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‘I loved exploring a new dimension of reality’ – a case study of middle-school girls encountering Einsteinian physics in the classroom
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| Pengarang | : | Zhenzhen Zhang,Lijun Wei,Andrew Lim |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 12) |
| Halaman | : | 2044-2064 |
| Abstrak | : | In recent years, the science education research community has become increasingly interested in the learning domain of Einsteinian physics (EP). While the literature has provided accounts of how EP education can impact secondary and undergraduate students’ attitudes and engagement with physics, we still lack such research with younger students. This exploratory case study addresses this need and adds to our knowledge of how middle-school girls’ experience EP in the classroom. We report on an EP programme run with 39 girls (14–15 years) in an independent day and boarding school in Australia. Based on a phenomenographic analysis of focus group interviews and open-ended questionnaires, we document the range of students’ experiences of EP. The analysis revealed three categories of description that correspond to a personal, scientific, and holistic way of experiencing EP. These experiences influence the girls’ perception of and orientation to physics by increasing interest in physics, challenging traditional stereotypes, and showing future possibilities such as career paths in science. Our findings inform a discussion about improving instructional practices in science classrooms to realise the full potential of EP education. Furthermore, our study adds to a growing body of research that aims to foster middle-school girls’ interest in physics. |
Using activity-oriented design methods to study collaborative knowledge-building in e-learning courses within higher education
| Pengarang | : | Christine Greenhow, Brad Belbas |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 2 (No. 4) |
| Halaman | : | 363-391 |
| Abstrak | : | Trends in higher education have contributed to the need for more coordination and collaboration among different constituencies involved in instructional design and delivery. As researchers and educational technologists working in a large public research university, our research focuses on understanding the interactions among various stakeholder groups involved in e-Learning courses. In this paper we provide an interpretation of how Activity-Oriented Design Methods (AODM) based on Activity Theory can be used to develop a more comprehensive understanding of collaborative knowledge building practices among course design teams and their students. We also discuss how these methods can inform instructional design and development within distance education programs. In the absence of universally accepted methods for applying activity theoretical perspectives, these methods provide an analytic scheme for identifying the essential elements of an activity and for examining their interrelationships or contradictions, which are essential to improving the activity overall. The procedures described here have been used in a series of e-Learning case studies at our institution. We draw from one case to illustrate our interpretation of Activity-Oriented Design Methods. The themes discussed in this paper have implications for a broad audience of educational researchers, technologists, instructional systems designers, faculty, course assistants, and administrators concerned with examining and advancing collaboration among different groups in developing e-Learning. |
Effectiveness of the blended design of a first-year biology course
| Pengarang | : | Jennie Si,Derong Liu |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 12) |
| Halaman | : | 2025-2043 |
| Abstrak | : | Growing class sizes and the rapid advancement of information technology have prompted institutions to implement blended learning in their academic offering. There are few reports in the literature on a holistic assessment of the effectiveness of the instructional design of blended learning courses for large classes. We defined effectiveness from a pedagogical and outcomes perspective and interrogated the design of a large first-year biology course with the aim of optimising the blend to benefit all students, but specifically the at-risk and ‘murky middle’ (MM) students. This was achieved by investigating patterns of student engagement with learning opportunities over time and its relationship with performance. The results show that participation in face-to-face tutorial classes was the stronger predictor of student success followed by online formative assessments. Students did not engage meaningfully with optional activities, such as virtual classrooms and pre-reading for lectures, and their engagement with compulsory learning opportunities declined during the semester, with the MM slipping towards those at risk of failing. We conclude that students need carefully chosen compulsory activities that are complementary in design and purpose, while optional activities are best suited for enrichment purposes. |
Relations between Australian primary teachers’ approaches to student choice and their reported science teaching efficacy beliefs and teaching practices
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 46 (No. 2) |
| Halaman | : | 181-203 |
| Abstrak | : | As a myriad of student-centred practices in primary science education have been established as valuable, effective cornerstones of teachers’ repertoires, there is now space to further consider student choice in science education. This paper seeks to examine the role of student choice in primary science education by exploring the relationship between primary teachers’ attitudes towards student-choice (minimal, emergent, and planned) and their science teaching efficacy beliefs and reported science teaching practices. A sample of 206 Australian primary teachers responded to a digital quantitative survey comprised of items that included professional demographics, the Science Teaching Efficacy Belief Instrument A (STEBI-A), science teaching approaches, and student-choice in science teaching. Descriptive statistics, T-tests, ANOVAs and Chi Squares were used in data analysis. The results showed that teachers who reportedly embraced student-choice were more efficacious and reported more expansive arrays of science teaching approaches than those who purported to minimise choice. Although there is a need for follow-up proximal research to elucidate these findings, some speculative interpretations and recommendations are discussed. |
Why the covalent bond is such a complex concept: a conceptual profile proposal
| Pengarang | : | Ricardo Santos Baltieri |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 12) |
| Halaman | : | 2007-2024 |
| Abstrak | : | The learning process of scientific concepts has been investigated and discussed in several studies in recent decades. However, the understanding of this process may be different depending on the psycho-pedagogical approach adopted. From the perspective of the conceptual profile, the same concept can present more than one mode of thinking and way of speaking, which can then be organised into different zones. In this study, we report a conceptual profile of the covalent bond, which contemplates epistemological and ontological commitments. To this end, we conducted a narrative review of the historical development of the concept, as well as a systematic review of the misconceptions of chemical bond reported in the literature, and applied a questionnaire to a higher education class in Chemistry. The results were compiled in the form of a semantic matrix with nineteen meanings, which was then transformed into four zones: indiscriminate connectivity, stabilising attractiveness, localised remnant, and systematic delocalisation. The proposal contributes to the discussion of the approaches that explain the content under study, specifically in the teaching of chemistry, by considering its polysemy and evolution in the students’ learning. Additionally, it allows the future planning of teaching units and textual analyses. |
‘Me hizo sentir como científica’: the expressed science identities of multilingual learners in high school biology classrooms
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 46 (No. 2) |
| Halaman | : | 155-180 |
| Abstrak | : | To make sound science-related decisions in a global society, individuals must possess a science identity, or see themselves as capable of doing and understanding science. Science identity development begins in school-aged years, when multilingual students (MLs) are often marginalised in the classroom due to language challenges and low expectations placed on them. This descriptive multiple case study explores the science identities expressed by six US high school MLs in their biology classrooms. Data from semi structured interviews were analysed through qualitative coding methods. Secondary data sources included field notes from observations conducted in each student’s classroom six times during the school year. Results revealed that all MLs expressed science identity indicators, including feeling like a scientist, having a personal interest in science, and seeing science as related to their worlds. Other important identity indicators were not expressed among all students, such as views of themselves as ‘good’ science students, doing or using science outside of school, and career aspirations. Over half of MLs cited language as a direct barrier to their science identities. The study makes several contributions to the field of science education, which are detailed. Implications are presented for nurturing MLs’ science identities in the formal classroom. |
Supporting elementary students’ scientific argumentation with argument-focused metacognitive scaffolds (AMS)
| Pengarang | : | Qingna Jin |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 12) |
| Halaman | : | 1984-2006 |
| Abstrak | : | Students’ difficulties in scientific argumentation have been widely reported in the literature. Researchers argue that these difficulties result mainly from students’ lack of understanding of the goals and norms of argumentation. Therefore, designing and implementing appropriate instructional scaffolds to facilitate such essential knowledge of argumentation holds pedagogical significance. In this qualitative case study, two kinds of argument-focused metacognitive scaffolds (AMS) – questioning and prompting, and modelling of thinking – were designed and integrated into an elementary science classroom. One science teacher and her 19 students participated in this case study. To explore the pedagogical contributions of AMS, data were collected from multiple sources including classroom observation, interviews with students, and students’ works. AMS in this study supported students to engage in argumentation reflectively, as these scaffolds facilitated the development of students’ understanding of the goals and evidence-related norms of argumentation and abilities of metacognitive monitoring during argumentation. These influences were also recognised and appreciated by students. When AMS gradually reduced, students’ knowledge of argumentation and abilities of metacognitive monitoring were retained and affected how they performed argumentation in new contexts. Pedagogical implications of these findings are discussed. |
The synergy of peer collaboration and mind mapping in cultivating primary students’ science understanding: an integrative pedagogy to enhance science concept acquisition
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 46 (No. 2) |
| Halaman | : | 131-154 |
| Abstrak | : | The aim of this research was to investigate the synergistic effects of peer collaboration and graphic organisers (i.e. mind maps) in Hong Kong science classrooms. Over two hundred Grade Four (i.e. Primary Four) students were assigned to different pedagogical groups, namely, ‘individualised learning with mind mapping’, ‘collaborative learning without mind mapping’ and ‘collaborative mind mapping’, in which they learned a number of science concepts (e.g. living organisms) through such classroom activities as brainstorming tasks and self-reflection exercises. Whilst the quantitative results (i.e. one-way ANOVA) on the elementary science questions revealed that collaborative mind mapping markedly enhanced students’ academic achievement, the qualitative findings elicited from their collected mind maps, triangulated by interview data, highlighted the advantages of this integrative learning approach for boosting students’ joint construction of conceptual knowledge in science. Valuable insights on the employment of mind maps as peer diagnostic instruments to identify science misconceptions are discussed. |
An intervention study on students’ decision-making towards consensus building on socio-scientific issues
| Pengarang | : | |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 12) |
| Halaman | : | 1965-1983 |
| Abstrak | : | Socio-scientific decision-making necessitates reasoning from multiple perspectives and the use of trade-offs. This study examines how students decide on socio-scientific issues when they engage in an instructional intervention to enhance their socio-scientific decision-making towards consensus building that, in this study, emphasises generating solutions to resolve issues. We developed a socio-scientific issue-based unit for non-science undergraduate students focusing on an intervention that enhances their socio-scientific decision-making around issues regarding a genetically modified organism. Our intervention focused on consensus building wherein students identified multiple conflicts among various stakeholders’ opinions and proposed solutions to resolve them. In particular, students considered the trade-offs of science and technology. This paper presents the results from two intervention studies in which 12 and 49 non-science undergraduate students participated. To confirm that the participants of each study achieved the goal of the curriculum unit, we analysed the solutions students collaboratively constructed at the end of the unit (Analysis 1). We then used a pre- and post-intervention approach to assess students’ independent decision-making (Analysis 2). During the curriculum unit, we assigned students an essay-writing task twice and investigated the quality of their decisions. A comparison of the pre- and post-tests revealed a general shift towards higher-level responses after the intervention. Students’ arguments on socio-scientific issues changed from justificatory arguments to proposals for solutions. These findings demonstrated that the instruction promoted students’ socio-scientific decision-making towards consensus building. Finally, we discuss the implications for socio-scientific issue instruction and the evaluation of students’ decision-making as well as provide suggestions for future work. |
A quasi-experimental study of the impact of college-run science, technology, engineering, and mathematics (STEM) career days on American students’ STEM career aspirations
| Pengarang | : | Joseph A. Kitchen |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 46 (No. 2) |
| Halaman | : | 109-130 |
| Abstrak | : | This quasi-experimental study examined the impact of participation in college-run STEM career days on American high school students’ STEM career aspirations. Data were collected from a nationwide retrospective cohort survey of 15,847 U.S. college students who provided information about their experiences during high school. Accounting for self-selection effects and a robust set of controls, results showed that students who participated in a college-run STEM career day during high school had 1.3 times the odds of expressing STEM career aspirations compared with a control group. We found that STEM career days were equally effective in promoting American students’ STEM career aspirations across background characteristics, levels of academic preparation, and prior STEM interest. Results suggest that policymakers and educators should seriously consider implementing STEM career days for high school students as an evidence-based strategy to effectively increase STEM career interest. |