Search

This study is a qualitative study conducted to examine the effect of socioscientific issues (SSI) on discourse patterns used in the classroom. The research was conducted with four elementary science teachers working in a public school. The research was designed as case studies of these four teachers and data resources were video recordings of these teachers’ routine and SSI based lessons. The data was analyzed through discourse analysis. The discourse patterns used by teachers were examined in terms of adjacent the utterance, triadic, and chain discourse patterns. The results indicated that the discourse patterns used by the teachers in their routine lessons changed dramatically in the context of SSI and the chain discourse pattern came to the fore in the courses processed in the context of the SSI.

In this systematic review, a series of didactic proposals and experiences that have been developed over recent years in formal education are presented with the common purpose of ensuring that students with special educational needs learn science. Initially, only 54 publications on the topic were identified, which underlines the scarce research over the last 20 years and the small percentage of papers published in research journals and conference proceedings within this area. From among those publications, our review is focused on the 27 that report the implementation of didactic interventions: 11 at specific special education centres and 16 at regular educational centres. Explicit instruction was considered a fundamental strategy in the first group, while varied experiences and methods were among the most relevant approach in the second group. In addition, both educational environments involve learner-centred teaching approaches, with the implementation of inquiry-based and hands-on activities, in line with the general results of research in Science Education that does not specifically deal with SSEN. Ensuring that all learners have the opportunity to learn science requires more specific and complementary studies that consolidate the evidence of these results, taking into account the diversity of learners in classrooms for the benefit of all., This work was supported by Ministry of Science, Innovation and Universities of Spain.

This article seeks to contribute to an early childhood specific conceptualisation of physics education. The article is a collaboration between a researcher in science education and two preschool teachers and revolves around the teachers’ work with 2–4 year old children. Grounded in a posthumanist understanding of the world, we focus on physics learning that emerge in children’s intra-actions with material. In our analysis, we first use ‘physics verbs’ to identify everyday intra-actions where physical phenomena act as ‘playmates’. For instance, the verbs climbing and clinging point at intra-actions where gravity and counterforce act as playmates. Next, we seek to identify signs of children’s physics learning within these intra-actions. Our findings suggest that emergent physics learning can be inferred from changing levels of trust in child-matter intra-actions. For example, children may move from distrustfully clinging onto a railing, towards trustingly pushing and pulling the railing to climb higher. The article provides pioneering conceptual support for researchers and teachers who seek to identify non-verbal signs of physics learning in the everyday life of early childhood settings.

The aim of this study is to determine the prospective science teachers' (PSTs) arguments about a discrepant event and their views on the use of such discrepant events in science education. In the study, an instrumental case study was adopted. The study group of the research consisted of 73 prospective teachers. The data of the research was collected by using written documents. The collected data in the study were analyzed using descriptive analysis. Analysis showed that the prospective science teachers' individual arguments about the discrepant event were weak and insufficient to explain the discrepancy. When prospective science teachers are provided with additional information and encouraged to cooperate effectively and allowed to work as a group, the quality and explanatory power of the arguments increased. However, it was observed that pre-service teachers were not able to produce high-level arguments when they worked neither individually nor as a group., Bu çalışmanın amacı, fen bilgisi öğretmen adaylarının (FBÖA) sezgiye ters bir olaya ilişkin argümanlarını ve bu tür çelişkili olayların fen eğitiminde kullanımına ilişkin görüşlerini belirlemektir. Araştırmada nitel araştırma yöntemi desenlerinden araçsal durum çalışması benimsenmiştir. Araştırmanın çalışma grubunu Türkiye’de İç Anadolu Bölgesinde bulunan bir devlet üniversitesinin fen bilgisi öğretmenliği bölümünde okuyan 73 öğretmen adayı oluşturmaktadır. Araştırmanın verileri yazılı dokümanlar kullanılarak toplanmıştır. Araştırmada toplanan veriler betimsel analiz kullanılarak analiz edilmiştir. Analizler, fen bilgisi öğretmen adaylarının sezgiye ters olayla ilgili bireysel argümanlarının zayıf ve çelişkiyi açıklamakta yetersiz olduğunu göstermiştir. Fen bilgisi öğretmen adaylarına ek bilgiler sağlandığında, etkili bir şekilde işbirliği yapmaya teşvik edildiğinde ve grup olarak çalışmalarına izin verildiğinde ise argümanların kalitesi ve açıklama gücü artmıştır. Ancak öğretmen adaylarının ne bireysel ne de grup olarak çalıştıklarında üst düzey argümanlar üretemedikleri görülmüştür.

Bu çalışmada, Türk tarihinde fen eğitim uygulamaları ana hatları ile incelenmiştir. Erken Türk tarihinden itibaren günümüze kadar çok ciddi ve detaylı fen eğitim ve öğretimi uygulamaları gözlenmiştir. Bunun yanında pozitif bilimlerin ihmal edildiği dönemlerin olduğu da görülmüştür. Pozitif bilimlerde yaşanan bu aksamalara paralel olarak Türk devletleri de zayıflamış ve durağanlaşmıştır. Meşrutiyet döneminde başlayan bilginin geleneksellikten kurtarılıp bilimselleştirilmesi süreci Cumhuriyet ile gelişerek sürmüştür. Genç Cumhuriyet’in ciddi eğitim reformları yaptığı, fen eğitimi ve öğretimine özel ilgi gösterdiği aşikârdır. Bu bağlamda tarihsel kayıtların günümüz eğitim-öğretim programlarına ışık tutacağı düşüncesiyle tarihsel bir inceleme yapılmıştır., In this study, science education practices in Turkish history have been analyzed. Very serious and detailed science education and teaching practices have been observed since the early Turkish period. In addition, it was observed that there were periods when positive sciences were neglected. In parallel with these disruptions in positive sciences, Turkish states have weakened and become stagnant. The process of liberation and scientificization of knowledge from traditionalism that started in the Constitutional Era continued with the Republic. It is evident that the Young Republic has made serious educational reforms and paid special attention to science education and teaching. In this context a historical investigation has been carried out with the idea that historical records will shed light on today's education programs.

Resumo Neste texto, buscamos caminhos para o enfrentamento do negacionismo científico, que já mostrou ser instrumento de uma política de morte. Situamos nossos argumentos em uma disputa entre a noção de exatidão, herdada do pensamento cartesiano, e a inclusão do infinito na matemática tal como proposta por Leibniz, com base na posição de que o incompreensível desperta o pensamento. A partir dessa inspiração, que faz referência a um momento determinante da história da matemática, defendemos uma educação como política de vida, que produza outras narrativas, capazes de adiar o fim do mundo. Abstract In this paper, we seek ways to confront scientific denialism as death-inducing politics. We sustain our arguments in a dispute between the notion of accuracy of Cartesian thinking and the infinity inclusion in the mathematics proposed by Leibniz, based on the position that the incomprehensible instigates thought. We defend education as life-inducing politics, which produces other narratives, capable of postponing the end of the world.

Students may be at a disadvantage when learning if they cannot follow lessons face to face due to such reasons as epidemics, disasters, transportation, or family. The main purpose of this study is to perform alternative measurement and evaluation practices in hybrid learning environments in a way that will make students in online physics lessons active participants in the process. The research uses the developmental, emancipatory, and critical action research models within the scope of the qualitative research method. The research was carried out over three weeks under the guidance of the researcher with 32 10th-graders at the school where the researcher taught physics for 12 years. Semi-structured interview forms, rubric forms, and documents were used as data collection tools. The interviews and documents were evaluated using content analysis, while the rubrics were evaluated using descriptive analysis. The students’ active and decisive roles during the assessment and evaluation activities within the context-based learning activities regarding physics subjects as well as at the end of learning encouraged the students attending the lesson online and those attending in person to learn under the same conditions. In this context, activities in which students are a part of the learning and measurement-evaluation processes should be encouraged in online and hybrid-learning environments. Developing context-based activities with regard to experiments, analogy, and theoretical applications and developing qualified practices in which students will be active throughout the process under the guidance of action researchers will be beneficial for ensuring this.

Science in schooling has for the first time been recently considered as a verified whole for the 10 or 12 of its compulsory years, rather than for a limited sector of schooling or for a particular group of students. This has also been occurring as part of a wider review and plan for the whole curriculum of schooling. A framework has been provided consisting of a matrix of strands of intended content for learning across a number of levels approximating the years of schooling. There is a sense and expectation of continuous progression in the learning of science. Earlier notions of progression in science curricula are explored and compared with what has now appeared in the national curricula in England and Wales, New Zealand and Australia. The notions of curriculum opportunity and curriculum purpose for science education are introduced as factors that would lead to a shift in the sense of progression from a focus on Science itself to an emphasis on the learners' changing need of Science as they progress through the years of schooling.

En este trabajo se presenta un estudio de la influencia de una intervención educativa sobre el éxodo rural en las actitudes hacia la ciencia de un grupo de estudiantes de 4.º de la ESO de la ciudad de Ávila. La intervención se llevó a cabo simultáneamente en el aula de la asignatura de Historia (migraciones rurales en la Edad Contemporánea) y en la de Física y Química (reacciones de saponificación, como ejemplo de la cultura de aprovechamiento que caracteriza al saber rural tradicional). La hipótesis de partida es que, si cabe hablar de una identidad rural, una actividad como la que se plantea, en un contexto muy cercano a lo rural, como el abulense, ha de traducirse en un aumento de las actitudes positivas hacia la ciencia. Los resultados confirman esta hipótesis y aportan datos para profundizar en la cuestión en trabajos posteriores. In this paper we present a study of the influence of an educational intervention about the rural exodus on the attitudes towards science of a group of students taking 4th year of ESO in the city of Ávila. The intervention was implemented simultaneously in the History classroom (rural migrations in the contemporary age) and in the Physics and Chemistry classroom (saponification reactions, as an example of the culture of utilisation that characterises traditional rural knowledge). The starting hypothesis is that, if we can speak of a rural identity, an activity such as the one we propose, in a context as close to the rural context as that of Avila, should lead to an increase in positive attitudes towards science. The results confirm this hypothesis and provide data for further work.

In this study, to examine the change in individuals' critical thinking skills, a new unit was developed in which STEM was integrated. The outcomes of this 7th-grade unit were selected from related disciplines. During the learning process of the developed Force and Energy unit, it was aimed that individuals could make judgments by gaining critical thinking skills and evaluate events in a multi-dimensional way. In this study, which lasted for five weeks, the developed unit was used to conduct lessons with the experimental group (N=25) while the control group (N=25) was traditionally taught. The Critical Thinking Scales developed by Demir (2006a) were used in the research process. Before the implementation, no significant difference was found between the experimental and control groups regarding critical thinking skills, but after the implementation, a significant difference was observed in favour of the experimental group. When the scores obtained from the sub-scales (interpretation and explanation) were compared, a significant difference was found in favour of the experimental group. When the changes in the experimental and control groups were examined, there was no significant change in the control group students, but a significant change was found in favour of the experimental group. These changes occurred in the evaluation, Interpretation, and explanation sub-scales of the critical thinking scale. Based on these data, it can be said that the critical thinking skills of individuals who receive STEM education improve. Accordingly, making use of different disciplines simultaneously while designing a product in STEM education is an important factor in the development of individuals' critical thinking skills. Thus, teachers should carry out this process effectively.

Science education encounters a number of obstacles to its progression. Among them are preconceptions or misconceptions, which can be persistent even among teachers. In order to find out what are these preconceptions o misconceptions about plants of future primary school teachers, the present research was carried out. A questionnaire was used during three academic years to collect information from pre-service teachers. Among the results, incomplete knowledge of plant biology and serious errors in relation to plant nutrition stand out. This seems to indicate the need to change traditional methodologies and use other active methodologies that allow future teachers to have real contact with the living beings in their environment.

Because a teacher's confidence in their ability to teach science is associated with instructional methods and their persistence in the face of challenges, improving science teaching confidence becomes critical for improving science teaching of young children. Science teaching confidence also varies by discipline for elementary teachers: physical science teaching confidence tends to measure lower than life science. This discrepancy leads to elementary teachers engaging in less effective science teaching practices with physical science than life science. A teacher's subject matter knowledge influences their confidence in their ability to teach that subject. Subject matter knowledge impacts science teaching confidence because when teachers understand their content proficiently, they express confidence in their ability to provide students with accurate and meaningful instruction. Both subject matter knowledge and science teaching confidence are specific to disciplines. Understanding the relationship between discipline-specific knowledge and discipline-specific science teaching confidence will aid in developing teacher development training to improve levels of science teaching confidence by improving discipline-specific subject matter knowledge. However, there is currently little research on the relationship between discipline-specific levels of subject matter knowledge and science teaching confidence. This study sought to understand what, if any, relationship exists between discipline-specific subject matter knowledge and discipline-specific science teaching confidence across physical and life sciences for in-service elementary teachers. Teachers took an online survey to assess their knowledge of physical and life science subjects and their confidence in teaching those subjects. Following the survey, eleven teachers were interviewed to understand their perceived sources of discipline-specific science teaching confidence and how they taught life and physical science in their classrooms. Results show that physical and life science subject matter knowledge are predictive factors of physical science teaching confidence. Teachers tend to measure lower in physical science than life science for both subject matter knowledge and confidence in teaching physical science topics. Teachers with low science knowledge and science teaching confidence tend to rely more on district-provided resources and presentations than those with more knowledge and teaching confidence who adapt lessons to meet student needs. Highly confident teachers are also more likely to hold themselves responsible for student learning outcomes.

We present three citizen science projects, focusing on the classification of astronomical objects. The service is free and open to everyone. Moreover, this kind of activity can be used as a didactical in-class, hands-on exercise to deepen and enhance the understanding of the material presented., Presented at the Annual Danish Astronomy Meeting (ADAM) 2023

The alteration of students’ ideas in favour of more scientific ones is known as conceptual change. The process might involve a combination of both higher-order cognitive skills and motivational attitudes of students, but few studies have explored all three together. The current study examines the role of executive function skills and motivation alongside conceptual change in physics understanding. The study examines a sample of 426 Egyptian students (M age = 12.5)—an underrepresented population in the literature. The participants completed a short tutorial targeting misconceptions about density. Findings from the structural equation model indicated that executive functions, especially shifting, predicted baseline density understanding (ß = .18, p < .05), but not conceptual gains. Motivational elements, particularly, self-efficacy was a significant positive predictor of conceptual gains (ß = .15, p < .05), but not baseline density understanding. However, performance goal orientation negatively predicted conceptual gains (ß = -.18, p < .05). Implications for teaching and learning are suggested in light of the present findings.

Numerous studies support the educational model of microcosm as a useful tool for understanding and interpreting macroscopic phenomena. Consequently, an international attempt is made to apply educational approaches of this model or of the particulate nature of matter, as most commonly reported in the international bibliography. However, introducing the model of microcosm seems to be a difficult and long-lasting issue as it involves non-intuitive ideas and it refers to a scale that students are unable to understand using their senses. For this reason, a worldwide effort to find the best educational approach for students as young as possible is currently attempted. In this study, an intervention was implemented, attempting to introduce the model of microcosm to primary education by applying analogies, sequential enlargements of objects, simultaneous macroscopic and microscopic imaging and dynamic simulations of microcosm, in order to address the difficulties of the non-intuitive ideas and especially of the invisible particles that compose matter. The research was focused on whether primary school students were capable, after the proposed intervention, of understanding this model and apply it in the explanation of macroscopic phenomena. The sample consisted of 50 students in the 5th grade. The results showed that students of this age are in a position to understand the model of microcosm thus, additionally facilitating the understanding and explanation of the macroscopic phenomena (e.g. physical change).

Este trabalho apresenta uma investigação qualitativa acerca das práticas pedagógicas remotas desenvolvidas no âmbito da disciplina “Representações Sociais e Educação em Ciências: Pesquisas Contemporâneas”, durante o período que engloba os meses de março a maio de 2021, no Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde/ Universidade Federal do Rio Grande do Sul. Foi realizada a análise de conteúdo dedados textuais derivados defontes documentais, a qual possibilitou a emergência de setecategorias distintas: planejamento docente; organização das atividades; desenvolvimento das atividades; tarefas assíncronas; aulas com pesquisadores convidados; cartas discentes; mapas conceituais. As atividades remotas possibilitaram momentos de mobilização para o estudo do tema da disciplina, de construção de conhecimento, bem como de elaboração e expressão sintética dos aprendizados. Foirelatada a ocorrência:de produções textuais discentes,deaulas expositivas/dialogadas ede seminários envolvendo artigos recentes de pesquisa sobre a Teoria das Representações Sociais, que propiciaram movimentos dialógicos relacionados adiferentes aspectos do objeto de estudo. Os resultados e discussões construídas contribuem com o campo investigativoconhecido como Pedagogia Universitária, bem como tendem a ressaltar a relevância da teoria citada, na área de Educação em Ciências. This work presents an qualitative researchabout the remote teaching practices developed in the scope of the course "Social Representations and Science Education: Contemporary Research", during the period that encompasses the months ofMarch to May 2021, in the Postgraduate Program in Science Education: Chemistry of Life and Health/ Federal University of Rio Grande do Sul. Content analysis of textual data derived from documentary sources was performed which allowed the emergence of seven distinct categories: teacher planning; organization of activities; development of activities; asynchronous tasks; classes with guest researchers; student letters; concept maps. The remote activities made possible moments of mobilization for the study of the subject of the discipline, of knowledgeconstruction, as well as the elaboration and synthetic expression of the lessons learned. It was reported the occurrence of: student textual productions, expository/dialogued classes and seminars involving recent research articles on the Theory of Social Representations which provided dialogic movements related to different aspects of the study object. The results and discussions built contribute to the investigative field known as University Pedagogy as well as tend to emphasize the relevance of the aforementioned theory in the Science Education field.

Resumen Introducción. La educación para la ciudadanía debe desarrollarse desde la primera infancia, considerando los conocimientos, actitudes y valores que se requieren para la participación. Uno de los aspectos que aporta en este sentido es la alfabetización científica, a través de la indagación, para lo cual se requieren docentes que puedan integrarlo en los diseños didácticos, de modo que permita el acceso a democratizar el conocimiento científico y favorecer el protagonismo y participación de los niños y niñas en la enseñanza básica. Objetivo. Aportar al desarrollo de la indagación científica en la formación de los futuros profesorados de enseñanza básica. Discusión. En esta perspectiva, la filosofía de Reggio Emilia puede aportar desde sus principios a la formación inicial de profesorado básico, para esto se recogen tres aspectos que son relevantes de incorporar como: el ambiente como tercer ente educador, los proyectos de aula y el personal docente como sujeto investigador plasmado en la documentación pedagógica. Con esto se busca integrar la indagación como un enfoque metodológico que puede ser abordado en la formación de docentes, para propiciar un aprendizaje desde la experiencia. Conclusiones. En este sentido, concluimos que la filosofía de Reggio Emilia, desde los tres elementos revisados, se presenta como una oportunidad de mejora de las habilidades de indagación y su incorporación en las futuras prácticas del profesorado de enseñanza básica. Abstract Introduction. Education for citizenship should be developed from early childhood, considering the knowledge, attitudes, and values required for participation. One of the aspects contributing to this is scientific literacy through inquiry, for which there must be teachers who can integrate this aspect into didactic designs to allow democratizing scientific knowledge and favor the centrality and participation of children in basic education. Objective. To contribute to developing scientific inquiry in the training of future elementary school teachers. Discussion. In this perspective, the Reggio Emilia philosophy can contribute from its principles to the initial training of basic education teachers. For this purpose, three relevant aspects to incorporate are the environment as a third educator, classroom projects, and the teaching staff as a researcher reflected in the pedagogical documentation. With this, it is sought that inquiry is integrated as a methodological approach to be addressed in the training of teachers, promoting learning from experience. Conclusions. In this sense, from the three elements reviewed, we conclude that the Reggio Emilia philosophy is presented as an opportunity to improve inquiry skills and their incorporation into the future practices of elementary school teachers. Resumo Introdução. A educação da cidadania deve ser desenvolvida desde a primeira infância, levando em conta os conhecimentos, atitudes e valores necessários para a participação. Um dos aspectos que contribui neste sentido é a alfabetização científica, através da investigação, para a qual são necessários docentes que possam integrá-la em projetos didáticos, de modo a permitir o acesso à democratização do conhecimento científico e favorecer o protagonismo e a participação das crianças na educação básica. Objetivo. Contribuir para o desenvolvimento da investigação científica no treinamento de futuros docentes de educação básica. Discussão. Nesta perspectiva, a filosofia Reggio Emilia pode contribuir a partir de seus princípios para a formação inicial docente no nível básico. Três aspectos relevantes a incorporar são: o ambiente como terceiro educador, os projetos de sala de aula e o corpo docente como pesquisadores refletidos na documentação pedagógica. Com isto se busca que a consulta seja integrada como uma abordagem metodológica que possa ser abordada na formação docente, promovendo o aprendizado a partir da experiência. Conclusões. Neste sentido, concluímos que a filosofia de Reggio Emilia, a partir dos três elementos revisados, é apresentada como uma oportunidade para melhorar as habilidades de indagação e sua incorporação nas práticas futuras dos docentes de educação básica.

This study sought to establish teachers’ reflections on the role of inquiry-based learning in science education. The study was quantitative in nature and used the descriptive research design. Data was gathered through a questionnaire containing closed ended items. Respondents were eighty-two science teachers from secondary schools in Kirehe District. It is concluded that the choice of appropriate teaching and learning approaches influences understanding in science education. Inquiry-based learning is effective for acquisition of practical skills and development of higher order thinking skills. However, shortage of continuous professional development impedes teachers’ implementation of the inquiry-based learning. The use of inquiry-based learning serves as a promising learning method to enhance learners’ understanding. It is recommended that school administrators should understand the 5-E model that governs the inquiry-based learning as one of the best teaching and learning approaches and collaborate with teachers to find out means and strategies that may stimulate the implementation of new teaching and learning approaches in science education. School administrators should regularly organize internal workshops and training of teachers on teaching and learning approaches.

This case study explores elementary teachers’ conceptions and enactment of disciplinary literacy in elementary science instruction and the interaction between the two. Specifically, the purpose of this research was to describe how four fifth-grade teachers view literacy appropriate to science. Participants for this research were invited to participate by responding to an online survey and were selected based on criteria. Data sources include interviews, teacher artifacts, and observation. Qualitative data were coded, the codes compared to ideas in the field (overall themes), and global themes were generated as sense making tools to describe trends found in each case, case comparisons, and all cases together. The final written report includes narratives describing individual and comparison cases as well as the overall themes, global themes, and graphics displaying relationships between codes and themes for all cases. Findings suggest these educators’ view literacy as reading, writing, speaking and listening; text as written words; and science text as written words that contain science content. Additionally, teachers’ conceptions of disciplinary literacy were heavily focused on general literacy ideas of speaking, listening, reading, and writing to comprehend information. In practice, disciplinary literacy in science instruction again presented as general literacy acquisition. However, during enactment, each teacher’s unique conception of what is entailed in overall effective instruction interacted with general literacy ideas to personalize instruction. This suggests that teacher preparation programs and in-service teacher development opportunities should explicitly help educators to understand what disciplinary literacy is, how it is different from general literacy, what it looks like in instructional resources, and how to implement it during science instruction.

This paper discusses the educational and ethical issues surrounding dissection of non-human animals in pre-college education. It argues that this exercise has no benefits to students that could possibly be outweighed by the death of healthy animals killed for this purpose.

The article consists of the editorial of the Special Issue titled "Future-oriented science education for agency and sustainable development". It presents the ten articles of the issue.

Üstbiliş stratejilerinin etkin bir şekilde kullanılmasının öğrenmenin niteliğini arttırması ve bununla beraber fen eğitiminin üstbilişsel farkındalık kazandırmada etkili bir öğrenme ortamına zemin hazırlaması gerekçeleri ile çerçevesi çizilen araştırmada, ortaokul öğrencilerinin üstbilişsel farkındalıklarının fen eğitimi odağında çeşitli değişkenler açısından incelenmesi amaçlanmıştır. Araştırmaya Sakarya ili merkez ilçesinde 2020-2021 öğretim yılı güz döneminde dört farklı ortaokulda öğrenimlerini sürdüren toplam 501 öğrenci katılmıştır. Öğrencilerin üstbilişsel farkındalıklarını belirlemek için 'Üst Bilişsel Farkındalık Ölçeği B formu' ayrıca demografik özelliklerine ilişkin verilerin toplanması için de 'kişisel bilgi formu' kullanılmıştır. Veriler Mann Whitney U ve Kruskal Wallis testleri ile analiz edilmiştir. Analizler sonucunda ortaokul öğrencilerinde üstbilişsel farkındalığın; cinsiyet ve sınıf düzeyine göre değişmediği, fen bilimleri dersi not ortalaması, fen ile ilgili projeye katılma durumu, fen bilimleri dersinde deney yapma ve fen konularını günlük yaşamda kullanabilme değişkenleri açısından anlamlı bir farklılık gösterdiği bulgusuna ulaşılmıştır. Sonuç olarak öğrencilerin, üstbilişsel farkındalıklarını geliştirebilmeleri için fen konularının öğreniminde ilgili stratejilerin kullanımına olanak bulduğu anlaşılmakta ve bu doğrultuda öğrencilerin üstbilişsel farkındalıklarının gelişmesine imkan sağlayan fen derslerinde öğretmenlerin, öğrenme ortamlarını gerek yöntem ve tekniklerle gerek etkinlik ve materyallerle çeşitlendirmelerinin önemli katkıları olacağı düşünülmektedir., In the study, which was framed with the reasons that the effective use of metacognitive strategies increases the quality of learning and that science education provides a basis for an effective learning environment in providing metacognitive awareness, the study aimed to examine the metacognitive awareness of middle school students in terms of various variables in the focus of science education. A total of 501 students attending four different middle schools in the fall semester of the 2020-2021 academic year in the central district of Sakarya participated in the study. The 'Metacognitive Awareness Inventory for Children B Form' was used to determine the students' metacognitive awareness, and the 'personal information form' was used to collect data on their demographic characteristics. The data were analyzed by Mann Whitney U and Kruskal Wallis tests. As a result of the analysis, metacognitive awareness among middle school students; It was found that it did not change according to gender and grade level, there was a significant difference in terms of science course grade point average, participation in a science related project, making experiments in science lessons and using science subjects in daily life. As a result, it is understood that students have the opportunity to use relevant strategies in the learning of science subjects in order to improve their metacognitive awareness, and in this direction, it is thought that teachers' diversification of learning environments with methods and techniques as well as activities and materials in science lessons that allow students to develop their metacognitive awareness will have important contributions.

espanolEste articulo presenta la necesidad de desarrollar en los estudiantes una razon sensible que mejore su formacion como seres humanos. Para ello plantea la incorporacion de las relaciones ciencia y arte en el proceso educativo. Como fundamento de la dicha propuesta se presenta una revision bibliografica sobre algunas de las relaciones existentes entre el teatro y las diversas areas de la ciencia como la Fisica, la Quimica, la biologia, y de otras como la medicina, la psicologia o la historia. Ademas, se presentan aqui algunas relaciones establecidas entre el teatro y la ciencia ficcion y entre el teatro y la divulgacion de las ciencias y de sus resultados de investigacion. EnglishThis paper presents the need to develop in students a sensible reason to improve their training as human beings. To do this proposes the incorporation of science and art relations in the educational process. As the basis for this proposal a bibliographic revision about some of the relationships between the theater and the various areas of science such as physics, chemistry, biology, and other like medicine, psychology or history. In addition, they present some established relationships between theater and science fiction and between theater and dissemination of science and research results here.

Previous research has shown that students at almost all levels have misconceptions about both the shapes and sizes of celestial bodies in space. This study is essential to conduct on the students who take space topic in their schools for the first time This study aims at revealing fifth-grade students’ alternative conceptions about the size of the sun, earth, and moon and their relative positions to each other. This study employs action research by using a forced questionnaire and interview were used as the research instruments and involved 78 fifth-grade students as participants. To collect data, all students initially responded to a forced question questionnaire. Then, based on their responses, four students were chosen to be interviewed to clarify their alternative conceptions. The data analysis was carried out using interview and questionnaire data to reveal understanding and alternative conceptions of students’ responses. The results found that students had alternative conceptions of the earth’s shape in their minds. Moreover, alternative conceptions are commonly found in the sun, earth and moon positions.

The aim of this study is to identify the attitude of science teachers towards the usage of Frog VLE in teaching and learning primary science. The sample consisted of 148 science teachers in Cameron Highlands and Taiping (45 male and 103 female). Data is collected by questionnaire which contains 40 questions with 5 Likert scale. The independent t test and One-way ANOVA is used to answer the research questions. Findings indicated that the science teachers in Cameron Highlands and Taiping have neutral attitude towards the usage of Frog VLE in teaching primary science. There are no any significant differences in the attitude towards Frog VLE among science teachers between male and female. Teachers with less experience (younger teacher) have greater attitude compared to old teachers. Science teachers with higher professional grade have greater attitude compared to the teachers with lower professional grade. Hence, science teachers are encouraged to attend courses and develop skills in using Frog VLE to increase their attitude in usage of Frog VLE in teaching science.

Purpose The aims and pedagogies in the field of science education are evolving because of global sustainability crises. School science is increasingly concerned with responsible agency and value-based transformation. The purpose of this conceptual paper is to argue that perspectives and methods from the field of futures studies are needed to meet the new transformative aims of science education for sustainable development. Design/methodology/approach This paper analyses some contemporary challenges in science education and gives reasons for introducing a futures perspective into science classrooms. The suggestion is illustrated by reviewing some results, published elsewhere, on future-oriented activities trialled within the European Union project “I SEE” and students’ experiences on them. Findings Recent research has shown that future-oriented science learning activities, involving systems thinking, scenario development and backcasting, can let students broaden their futures perceptions, imagine alternatives and navigate uncertainty. Practising futures thinking in the context of contemporary science offers synergies through shared perspectives on uncertainty, probabilities and creative thinking. Originality/value This paper highlights the relevance of the futures field for science education. Future-oriented activities appear as promising tools in science education for fostering sustainability, agency and change. Yet, further work is needed to integrate futures aspects into science curricula. To that end, the paper calls for collaboration between the fields of futures studies and science education.

COVID-19 salgın sürecinde eğitim ve öğrenmeye devam etmek için bu değişen koşullara hızla uyum sağlanması gerektiği anlaşılmıştır. Bu süreçten sonra öğrencilerin ve öğretmenlerin çok yönlü, çok görevli, özellikle teknoloji odaklı bir dünyada öğretme ve öğrenme becerilerine sahip olmaları beklenir. Birçok ülkede, ilköğretimden yükseköğretime kadar tüm öğretim ve öğrenim uzaktan ve çevrimiçi eğitime dönüşmüştür. Bu çalışmada bahsedilen eğitsel web sitesi, çevrimiçi eğitime hem destek hem de alternatif olabilir. Çalışmada web 2.0 araçları kullanılarak Kuvvet ve Enerji ünitesi kazanımlarına uygun hazırlanan materyaller 5E öğrenme modeline göre planlanarak “Fen Dünyası” adlı eğitsel web sitesi üzerine yerleştirilmiştir. Öğretim 2018-2019 öğretim yılında bu site üzerinden yüz yüze gerçekleştirilmiştir. Çalışma, 5E öğrenme modeline göre web 2.0 araçları ile zenginleştirilmiş bir web sitesi kullanılarak yapılan öğretim ile ilgili öğrenci görüşlerinin tespit edilmesine dayanan bir durum çalışmasıdır. Veri toplama aracı olarak yapılandırılmış bir görüşme formu kullanılmış ve betimsel analiz ile incelenmiştir. Yapılan öğretim sonrasında, öğrenciler, fen bilimleri dersini daha çok sevdiklerini ve daha eğlenceli bulduklarını belirtmişlerdir. Ayrıca daha iyi öğrendiklerini ve derse karşı ilgilerinde artış olduğunu söyledikleri görülmüştür. Bu nedenle fen bilimleri öğretmenlerinin çevrimiçi derslere ek olarak web 2.0 araçları ve özellikle eğitsel bir web sitesini kullanmaları önerilir. It has been understood that these changing conditions must be adapted quickly to continue education and learning during the COVID-19 pandemic. After this process, students and teachers are expected to have teaching and learning skills in a versatile, multi-tasking, especially technology-focused world. In many countries, all teaching and learning from primary to higher education has evolved into distance and online education. The educational website mentioned in this study can be both a support and an alternative to online education. In the study, materials prepared in accordance with the Force and Energy unit acquisitions using web 2.0 tools were planned according to the 5E learning model and placed on the educational website named “Science World”. Teaching was carried out face-to-face through this site in the 2018-2019 academic year. The study is a case study based on the identification of student views about teaching using a web site enriched with web 2.0 tools according to the 5E learning model. A structured interview form was used as a data collection tool and it was examined with descriptive analysis. After the instruction, the students stated that they liked the science lesson more and found it more fun. In addition, it was observed that they said that they learned better and that their interest in the lesson increased. It is therefore recommended that science teachers use web 2.0 tools, and especially an educational website, in addition to online classes.

The use of mixed reality in science education has been increasing and as such it has become more important to understand how information is learned in these virtual environments. Spatial ability is important in many learning contexts, but especially in neuroanatomy education where learning the locations and spatial relationships between brain regions is paramount. It is currently unclear what role spatial ability plays in mixed reality learning environments, and whether it is different compared to traditional physical environments. To test this, a learning experiment was conducted where students learned neuroanatomy using both mixed reality and a physical plastic model of a brain (N = 27). Spatial ability was assessed and analyzed to determine its effect on performance across the two learning modalities. The results showed that spatial ability facilitated learning in mixed reality (β = 0.21, P = 0.003), but not when using a plastic model (β = 0.08, P = 0.318). A non-significant difference was observed between the modalities in terms of knowledge test performance (d = 0.39, P = 0.052); however, mixed reality was more engaging (d = 0.59, P = 0.005) and learners were more confident in the information they learned compared to using a physical model (d = 0.56, P = 0.007). Overall, these findings suggest that spatial ability is more relevant in virtual learning environments, where the ability to manipulate and interact with an object is diminished or abstracted through a virtual user interface.

Previous research suggests that everyday expressions are commonly used in students’ descriptions of nutrient uptake. This study investigate a classroom context in year 5 with a focus on signs of scientific meaning-making about nutrient uptake with an animation as a resource in two different schools. In one of the schools there was also a teacher review. The aim of this study is to investigate the pedagogical affordances of scientific terms and everyday expressions in the animation and in classroom teaching. Further, students’ signs of scientific meaning-making at the meso and submicro organizational level in group discussions and written descriptions are analyzed and if taking part of a teacher review influenced the students’ use of scientific terms and everyday expressions.The results show that the students who had a teacher review use everyday expressions at the meso and submicro level to a greater extent than the students who did not have an teacher review. The everyday expressions are often used as a kind of translation from the scientific terms in the students’ drawings.

Contains fulltext : 253625.pdf (Publisher’s version ) (Open Access) 26 augustus 2022

The learning of scientific concepts is one of the main research subjects in science education. Although little used, the theory of conceptual profiles allows the study of this knowledge, taking into account the presence of different ways of thinking about a certain concept in the same individual. This study aimed to build a conceptual profile for the concept of equilibrium and, based on this profile, relate it to the teaching and learning process of chemical equilibrium. Four zones were proposed to comprise the profile, called intuitive, static, kinetic and energetic. Subsequently, we analyzed the responses obtained in a questionnaire by students of Chemistry courses in order to group similar ways of speaking into categories related to the concept of equilibrium and the proposed zones for the conceptual profile. In the answers, we found some alternative conceptions already identified by the literature. Based on the results, the proposed zones for the conceptual profile of equilibrium indicate that establishing associations between the state of chemical equilibrium and the notion of equality can lead to conceptual errors and, therefore, it is suggested to give priority to the notion of stability. We also propose the use of studies on the History and Philosophy of Sciences applied to the teaching of chemical equilibrium to stimulate the emergence, dialogue and enrichment between the zones of conceptual profile in individuals.

The purpose of this study is to examine the effects of using Web 2.0 tools in accordance with the 5E learning model on the academic success and views of students in teaching the Pressure unit to eighth-grade students in distance education. A total of 41 students, 21 of whom are in the experiment group and 20 of them are in the control group, studying in the eighth grade in a state secondary school in Sakarya, Turkey were included. The activities created with Web 2.0 tools in accordance with the 5E learning model were applied to the experimental group, and the activities in the science lesson curriculum were applied to the control group through distance education. Explanatory sequential mixed method design was used. The quantitative data of the research were collected by the Pressure Unit Achievement Test. The achievement test was applied to the both groups before and after the process. Qualitative data were collected with a structured interview form with all of the students in the experimental group at the end of the process. The quantitative data were analyzed with t-test and analysis of covariance (ANCOVA). Descriptive analysis was used for qualitative data. Based on the results, it was determined that the academic achievement of the experimental group students increased by showing a significant difference compared to the control group students. It was seen that the experimental group students' opinions about the activities created with web 2.0 tools are generally positive. In line with the results obtained as a result of the study, it is recommended that Web 2.0 tools are frequently used by teachers in the science course, and at the same time, researchers are recommended to study the effects of other learning models on success or other variables in different subjects and grade levels.

Education systems across the world are increasingly employing dialogic education to equip students with 21st-century skills. Dialogic education seems to hold promise for promoting students’ collaborative, critical and creative thinking. A growing body of research has, therefore, focused on the implementation of dialogic education approaches in different contexts. However, dialogic education in China is a new research area where more research is needed. Science education in China aims to promote students’ scientific literacy and employs group work to enhance students’ learning outcomes; therefore, science classes provide a natural setting for implementing more dialogic approaches. Science education in China is a relatively newly established curriculum; hence, there is great interest in how to improve the effectiveness of the teaching and learning of science. My study, therefore, focuses on the contextualisation of implementing dialogic education in science classes in Chinese primary schools. Design-based research (DBR) was employed to conduct this study by incorporating an exploratory study and two iterations as part of the iterative design process. A classroom intervention was devised underpinned by design principles based on dialogic education. These principles were derived from a literature review and the findings of the exploratory study. A coding scheme for analysing dialogues in Chinese science classes was developed by employing a Grounded Theory approach based on the classroom observations and interviews conducted during the first iteration. The exploratory phase involved interviews with Chinese science academics, classroom observations and semi-structured interviews conducted in collaboration with the teachers and students of four Chinese primary schools. Interviews with Chinese science academics were carried out to gain a basic understanding of current Chinese science education. Classroom observations and semi-structured interviews were conducted and analysed to develop the prototype of the intervention. In Iteration One, seven teachers participated in the process, and six of them carried out three reflective teaching cycles to promote their classroom dialogues. The Teacher Scheme for Educational Dialogue Analysis (T-SEDA) scheme was used to measure the effectiveness of their classrooms, and the results revealed improvements in their classroom dialogues. It was also argued that silence, a phenomenon that is often seen in Chinese classrooms, should be carefully considered in understanding Chinese dialogic education. For a more contextualised analysis, a new coding scheme was developed based on the data collected in the first iteration. In Iteration Two, data were collected from another Chinese city, and six teachers from the same school participated in the intervention and carried out another three reflective teaching cycles. The data were analysed using the newly developed coding scheme which showed gradual improvement in the effectiveness of the teachers’ classroom dialogues. The contributions of my study can be summarised from theoretical and practical perspectives. Theoretically, the study demonstrates that constructive silence should be considered as a form of dialogic engagement, especially in the context of education in China. To make the silence constructive, teachers need to employ techniques that help students to make their thinking heard or seen. Further, I argue that introducing scientific terminologies can be vital for widening and deepening dialogic space as it can help with setting the foundation of dialogic space. In terms of practical contributions, the tested design principles for implementing dialogic education in Chinese classrooms can be a guide for future research. In addition, the newly developed coding scheme for analysing classroom dialogues in Chinese science classes can contribute to contextualising dialogic education in the Chinese context. It can be used as a reference for assessing what Chinese science teachers can do to improve the quality of their classroom interactions.

This is the report 18th GA element

Eğitim, teknolojinin yeniliklerinden etkilenen önemli alanlardan biridir. Bu doğrultuda araştırmada fen bilimleri öğretmenlerinin, öğrenme ve öğretme sürecinde teknolojiyi, kullanmama sebepleri, entegrasyon sağlama amaçları ile ilgili görüşlerini tespit etmek, teknoloji entegrasyonunun uygulamadaki olumlu, olumsuz yönlerini ve öğrenci ve öğretmenlere yansımalarını belirlemek amaçlanmıştır. Araştırmada nitel araştırma yöntemlerinden durum çalışması kullanılmıştır. Araştırma İstanbul ilindeki devlet okullarında çalışan fen bilimleri öğretmenleri ile gerçekleştirilmiştir. Yetmiş beş fen bilimleri öğretmenine yapılandırılmış sorulardan oluşan anket uygulanmıştır. Anket verilerine göre teknolojik yeterliliği olan, öğrenme ve öğretme sürecinde teknoloji entegrasyonuna yer veren, görüşme için gönüllü olan dört fen bilimleri öğretmeni ile yarı yapılandırılmış sorulardan oluşan odak grup görüşme yapılmıştır. Anket ve odak grup görüşme için betimsel analiz yapılmıştır. Anket sonuçları frekans ve yüzde ile gösterilirken odak grup görüşme, görüşme sonrasında araştırmacılar tarafından belirlenen kodlar kullanılarak analiz edilmiştir. Belirlenen kodların uyumu için Miles ve Huberman’ın (1994) önerdiği güvenirlik formülü kullanılmış ve güvenirlik %90 olarak hesaplanmıştır. Araştırma verileri bazı öğretmenlerin teknolojik yeterlilikleri olduğunu belirtmelerine rağmen öğrenme ve öğretme ortamında teknolojik araç kullanma, web 2.0 araçlarını derslere entegre etme, öğrencilerin eğitici dijital ortamlarda deneyim kazanmalarını sağlama gibi konularda beklentiyi karşılamadıklarını ortaya koymuştur. Derslerde teknoloji entegrasyonu sağlama konusunda teknik aksaklıklar, öğrencilerin farklı içerik beklentileri, öğretmenlerin uzun bir hazırlık süreci geçirmeleri, teknik sıkıntılar gibi zorlayıcı durumlara karşın öğrencilerin aktif katılımlarını arttırması, öğrenci-öğrenci, öğrenci-öğretmen etkileşimini ve öğrenci merakını arttırması gibi olumlu yönleri ağır basmaktadır. Öğrencilerin özgüvenlerinin artması, öğrencilerdeki mevcut kavram yanılgılarının azalması gibi olumlu katkıları öğretmenlerin gözlemleri ile ortaya konmuştur. Çalışma sonuçlarında belirtilen internet sorunu, uygulama ücretleri ve teknik aksaklıklar gibi durumlar çözüme kavuşturularak fen bilimleri eğitiminde hem öğretmen hem de öğrenciler için bu araçların kullanılabilirliğinin ve derslere entegrasyonunun arttırılması önerilmektedir. Education is one of the important areas affected by the innovations of technology. In this direction, it was aimed to determine the opinions of science teachers about the reasons for not using technology in the learning and teaching process, the aims of integration, and to determine the positive and negative aspects of technology integration in practice and its reflections on students and teachers. Case study, one of the qualitative research methods, was used in the research. The research was carried out with science teachers working in public schools in Istanbul. A questionnaire consisting of structured questions was adminestered to seventy-five science teachers. According to the survey data, a focus group interview consisting of semi-structured questions was conducted with four science teachers who had technological competence, included technology integration in the learning and teaching process, and are volunteer for the interview. Descriptive analysis was carried out for the questionnaire and focus group interview. While the survey results were shown with frequency and percentage, the focus group interview was analyzed using the codes determined by the researchers after the interview. The reliability formula suggested by Miles and Huberman (1994) was used for the compatibility of the determined codes and the reliability was calculated as 90%. The research data revealed that although some teachers stated that they had technological competence, they did not meet the expectations in terms of using technological tools in the learning and teaching environment, integrating web 2.0 tools into lessons, and enabling students to gain experience in educational digital environments. In terms of technology integration in lessons, positive aspects such as increasing the active participation of students, increasing student-student, student-teacher interaction and student curiosity outweigh despite of challenging situations such as technical problems, different content expectations of students, teachers having a long preparation period, technical difficulties. Positive contributions such as increasing students’ self-confidence and reducing existing misconceptions in students have been presented by teachers’ observations. It is recommended to increase the usability and integration of these tools into lessons for both teachers and students in science education by solving the problems such as internet problem, application fees and technical problems mentioned in the results of the study.

Northfi eld (1998) tackles this theme in a discussion of how science teacher education is practiced. He begins by quoting an unnamed individual with a provocative comment about teacher education: “Teacher preparation is necessary and worthwhile, but it is generally conducted in the wrong place, at the wrong time, for too little time” (p. 695). Northfi eld draws on the work of Farnham-Diggory (1994) to introduce three models of how novices become experts-behavior, apprenticeship, and development. His concern is one that we share: How does school experience infl uence an individual’s learning to teach? He then immediately offers a challenging answer:Much the same conclusion could be drawn about how we view experience in the context of children’s learning in science classrooms. Northfi eld’s statement at the opening of this chapter helps us frame our approach in this chapter: Whether in the science classroom or in the science teacher education program, how individuals learn from experience remains a poorly understood phenomenon. Here we focusWe write as teacher educators who are passionate about improving science education and teacher education in general and the experience of learning to teach science in particular. In this chapter we permit our experiences as teacher educators to inform and shape our accounts and interpretations of research related to learning to teach science. One of the most striking observations we can offer about research related to learning to teach science is the extent to which science education research appears not to be extended and extrapolated to programs of science teacher education. Research appears to confi rm what our own experiences as teacher educators tell us: A fundamental challenge resides in the prior teaching and learning beliefs and experiences of those learning to teach, just as a fundamental challenge of teaching science resides in students’ prior beliefs about phenomena. The research associated with constructivism and conceptual change reminds us that beliefs and experiences are deeply intertwined (see Ozdemir & Clark, 2007; Pelech & Pieper, 2010; Vosniadou, 1994, 2008). Just as children in elementary, middle, and secondary schools tend to be unaware of their initial beliefs about phenomena and unaware of how personal experiences shape and constrain those beliefs, so those who are learning to teach science tend to be unaware of their initial beliefs about what and how they will learn in a program of science teacher education.

The Culturally Responsive Indigenous Science (CRIS) project was a collaborative effort between three Tribal communities in the Pacific Northwest and faculty and students from Washington State University, many of who are Tribal citizens. The project was designed to integrate Indigenous Traditional Ecological Knowledge (ITEK) and Western Knowledge into science curricula and professional learning opportunities. At the end of the 5-year grant project, members of the CRIS team (including Tribal and university partners) gathered to reflect on the work accomplished and the lessons learned about the process of integrating ITEK within science education. In this conceptual paper, the authors discuss four key takeaways from their reflections: 1) Creating relational space for cultural values and practices, 2) Indigenous science education requires many educators with diverse expertise, 3) Respecting Tribal and individual autonomy and timelines, and 4) Remembering who the work is meant to serve. In summary, the authors highlighted important recommendations to be considered when weaving together ITEK and Western science to better serve and engage Native American youth.

I grew up in an environment that encouraged me to look at science as a local entity and embodiment of indigenous knowledge and for my parents and grandparents, this knowledge of science was so important that it impacted their day-to-day life and the activities they performed. I also became part of this ‘knowledge-transfer chain’ and this was my first exposure to science education. However, during my school, I often felt a missing link between the science education I was learning at school and the world I was living in. The teaching of science was textbook-based, disconnecting students from their lives and intimate realities (Bajracharya & Brouwer, 1997). From what I experienced, school education has not fully succeeded in cultivating interest in the minds of students like me for exploring nature and their environment. I also began to view science as the most significant subject in school, and I developed the belief that science is superior to all other subjects as I was growing up. This perception was attributed to the social standing, prestige, and potential career path connected to the study of science. My impression towards science developed primarily due to my family environment, social networks and the community (Fabiansson, 2015). I was able to reflect on my educational journey and deepen my understanding of the world thanks to my participation in the MPhil programme, with a focus on science education in particular. I gained theoretical understanding and practical insights that helped me to better understand the various STEAM education lenses. This opportunity also gave me a foundation for (re)connecting my past experiences of science education with new worldviews and inspired me to start this research inquiry. I concentrated on re-establishing the connection between science and everyday life in my research and made an effort to look into the space provided in science education for students to reflect on their social contexts. As a method of inquiry, I found autoethnographic design (Adams et al., 2016, 2021; Creswell, 2012; Ortiz-Vilarelle, 2021) to be the most appropriate for my particular study. Iexplored mylifeworld and investigated the value of science education to me as an individual, as a professional, and as a social being through my personal-professional as well as societal lived experiences. My narratives are divided into threethemes: science education as/for personal (ir)relevance (Chapter Three), Science education as/for professional (ir)relevance (Chapter Four), and science education as/for social (ir)relevance (Chapter Five). In the process of unpackingmy experiences, I realised that the teaching of science was decontextualised, textbook-based, didactic, and encouraged rote learning (low level of cognitive achievement). My study unfolded the need for transformation from technical interest in teaching and learning practices to emancipatory interest; reconceptualisation of curricula from subject-centric to thematic transdisciplinary approach; and harmonisation of learners’ engagement across cognitive, affective, and psychomotor learning domains, allowing students to develop reflective and critical awareness. These insights provided me with the opportunity to crystalise my vision (Chapter Six) and deepen my engagement in STEAM education.

and Rationale This project aims to serve national interest by synthesizing empirical evidence on how classroom interventions can increase motivational outcomes (e.g., interests) and retention for undergraduates in science, technology, engineering, and mathematics (STEM) fields. The project focuses on approaches to foster success for undergraduates who have been traditionally underrepresented in STEM (e.g., women; Black, Hispanic, and American Indian students; students from low-income families; first generation students). Low rates of STEM degree completion for students in these groups continue to highlight systemic educational inequities and stunt national efforts to address STEM workforce needs. Encouragingly, growing research evidence suggests that malleable instructional practices and light-touch motivational interventions can increase the achievement, motivation, and retention for such students. This project aims to build on and extend related prior syntheses in several critical ways by (a) synthesizing a wider range of interventions that occur in undergraduate STEM classrooms; (b) focusing on effects for motivational factors related to retention and retention in STEM as primary outcomes (rather than academic performance in STEM courses); and (c) identifying specific intervention components that yield the strongest effects. The project’s focus on interventions tested in undergraduate classrooms will help provide STEM instructors with actionable insights for designing their classes and changing their instruction to increase undergraduates’ motivation and retention in STEM. This project aims to contribute both theoretically and practically to the field by synthesizing two largely separate bodies of literature on undergraduate STEM classroom interventions: (a) motivational interventions (e.g., values affirmation) and (b) instructional interventions (e.g., active learning). The synthesis will include both experimental and quasi-experimental evaluations of these interventions, focusing on effects for retention (e.g., taking the next STEM course, graduating with a STEM degree) and motivational factors related to retention (e.g., interests, self-efficacy, sense of belonging). The project team will use rigorous systematic review and meta-analytic methods to improve transparency of the review process, reduce reviewer bias, and ensure the project’s findings are robust and comprehensive of existing evidence. Statistical analyses will investigate how intervention design features, student demographics, and the implementation context may help explain why some studies show stronger effects than others. The project team will leverage university partnerships, peer-reviewed journals, conferences, and media outlets to broadly disseminate findings to researchers and practitioners, promoting evidence-based classroom practices at scale.

We are exploring the relationship between using the terms of art “Positive Feedback Loop” and “Negative Feedback Loop” and STEM fields with learning outcomes for novice students. These terms are currently being used in the geosciences and other STEM fields to define systems where a feedback mechanism is present. In pilot work, we found that students would often make errors in identification of the different types of feedback loops when the outcomes of the scenarios were clearly “good” or “bad.” They labeled good outcomes as “positive loops” and bad outcomes as “negative loops” regardless of the loop structure. We propose that the terms “positive” and “negative” carry an affective weight, causing the student to incorrectly conflate mechanism and outcome. Indeed, similar examples of misidentification can be found on the internet. The alternate terms, already in use in some areas of the geosciences, “Reinforcing” and “Balancing,” may eliminate the affective mismatch. In the study described in this application, we use a signal detection experiment to test if the term “Negative” biases the student towards affectively matched loop scenarios and against mismatched ones, in a way that “Balancing” does not.

Item does not contain fulltext

Item does not contain fulltext Drawing together the most up-to-date research from experts all across the world, the second edition of Computer Science Education offers the most up-to-date coverage available on this developing subject, ideal for building confidence of new pre-service and in-service educators teaching a new discipline. It provides an international overview of key concepts, pedagogical approaches and assessment practices.Highlights of the second edition include:- New sections on machine learning and data-driven (epistemic) programming- A new focus on equity and inclusion in computer science education- Chapters updated throughout, including a revised chapter on relating ethical and societal aspects to knowledge-rich aspects of computer science education- A new set of chapters on the learning of programming, including design, pedagogy and misconceptions- A chapter on the way we use language in the computer science classroom.The book is structured to support the reader with chapter outlines, synopses and key points. Explanations of key concepts, real-life examples and reflective points keep the theory grounded in classroom practice.The book is accompanied by a companion website, including online summaries for each chapter, 3-minute video summaries by each author and an archived chapter on taxonomies and competencies from the first edition. 312 p.

In this article I will examine some of the issues raised by the following three articles in this special issue about Paulo Freire and science education: Jenny Tilsen’s “The freshness of irreverence”: learning from ACT UP towards socio-political action in science education”; Suzani Cassiani and Irlan von Linsingen’s “Freirean inspirations in solidary internationalism between East Timor and Brazil in science education”; and Gonzalo Peñalosa, Jairo Robles-Piñeros and Geilsa Costa Santos Baptista’s “Science Education and Cultural Diversity: Freire’s Concept of Dialogue as Theoretical Lens to Study the Classroom Discourse of Science Teachers”. Brought together within this special issue under the theme of Transnational collaborations and solidarities, these articles explore the possibilities and tensions that emerge from thinking and practicing a Freirean-inspired science education that enables socio-political action and transformation by marginalised communities across the world. In this review, I will focus on ideas raised (to different extents) across these articles around three interrelated areas—interculturality and decoloniality, socio-political transformation, and teacher education and work—with the aim of expanding on what transnational inspirations and collaborations such as the ones promoted by this special issue can mean to those of us across the world working against the grain of marginalisation and dehumanisation (of students and teachers) from within science education.

Using a phenomenographic design, this research reports on a study of a cohort (N = 22) of graduate students’ conceptualizations of difference as they progressed through the only required diversity course in a science education program at a large, urban university in the American northeast. Data collection included biweekly course reflections, a modified Pedagogy of Science Teaching Test designed with students labeled with disabilities within its contextual framing, and biweekly ‘science for all’ lessons created by the participants that were not explicitly framed to address disability. Mixed-methods data analyses addressed to what extent these graduate students developed a critical lens toward difference (i.e., expressed, imagined, and/or imposed variations in human behavior and potential) and explored to what extent these theoretical elements transferred into pragmatic applications by the participants, for example in their lesson planning, that addressed multiple interpretations of difference to provide evidence of their capabilities to bridge theory to practice. Additionally, the case of disability as a marker of difference was also paid special attention to in light of lacking analyses in multicultural science education around issues of disability exclusion and teacher biases toward this marker of difference. The data suggest that while students in this ‘urban and multicultural science education’ course appear to be able to theorize critically about multicultural issues in urban science education (as per the goal of the course), their capacities to reflect on their pedagogical decisions within contexts that contain students labeled with disabilities, and plan comprehensive ‘science for all’ classroom learning environments, remained disciplinary focused, no matter if the students labeled with disabilities were the focal marker of difference within these contexts’ demographics or not. Emergent data analysis also suggests that disability was the least recognized and interpreted marker of difference, which led to limited ways that students took up this concept in comparison with other forms of difference such as race, class, and gender. Moreover, rather than emphasizing critical pedagogies that are pertinent for transformative change in science education for all diverse populations, the participants remained focused on narrowly defined, content-specific ways of teaching and learning science. Implications for this research include focusing on the goals of courses such as this one, attending to the unique case of disability as a liminal realm of conceptualizing difference, and supporting graduate students’ needs to aid in bridging the divide between theory and practice for both more traditional markers of difference taken up by multicultural science education (e.g., race, class, and gender) as well as disability as a marker of difference that is under theorized and lacking pragmatic application within such diversity requirement courses.

This study explores the impact of a climate change number estimation game on secondary student learning and engagement. The study also tests whether there is unique effect of supplementing the game with number-line visualization feedback and investigates moderating factors.