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Facilitating argumentative knowledge construction with computer-supported collaboration scripts
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| Pengarang | : | Stegmann, K., Weinberger, A., Fischer, F. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 2 (No. 4) |
| Halaman | : | 421-447 |
| Abstrak | : | Online discussions provide opportunities for learners to engage in argumentative debate, but learners rarely formulate well-grounded arguments or benefit individually from participating in online discussions. Learners often do not explicitly warrant their arguments and fail to construct counterarguments (incomplete formal argumentation structure), which is hypothesized to impede individual knowledge acquisition. Computer-supported scripts have been found to support learners during online discussions. Such scripts can support specific discourse activities, such as the construction of single arguments, by supporting learners in explicitly warranting their claims or in constructing specific argumentation sequences, e.g., argument–counterargument sequences, during online discussions. Participation in argumentative discourse is seen to promote both knowledge on argumentation and domain-specific knowledge. However, there have been few empirical investigations regarding the extent to which computer-supported collaboration scripts can foster the formal quality of argumentation and thereby facilitate the individual acquisition of knowledge. One hundred and twenty (120) students of Educational Science participated in the study with a 2 × 2-factorial design (with vs. without script for the construction of single arguments and with vs. without script for the construction of argumentation sequences) and were randomly divided into groups of three. Results indicated that the collaboration scripts could improve the formal quality of single arguments and the formal quality of argumentation sequences in online discussions. Scripts also facilitated the acquisition of knowledge on argumentation, without affecting the acquisition of domain-specific knowledge. |
Middle school students’ motivational dispositions and interest in STEM careers
| Pengarang | : | Elif Ozulku |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 46 (No. 4) |
| Halaman | : | 382-402 |
| Abstrak | : | This study explored the relationship between middle school students’ mathematics- and science-related motivational dispositions and their attitudes toward STEM-related careers. To better understand these constructs, we regressed motivational variables from the Situated Expectancy-Value Framework (Eccles, J. S., & Wigfield, A. 2020. From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 101859), on attitudes toward STEM careers by gender, race/ethnicity, and age. Findings showed that, among the five motivational disposition variables (i.e. self-efficacy, identity, enjoyment, utility value, and cost), utility value was the strongest predictor of STEM career attitudes and science-related motivational dispositions explained the variation in STEM career attitudes more than mathematics-related motivational dispositions. We also found changes in the strength of the relationship between students’ motivational dispositions and STEM career attitudes by gender, race, and age. Finally, we reported an indirect effect of self-efficacy on STEM career attitudes mediated by identity, interest, utility value, and cost, a finding that may explain the perplexing results by prior research that contradicts some current theories of self-efficacy and career motivation. |
Validation of an instrument for assessing basic science process skills in initial elementary teacher education
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 46 (No. 4) |
| Halaman | : | 362-381 |
| Abstrak | : | Basic science process skills (SPSs) constitute a key dimension of the scientific competence that should be developed from an early age. Therefore, preservice elementary teachers (PETs) who are preparing to teach science should have a sufficient mastery about it. This study presents a questionnaire that allows gradual levels of performance in SPSs to be established regarding formulating questions and hypotheses, identifying variables, measurement, planning an inquiry, and interpreting data. The questionnaire was validated in three phases – 1) during its design, with the external collaboration of a panel of experts, 2) by piloting of a draft versions of the questionnaire on a small sample of PETs, and 3) by applying the questionnaire to a sample of 435 PETs. Data analysis indicated that these were acceptably reliable, and the validity of the questionnaire was also verified. They also revealed the PETs’ deficient levels of SPSs. This was especially so regarding identifying suitable questions for school inquiry, understanding precision in measurement, and interpreting data in a table. There was further support for the validity of the questionnaire and the reliability of the outcomes in that it corroborated other results in the literature on the subject that were obtained with different tools and methods. |
The trade-off between STEM knowledge acquisition and language learning in short-term CLIL implementations
| Pengarang | : | Tamara Roth |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 46 (No. 4) |
| Halaman | : | 338-361 |
| Abstrak | : | Bilingual education could solve many challenges introduced by an increasingly internationalised education system. Content and Language Integrated Learning (CLIL), in particular, may equip students with the necessary cultural and communicative skills to succeed in today’s academic environment. However, it is not yet clear how CLIL can be employed effectively in short-term educational contexts where full-term bilingual programmes are not feasible. We designed and assessed a one-day CLIL module for ninth graders at our university’s gene-technology lab. The assessment of our module with 252 grammar school students indicates that a CLIL module does not achieve the same learning success as an equivalent non-CLIL module. Even with additional language scaffolding material, full access to online dictionaries, and the availability of crucial workbook passages in their native language, CLIL students could not achieve the same short-term content learning success. We consequently argue that more attention should be paid to the inherent trade-off between language and content learning when carrying out short-term CLIL programmes. Moreover, we caution against using only content and language scaffolding to mediate this trade-off. |
Power and positionality shape identity work during a science research apprenticeship for girls
| Pengarang | : | Laura D. Carsten Conner |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 11) |
| Halaman | : | 1880-1893 |
| Abstrak | : | The research apprenticeship is a situated form of learning that can be effective in connecting learners to science. It is commonly assumed that this pathway is characterised by power transitions from those positioned as experts to those positioned as novices, yet power and positionality during a research apprenticeship have rarely been explicitly investigated. Using a qualitative approach, we explored this area in the context of a summer research apprenticeship for girls, involving primarily female scientist mentors. We found that scientist mentors positioned, and were positioned by, learners in three different ways, and that these positionalities were associated with different kinds of identity work among learners. Given stereotypical societal views of science that can be at odds with gendered identities, these patterns may be particularly consequential for girls. We discuss implications for teacher professional development, as well as future research directions. |
Overcoming adversity: exploring the key predictors of academic resilience in science
| Pengarang | : | Faming Wang |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 46 (No. 4) |
| Halaman | : | 313-337 |
| Abstrak | : | Resilient students attain high levels of academic achievement despite the presence of chronic socioeconomic disadvantage. Identifying factors that promote resilience in the domain of science is crucial to making equitable and high-quality science education accessible for all students. Rooted in the opportunity-propensity framework, this study examined the relative importance of opportunity, propensity, and antecedent factors in understanding academic resilience. The data came from 3377 Grade 8 students in Hong Kong. Among them, 844 students who are in the bottom 25% of SES were selected. Machine learning analyses indicated that ten variables best predicted academic resilience. These variables, in order of predictive power, were: confidence in science, home resources, liking for learning science, valuing of science, instructional clarity, instructional time, content exposure to biology topics, sense of school belonging, school emphasis on academic success, and content exposure to physical science. Mean-level comparisons corroborated the machine learning findings showing that resilient students scored higher on these variables than non-resilient students. This study demonstrates the complexity of academic resilience in science by showing the relative importance of multiple predictors. The findings of the current study could provide policymakers and practitioners with information to identify the most promising intervention targets to promote academic resilience. |
Exploring science relevancy by gender and SES in The Bahamas: secondary Bahamian students' interests in science and attractive attributes of future careers
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 11) |
| Halaman | : | 1860-1879 |
| Abstrak | : | Relevancy, or how learners perceive science and technology (S&T) as important to their current and future lives, has grown in importance internationally. The Ministry of Education, Science and Technology of The Bahamas has stated that cultivating students’ science relevancy for all students, regardless of gender (male/female), or socioeconomic factors (SES) like location (rural/urban) or type (public/private) of K-12 schooling, is vital to national development. This study presents findings from a 2018–2019 sampling of 1105 secondary students from co-educational public and private schools in both rural and urban areas among the inhabited major and minor islands of The Bahamas to explore Bahamian students’ science interests and what factors they find attractive in careers by variables of gender and SES. Using data from four batteries of the ROSE questionnaire querying students’ science interests and attributes desirable in a future career, independent sample t-tests revealed significant differences for gender and school type in both categories. Further, item level Mann–Whitney U analyses revealed nuanced significant differences in regard to gendered science interests and desired attributes of a future career with far fewer significant differences by SES factors. This baseline of science relevancy provides insight to strategies for enhancing Bahamian students’ S&T experience. |
Teaching Korean science for Indonesian middle school students: promoting Indonesian students’ attitude towards science through the global science exchange programme
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 11) |
| Halaman | : | 1837-1859 |
| Abstrak | : | In the globalisation era, engaging youth in science and technology is a joint responsibility across nations. This study examined the effects of Global Korean Science Program (GKSP) on 608 Indonesian middle school students’ attitudes towards science. Their science attitudes were assessed before and after the programme with Behaviour, Related Attitudes, and Intentions towards Science (BRAINS) survey. We also collected students’ responses to an open-ended programme evaluation. The repeated-measures ANOVA was performed to compare students’ attitudes before and after the programme by including gender effect, followed by clustering analysis and magnitude coding to analyse open-ended programme evaluation data. Results showed that GKSP improved students’ behavioural and normative beliefs, suggesting that the programme had positive impacts on students’ beliefs about the importance of science in daily life. The decline in students’ control belief towards science after the programme indicates the possibility of science contents delivered in programme being more difficult than in the typical Indonesian science curriculum. Additionally, we found a significant gender effect on intention and normative dimensions. Furthermore, clustering analysis classified students into three groups; small changes (62%), increase trend (29%), and decrease trend (9%) indicating that most students participating in the study experienced a small science attitudes shift. |
Using dialogic interventions to decrease children’s use of inappropriate teleological explanations
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 11) |
| Halaman | : | 1817-1836 |
| Abstrak | : | A belief in teleology is often suggested to be a barrier in children’s science education. Many studies have catalogued children’s use of teleological explanations, but fewer have developed approaches to tackle children’s use in scientific contexts. This paper reports two studies that utilised dialogic interventions alongside Concept Cartoons to do just that. Study 1 (5- to 7-year-olds, n = 54) addressed teleological explanations for natural phenomena (e.g. snow or rainbows) and Study 2, (9- to 10-year-olds, n = 24) explored organisms’ traits (e.g. giraffes’ necks or zebras’ stripes). Both studies found that after only short discussions about styles of explanation in science, children’s acceptance of teleological explanations was significantly reduced and they were more likely to endorse appropriate scientific explanations. These results suggest that teleology need not be a major barrier to teaching and learning about causality as it can quickly and effectively be addressed. |
A missing piece in high school science education: Research ethics in the classroom
| Pengarang | : | Jiwon Lee |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 11) |
| Halaman | : | 1799-1816 |
| Abstrak | : | High school students need more comprehensive scientific inquiry learning instruction through research ethics education. Yet, this topic is often overlooked in the science curriculum. To collect basic data to guide research ethics education for high school students, this study documents the kinds of research misconduct students commit, the contexts in which they do so, and the factors that influence such misconduct. Data were collected via questionnaires from 223 gifted high school students at science academies in Korea. The results showed that high school students engaged in the most research misconduct in experiment-based classes rather than in mentorship programmes and science fair competitions. The largest number of data fabrication and falsification instances were seen in experiment-based classes. A regression analysis on the effect of influencing factors on each research misconduct type showed that falsification and plagiarism can be reduced by increasing education and regulation and lowering desire and neglect, whereas duplicate publications can be reduced by decreasing desire and neglect levels. |