OPAC - Pencarian Artikel Jurnal & Majalah Library USD
Menampilkan semua artikel (Halaman 361 dari 34170, Total: 341698 data)
Multi-level structural equation modelling for factors affecting science achievement of Korean middle school students before and after COVID-19: based on 2018–2020 national assessment of educational achievement data
klik untuk membaca file PDF
| Pengarang | : | Gyeong-Geon Lee |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 46 (No. 3) |
| Halaman | : | 281-312 |
| Abstrak | : | Science academic achievement is a key construct for examining students’ science learning outcomes. While international comparative assessments like TIMSS and PISA have shown high science achievement of Korean middle school students, there is a lack of comprehensive investigation of factors influencing the achievement using domestic data. Additionally, the impact of COVID-19 on science achievement-related factors remains largely unexplored. This study utilises multi-level structural equation modelling to examine the factors affecting science achievement among Korean middle school students. By analysing data from the National Assessment of Educational Achievement (NAEA), we identify individual- and school-level variables that affect student science achievement. The model fitting results were compared before (2018–2019; N = 5771 and N = 5614) and after (2020; N = 4,623) the COVID-19 outbreak. The analysis results reveal that individual-level factors, such as self-efficacy, affective domain of science learning, and self-studying time had significant effects on science achievement consistently throughout years. School-level factors, including principal’s supervision, school climate, and science teacher’s efficacy, demonstrated significantly positive effects on science achievement only in 2020 following the COVID-19 outbreak. This study enhances our understanding of the characteristics of high-achieving Korean middle school students and highlights the role of school community in supporting student learning during uncertain circumstances like the COVID-19 pandemic. |
Comparison of nature of science representations in five Chinese high school physics textbooks
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 11) |
| Halaman | : | 1779-1798 |
| Abstrak | : | Formal understanding of the nature of science (NOS) has been considered to be a major contributor to nurturing students’ scientific literacy. In China, this view has been endorsed in the new standard for high school physics curriculum, which has guided the development of the new generation physics textbooks. Following the analytical framework established in the recent literature, this study evaluates the NOS representations in five textbooks approved by the Chinese Ministry of Education regarding the extent, the manner (explicit vs. implicit), the accuracy and completeness (from naïve to informed), and the overall consistency of different aspects of NOS. The results show that the representations of NOS in all five physics textbooks are far from satisfactory. The aspects of NOS are fully represented by only three textbooks. For all textbooks, the NOS representations are distributed unevenly throughout the contents, most of which are presented in a few pages of the preface and postscript chapters. Meanwhile, more than half of the aspects are represented implicitly, and the scientific method is poorly or inconsistently represented in three of the five textbooks. It is suggested that NOS needs to be represented explicitly and distributed evenly throughout a textbook in future revisions of the textbooks. |
Self-positioning in relation to science: the stories of nine adolescents
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 46 (No. 3) |
| Halaman | : | 240-280 |
| Abstrak | : | While students tend to enjoy their science learning at a young age, as they mature, they tend to distance themselves from science, becoming less motivated to engage with science and holding negative attitudes towards science. In parallel, a career choice in science often begins to develop during early adolescence. To understand how the environment and students’ inner worlds shape the development of their self-positioning in relation to science, this longitudinal study followed nine adolescents, aged 10–14, over 3 years, in and out of school, and created nine individual stories describing these participants’ self-positioning in relation to science, and how these positions changed, from their perspective, over time and contexts. We found some common experiences that played a role in the participants’ self-positioning in relation to science. In several of these experiences, the longitudinal nature of this study became apparent. This study highlights the complexity of adolescents’ self-positioning in relation to science and how these positions change over time. |
The interplay of students’ regulation learning and their collective decision-making performance in a SSI context
| Pengarang | : | Wen-Xin Zhang |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 11) |
| Halaman | : | 1746-1778 |
| Abstrak | : | This study designed a decision-making learning module to engage students in collective decision-making in a collaborative learning environment. The purpose of this study was to explore the interplay of students’ regulation learning in groups and their collective decision-making about a socioscientific issue. Thirty-eight 10th-grade students participated in the study. A variety of data were collected to examine the students’ collective decision-making and regulation learning while they collaboratively conducted a socioscientific decision-making activity, including worksheets, computer activity recordings, and students’ verbal interactions. The results indicated strong associations which showed that students who had sophisticated decision-making in a group tended to have more social shared regulation, and performed more regulation behaviours to refine their collective decision-making. The sequential analysis also indicated that students who manifested the serial nature of regulation processes and goal-driven learning might have exhibited a sophisticated decision-making performance when engaged in collective decision-making. The deficiencies in group interaction identified in this study underscore the need to provide scaffolds for regulation learning in order to refine students’ collective decision-making in a SSI context. |
Teachers’ support in developing year 7 students’ argumentation skills about water-based socioscientific issues
| Pengarang | : | Vaille Dawson |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 46 (No. 3) |
| Halaman | : | 222-239 |
| Abstrak | : | Internationally, there are calls for students to be able to use their scientific understandings to make informed decisions about the world in which they live. Using a mixed methods case study design, this study investigated the impact of behaviours and strategies used by two early career science teachers who taught argumentation about a water-based socioscientific issues (SSI) to their Year 7 students. Students’ argument quality, measured using Toulmin’s argument structure, improved significantly from pre- to post-instruction (p = .0033). There was also a significant increase (p = .0037) in the number of types of categories. Qualitative data comprising classroom audio-transcripts, field notes, student work samples, teacher interviews and student reflections were analysed using inductive analysis to identify four themes related to teacher behaviours and teaching strategies: (1) developing and maintaining a safe classroom environment; (2) providing clear instructions about the features of quality arguments; (3) providing opportunities for all students to think and work individually and collaboratively; and (4) practising oral and written argument construction with gradual removal of scaffolds. While the findings are not generalisable teacher educators can use their expertise to decide the extent to which the teacher strategies and behaviours would support the development of argumentation skills in their particular context. |
Students’ perceptions of the nature of technology and its relationship with science following an integrated curriculum
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 11) |
| Halaman | : | 1726-1745 |
| Abstrak | : | The increased emphasis on implementing effective integrated STEM education calls for in-depth student understanding of the nature of each separate discipline. This study examined how South African Grade 9 and 10 students who had completed ‘Natural Sciences and Technology’ as a school subject, perceived technology and its relationship with science in a South African context. Data were collected using a questionnaire with open-ended and Likert-type questions. We utilised Mitcham’s typology of technology to analyse students’ descriptions of technology, in combination with Gardner’s framework to analyse how students perceived the relationships between science and technology. The results indicate that students hold narrow views of technology, mostly referring to technological objects and activities in their descriptions of technology, but neglecting technology as knowledge and volition. In terms of their perceptions of the relationship between science and technology, students hold several misconceptions. If we are to develop students’ scientific literacy and technological capability, we need to ensure that students have opportunities to reflect and engage with the nature of and interactions between science and technology. |
Species identification skills in teacher education students: the role of attitude, context and experience
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 11) |
| Halaman | : | 1709-1725 |
| Abstrak | : | Knowledge about local species and a positive attitude towards all living organisms are important to motivate the next generations to protect biodiversity. We compared local species identification skills and declared attitude towards invertebrates across genders in Italian and Norwegian students in teacher education. We focused on Norway and Italy for this comparative study, because of their different teaching traditions and relationships with outdoor education. We found a significant difference in local species identification skills between Italian and Norwegian students, who could identify 21% and 57% of the species, respectively. Overall, females had a more negative attitude towards invertebrates than males. However, Norwegian women had a more positive attitude towards invertebrates than Italian women did. Our result could reflect both differences in time spent in nature and teaching programs between countries. We also found a positive correlation between species identification skills and declared interest towards invertebrates. We discuss several approaches that could help to address this issue, in order for future teachers to become more aware of the risk that their biophobic attitude is transferred to the next generation with negative effects on biodiversity conservation. |
Third and fourth grade students’ conceptions of the nature of scientific inquiry
| Pengarang | : | Bouvry, Pascal,Talbi, El-Ghazali |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 46 (No. 3) |
| Halaman | : | 205-221 |
| Abstrak | : | Understanding the nature of scientific inquiry is considered a critical component of scientific literacy [Michaels, S., Shouse, A. W., & Schweingruber, H. A. (2008). Ready, set, science!: Putting research to work in K-8 classrooms. National Academies Press]. What do elementary students already know about scientific inquiry? Using the VASI-E (Lederman, Lederman, Bartos, Bartels, Antink Meyer, and Schwartz) we surveyed 135 third and fourth grade students for their conceptions of scientific inquiry, also interviewing 33% of these students to ensure valid and reliable interpretation of the data. Questions focused on students’ conceptions of inquiry in terms of recognising that investigations begin with a question, whether scientists use multiple methods to answer their questions, whether scientists’ procedures are guided by the questions they ask, whether conclusions should be consistent with data, and whether explanations come from data as well as prior knowledge. Overall findings indicate that the third and fourth grade students had generally good ideas of aspects of scientific inquiry as measured by the VASI-E. In essence, third and fourth grade students not only can use scientific inquiry to explore scientific ideas, but also conceptualise the kind of knowledge that is developed through scientific inquiry and comprises scientific inquiry. |
‘I wouldn’t want to be the animal in use nor the patient in need’ – the role of issue familiarity in students’ socioscientific argumentation
| Pengarang | : | Carola Garrecht |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 12) |
| Halaman | : | 2065-2086 |
| Abstrak | : | Students’ argumentation skills are considered a central tool to contribute to scientific controversies in the science classroom. Scientific controversies of social relevance (socioscientific issues; SSI) are subject to multiple viewpoints that are often rooted in diverse disciplines. However, the relationship between issue familiarity and students’ multidisciplinary argumentation is still a matter under discussion. This study: (1) explores whether the selection of a particular issue (animal testing) enables students’ engagement in multidisciplinary argumentation without additional issue familiarisation, i.e., using only their existing knowledge; and (2) clarifies the relationship between increased issue familiarity and students’ multidisciplinary argumentation. One hundred and sixty three ninth and tenth graders participated in this study, of whom one hundred and six took part in a teaching unit to familiarise themselves with the issue of animal testing. The study’s results demonstrate that animal testing constitutes an effective issue to engage students with the complexity of SSI without requiring more than basic familiarity prior to engagement. The results further demonstrate that increased issue familiarity can enhance the overall diversity of discipline-related arguments amongst students; however, not all disciplines were enhanced equally. The findings suggest that more instructional guidance seems to be needed to assist students in broadening their arguments. |
Future technology workshop: A collaborative method for the design of new learning technologies and activities
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 2 (No. 4) |
| Halaman | : | 393-419 |
| Abstrak | : | We describe the future technology workshop (FTW), a method whereby people with everyday knowledge or experience in a specific area of technology use (such as using digital cameras) envision and design the interactions between current and future technology and activity. Through a series of structured workshop sessions, participants collaborate to envisage future activities related to technology design; build models of the contexts of use for future technologies; act out scenarios of use for their models; re-conceive their scenarios in relation to present-day technologies; list problems with implementing the scenarios; explore the gap between current and future technology and activity; and end by listing requirements for future technology. The method has been used successfully with children and adults to explore new technology–activity systems, including interacting with digital photographs and informal science learning. |