reflect students’ mastery of fundamental ideas. |
BIRMA DAN ASIA TENGGARA
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | II-6, JUNI (No. 6) |
| Halaman | : | 3-14 |
| Abstrak | : | - |
Tinjauan Perkembangan Ekonomi: Pemulihan Ekonomi Berlanjut
| Pengarang | : | Tim Departemen Ekonomi CSIS |
| Nama Majalah/Jurnal | : | Analisis CSIS |
| Volume / Edisi | : | XXXII-2 (No. 2) |
| Halaman | : | 146-159 |
| Abstrak | : | - |
Tinjauan Perkembangan Politik Pemanasan Menielang Pemilu 2004
| Pengarang | : | Djadijono, M |
| Nama Majalah/Jurnal | : | Analisis CSIS |
| Volume / Edisi | : | XXXII-2 (No. 2) |
| Halaman | : | 127-145 |
| Abstrak | : | - |
Systems Object Framework: a framework for describing students’ depiction of object organisation within systems
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 10) |
| Halaman | : | 1618-1639 |
| Abstrak | : | Developing students’ ability to think about systems, as opposed to isolated facts, is of central importance in much of science teaching. Prior work in this area has focused on students’ recognition of the processes occurring within a system. Comparatively, little work has been done on how students organise the objects that are contained within the system. Understanding how objects are organised within a system structure can promote understanding of the processes relating to the objects and advance students’ thinking about systems. A systematic literature review revealed different existing theoretical perspectives on object arrangement within systems. These perspectives were combined into a single framework, the Systems Object Framework (SOF), that can be used to characterise student ideas about object arrangements. The SOF was used to analyse object arrangements depicted by students in pre and post-concept maps that were collected as part of a study on a systems-based curriculum. This analysis provided support for the structure of the SOF and showed that the SOF allows for tracking of changes in students’ representation of object arrangements. The SOF contributes to the field by proposing new questions to be investigated and providing a common analytical tool that permits greater consistency across future studies. |
Enhancing seventh-grade students’ academic achievement through epistemologically enriched argumentation instruction
| Pengarang | : | Oktay Kizkapan |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 10) |
| Halaman | : | 1600-1617 |
| Abstrak | : | This study has two aims. The first is to determine the effect of argumentation and epistemologically enriched argumentation on academic achievement. The second is to determine students’ opinions about the effect of the integration of argumentation and epistemologically enriched argumentation into the teaching process on academic achievement. In this regard, a mixed research method was utilised in the study. The sample consisted of 98 seventh-grade students studying in public schools in Turkey. The quantitative data of the research were collected using an achievement test. The qualitative data were collected by semi-structured interviews with 12 students selected from the experimental groups. There were two experimental groups in the study. Students in the first experimental group learned the Structure and Properties of Matter unit by the integration of conventional argumentation into the teaching. In the second group, students learned the same topic through epistemologically enriched argumentation. In the comparison group, the Turkish National Science Curriculum was used with no integration of argumentation. In the study, it was determined that the students in both experimental groups were more successful than the students in the comparison group. The findings of the research are discussed considering the related literature and suggestions were given. |
Why do some students opt out of fieldwork? Using expectancy-value theory to explore the hidden voices of non-participants
| Pengarang | : | Emma L. Peasland |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 10) |
| Halaman | : | 1576-1599 |
| Abstrak | : | Fieldwork is an important part of higher education programmes in geography, geology, environmental sciences and biosciences because it offers opportunities to enhance graduate employability alongside pedagogical and social benefits. However, not all students choose to participate in fieldwork and the reasons that some opt out are unknown. We used the expectancy-value theory of motivation to investigate why some students opt out of fieldwork. Data from six universities showed that students who opted out held lower fieldwork motivation than those who opted in. There was no effect of gender on fieldwork motivation but there was an effect of previous experience whereby students with previous fieldwork experience had higher motivation than those without. The reasons that students opted out related to pursuing alternative opportunities, barriers to their participation or a disinterest in fieldwork. Our findings suggest that alternative opportunities should offer similar pedagogical and professional and social development benefits to fieldwork and that further fieldwork opportunities are included in programmes to cater for students who have high fieldwork motivation but encounter barriers that prevent them from participating in field courses. Furthermore, programme design should eliminate structural barriers to fieldwork participation. |