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1. Bridging Research and Practice in Science Education: Selected Papers from the ESERA 2017 Conference. Contributions from Science Education Research. Volume 6

Author

McLoughlin, Eilish, Finlayson, Odilla E., Erduran, Sibel, Childs, Peter E., McLoughlin, Eilish, Finlayson, Odilla E., Erduran, Sibel, and Childs, Peter E.

Abstract

This edited volume presents innovative current research in the field of Science Education. The chapter's deal with a wide variety of topics and research approaches, conducted in a range of contexts and settings. Together they make a strong contribution to knowledge on science teaching and learning. The book consists of selected presentations from the 12th European Science Education Research Association (ESERA) Conference, held in Dublin, Ireland from 21st to 25th August, 2017. The ESERA community is made up of professionals with diverse disciplinary backgrounds from natural sciences to social sciences. This diversity enables a rich understanding of cognitive and affective aspects of science teaching and learning. The studies in this book will stimulate discussion and interest in finding new ways of implementing and researching science education for the future. The twenty-two chapters in this book are presented in four parts highlighting innovative approaches to school science, emerging identities in science education, approaches to developing learning and competence progressions, and ways of enhancing science teacher education. This collection of studies showcases current research orientations in science education and is of interest to science teachers, teacher educators and science education researchers around the world with a commitment to bridging research and practice in science teaching and learning. [Individual papers are indexed in ERIC.]

Published
2019
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2. Who Says Organic Chemistry Is Difficult? Exploring Perspectives and Perceptions

Author

O'Dwyer, Anne and Childs, Peter E.

Abstract

Much research has identified organic chemistry as an area of difficulty for learners. There is also much literature pertaining to the factors that contribute to learners' difficulties. This paper explores the intersections of teachers' and learners' perceptions of teaching and learning organic chemistry respectively. Understanding these nuances has implications for all involved in the teaching and learning of organic chemistry. Teachers' understanding of their learners' perspectives has a critical influence on developing meaningful learning. This paper reports the perceptions of those teaching and learning organic chemistry at high school and university level. Surveys were used to gather data from four cohorts of participants. These included high school students (n = 276) and teachers (n = 79) from 73 high schools as well as university students (n = 121) and lecturers (n = 20) from 12 different universities in Ireland. While many of the learner participants enjoyed organic chemistry and found it interesting, the majority found it difficult to learn and understand. The learners' attitudes to organic chemistry was compared with their actual level of understanding. This comparison revealed some disparity. The teachers showed a relatively accurate perception of their learners' experience of organic chemistry. While there was broad agreement between the teachers' and learners' perceptions of organic chemistry, the discrepancies are explored to inform future teaching and learning. There were different reasons why teachers and learners identified topics as easy or difficult to teach or learn respectively. This paper provides a novel contribution to existing literature by investigating teachers' and learners' perspectives. There is evidence to suggest that these participants are not aware of the multitude of complex factors impacting their experiences. The participants' views are largely-dominated by external factors in the educational contexts. While these factors are significant, it is important also that teachers and learners become more aware of the intrinsic factors. In any case, educational change is a slow process, and tangible change can only happen within individual classrooms if driven by individual teachers and learners. Many of the extrinsic factors are beyond the control of teachers and learners. However, addressing some of the intrinsic factors is within the capabilities of teachers and learners who are willing to share and develop together. The critical role of teacher's empathy and other factors are identified and addressed in this paper.

Published
2017
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5. Improving Chemical Education: Turning Research into Effective Practice

Author

Childs, Peter E.

Abstract

Despite several decades of research into the teaching and learning of Science/Chemistry, at both secondary and tertiary level, it has had relatively little impact on practice. In many countries interest in studying Science at school and university is falling, and there is concern over falling numbers and falling standards. There is a changing student population at tertiary level--in many cases more diverse in ability and background, less well prepared in mathematics and science, and often less motivated. This presents problems in maintaining both adequate numbers of graduates and academic standards. Many academics have not adapted sufficiently to this change in the student population. Todays' challenge is how to turn the findings of research on teaching and learning into effective practice; in other words, how to make the teaching and learning of chemistry more evidence-based, as distinct from the sole preoccupation with content. This has implications for the curriculum, for teaching methods and for assessment. One major problem is that much education research is never read by practitioners and even less is applied. This article identifies some of the barriers to implementing the findings of education research and also some of the successes. Ignorance of what is known about teaching and learning chemistry and an unwillingness to change are two main factors. At third-level, teaching needs to be research-led not only in relation to its subject (a contemporary mantra) but also research-led in relation to the process of teaching and learning. There needs to be more effective communication of research findings and exemplars of turning research into practice. (Contains 3 tables and 8 figures.)

Published
2009
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6. What's Difficult about Chemistry? An Irish Perspective

Author

Childs, Peter E. and Sheehan, Maria

Abstract

This semi-longitudinal investigation identified the chemistry topics that the majority of Irish chemistry pupils/students find difficult, from Junior Certificate level (age 15/16 years) right the way through to University level (age 18+). Pupils/students completed a five point, Likert-type questionnaire listing the topics covered in the different chemistry courses, which asked them whether they found each topic difficult or easy. They were also asked to identify which five topics they found most difficult, ranked 1 to 5. This paper highlights the topics that Irish pupils/students find difficult in chemistry. Topics identified by Irish students are similar to results of studies carried out in the UK by Ratcliffe and in Scotland by Johnstone. This study indicates that a number of topics ranked high in terms of perceived difficulty in both the Leaving Certificate chemistry pupils and University chemistry students lists. These topics were Volumetric Analysis Calculations, Redox Reactions and Concentration of Solutions. The persistence of these topics being seen as difficult throughout the pupils/students experience of chemistry indicates that problems associated with these topics have never truly been addressed. Other findings indicate that the mathematical ability of the pupils/students has an effect on the topics pupils/students chose as difficult or very difficult. (Contains 17 tables and 6 figures.)

Published
2009
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7. Science Education in the Republic of Ireland and the 'Celtic Tiger.'

Author

Childs, Peter E.

Abstract

Surveys the state of science education in Ireland from primary to third level and describes new initiatives in this area aimed at correcting the swing away from science at a time when the economy is becoming more science based. Focuses on the crucial role of science teachers in their preservice and inservice education in improving science education. (SAH)

Published
2001

12. Using demonstrations to stimulate inquiry and students' thinking

Author

Childs, Peter E. and Childs, Peter E.

Abstract

Aquest article descriu com es poden utilitzar els experiments demostratius per estimular la investigació i iniciar el procés d'ensenyament de les ciències basat en la indagació. Això significa fer experiments demostratius no només per diversió o per il·lustrar algun tema, sinó també per captar l'atenció dels estudiants, així com per involucrar-los en el procés d'investigació per mitjà de preguntes i el suggeriment de solucions. Alguns exemples d'aquest enfocament es donen mitjançant una selecció de demostracions científiques que es van presentar en una conferència a Barcelona el novembre de 2013. L'article se centra en la fase d'implicació del model d'indagació 5E, que és el model emprat en el projecte TEMI, un nou projecte d'ensenyament de les ciències basat en la indagació (ECBI)., This article describes how demonstrations can be used to stimulate inquiry and initiate the process of inquiry-based science education. This means doing demonstrations not just for fun or to illustrate some topic, but to catch students’ attention, and engage them in the inquiry process by asking questions and suggesting solutions. Some examples of such an approach are given using a selection of science demonstrations, used in a lecture in Barcelona in November 2013. The article focuses on the engagement phase of the 5E enquiry model, which is being development in the TEMI project, a new FPY IBSE project.

Published
2016

13. Using demonstrations to stimulate inquiry and students' thinking

Author

Childs, Peter E.

Abstract

Aquest article descriu com es poden utilitzar els experiments demostratius per estimular la investigació i iniciar el procés d'ensenyament de les ciències basat en la indagació. Això significa fer experiments demostratius no només per diversió o per il·lustrar algun tema, sinó també per captar l'atenció dels estudiants, així com per involucrar-los en el procés d'investigació per mitjà de preguntes i el suggeriment de solucions. Alguns exemples d'aquest enfocament es donen mitjançant una selecció de demostracions científiques que es van presentar en una conferència a Barcelona el novembre de 2013. L'article se centra en la fase d'implicació del model d'indagació 5E, que és el model emprat en el projecte TEMI, un nou projecte d'ensenyament de les ciències basat en la indagació (ECBI)., This article describes how demonstrations can be used to stimulate inquiry and initiate the process of inquiry-based science education. This means doing demonstrations not just for fun or to illustrate some topic, but to catch students’ attention, and engage them in the inquiry process by asking questions and suggesting solutions. Some examples of such an approach are given using a selection of science demonstrations, used in a lecture in Barcelona in November 2013. The article focuses on the engagement phase of the 5E enquiry model, which is being development in the TEMI project, a new FPY IBSE project.

Published
2014

16. The Lucent Science Teacher Initiative (LSTI): A mentoring project for trainee teachers of second level science

Author

Childs, Peter E., McClelland, George, McGourty, Frank, Geary, Tom, and McCauley, Veronica

Subjects
Mentoring project, Second level science, ComputingMilieux_COMPUTERSANDEDUCATION, The Lucent Science Teacher Initiative (LSTI), Trainee teachers
Abstract

This paper describes an innovative project in the University of Limerick for trainee science teachers in Irish second-level schools. This three-year project has received funding from Lucent Technologies Foundation K-16 programme and is due to run from 2000-2003. The University of Limerick is a major provider of second-level science teachers through four-year concurrent degree programmes with an annual intake of 40-50 students. During their course students have two extended periods of full-time Teaching Practice (TP) placement in schools: six weeks in semester 4 and ten weeks in semester 7. This teaching practice is monitored and assessed by visits from university-based tutors, one each in education and science. In the second year practice 4 visits are scheduled and in the fourth year practice 5 visits. This gives only limited opportunities for helping students to improve and develop their teaching skills. Students have cooperating teachers whose classes they take, but there has been no formal structure for mentoring by these teachers. The recent report of the Task Force on the Physical Sciences (2002) has highlighted the importance of good pre-service training for science teachers. peer-reviewed

Published
2004

22. Industrial Chemistry.

Author

Childs, Peter E.

Abstract

Presents information on several books and articles about industrial chemistry. "A History of the International Chemical Industry," by Fred Aftalion; "The Chemical Industry," by W. A. Campbell; "The Development of Modern Chemistry," by Aaron J. Ihde; "Imperial Chemical Industries: A History," by W. J. Reader.

Published
2000

26. Physical Sciences: Heat, Optics, Chemistry.

Author

Childs, Peter E. and Duck, M.J.

Subjects
CHEMICAL Sciences in the Modern World (Book), MAUSKOPF, Seymour, OPTICS in the Age of Euler (Book), HAKFOORT, Casper
Abstract

Reviews two books on physical sciences. 'Chemical Sciences in the Modern World,' edited by Seymour H. Mauskopf; 'Optics in the Age of Euler: Conceptions of the Nature of Light, 1700-1795,' by Casper Hakfoort and translated from the Dutch by E. Perlin-West.

Published
1997

27. A Design-Based Process in Characterizing Experienced Teachers’ Formative Assessment Enactment in Science Classrooms

Author

Sevian, Hannah, Dini, Vesal, Millar, Robin, Series Editor, Constantinou, Costas P., Editorial Board Member, Dillon, Justin, Editorial Board Member, Jorde, Doris, Editorial Board Member, Psillos, Dimitris, Editorial Board Member, Stuchlikova, Iva, Editorial Board Member, Tiberghien, Andrée, Editorial Board Member, Vesterinen, Veli-Matti, Editorial Board Member, Welzel-Breuer, Manuela, Editorial Board Member, Zeyer, Albert, Editorial Board Member, McLoughlin, Eilish, editor, Finlayson, Odilla E., editor, Erduran, Sibel, editor, and Childs, Peter E., editor

Published
2019
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28. Developing Pre-service Teachers’ Competencies of the Management of Students’ Allergies in the School Environment

Author

Devetak, Iztok, Devetak, Sonja Posega, Vesel Tajnšek, Tina, Millar, Robin, Series Editor, Constantinou, Costas P., Editorial Board Member, Dillon, Justin, Editorial Board Member, Jorde, Doris, Editorial Board Member, Psillos, Dimitris, Editorial Board Member, Stuchlikova, Iva, Editorial Board Member, Tiberghien, Andrée, Editorial Board Member, Vesterinen, Veli-Matti, Editorial Board Member, Welzel-Breuer, Manuela, Editorial Board Member, Zeyer, Albert, Editorial Board Member, McLoughlin, Eilish, editor, Finlayson, Odilla E., editor, Erduran, Sibel, editor, and Childs, Peter E., editor

Published
2019
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29. Change in First Graders’ Science-Related Competence Beliefs During Digitally Intensive Science Workshops

Author

Loukomies, Anni, Juuti, Kalle, Lavonen, Jari, Salmela-Aro, Katariina, Millar, Robin, Series Editor, Constantinou, Costas P., Editorial Board Member, Dillon, Justin, Editorial Board Member, Jorde, Doris, Editorial Board Member, Psillos, Dimitris, Editorial Board Member, Stuchlikova, Iva, Editorial Board Member, Tiberghien, Andrée, Editorial Board Member, Vesterinen, Veli-Matti, Editorial Board Member, Welzel-Breuer, Manuela, Editorial Board Member, Zeyer, Albert, Editorial Board Member, McLoughlin, Eilish, editor, Finlayson, Odilla E., editor, Erduran, Sibel, editor, and Childs, Peter E., editor

Published
2019
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30. Science Teaching Through the Lenses of Students: Lower Secondary School

Author

Pennegård, Eva, Millar, Robin, Series Editor, Constantinou, Costas P., Editorial Board Member, Dillon, Justin, Editorial Board Member, Jorde, Doris, Editorial Board Member, Psillos, Dimitris, Editorial Board Member, Stuchlikova, Iva, Editorial Board Member, Tiberghien, Andrée, Editorial Board Member, Vesterinen, Veli-Matti, Editorial Board Member, Welzel-Breuer, Manuela, Editorial Board Member, Zeyer, Albert, Editorial Board Member, McLoughlin, Eilish, editor, Finlayson, Odilla E., editor, Erduran, Sibel, editor, and Childs, Peter E., editor

Published
2019
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31. Teachers’ Training in Developing Nanoscience and Nanotechnology Teaching Modules in the Context of a Community of Learners

Author

Sgouros, Giannis, Stavrou, Dimitris, Millar, Robin, Series Editor, Constantinou, Costas P., Editorial Board Member, Dillon, Justin, Editorial Board Member, Jorde, Doris, Editorial Board Member, Psillos, Dimitris, Editorial Board Member, Stuchlikova, Iva, Editorial Board Member, Tiberghien, Andrée, Editorial Board Member, Vesterinen, Veli-Matti, Editorial Board Member, Welzel-Breuer, Manuela, Editorial Board Member, Zeyer, Albert, Editorial Board Member, McLoughlin, Eilish, editor, Finlayson, Odilla E., editor, Erduran, Sibel, editor, and Childs, Peter E., editor

Published
2019
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32. The Value of School Partnerships in Improving Primary Science Teaching: A Comparison of Two PD Engagement Models

Author

Kudenko, Irina, Hoyle, Pauline, Dunn, Ben, Millar, Robin, Series Editor, Constantinou, Costas P., Editorial Board Member, Dillon, Justin, Editorial Board Member, Jorde, Doris, Editorial Board Member, Psillos, Dimitris, Editorial Board Member, Stuchlikova, Iva, Editorial Board Member, Tiberghien, Andrée, Editorial Board Member, Vesterinen, Veli-Matti, Editorial Board Member, Welzel-Breuer, Manuela, Editorial Board Member, Zeyer, Albert, Editorial Board Member, McLoughlin, Eilish, editor, Finlayson, Odilla E., editor, Erduran, Sibel, editor, and Childs, Peter E., editor

Published
2019
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33. Using Theoretical and Methodological Triangulation to Study Motivation in the Science Classroom

Author

Hellgren, Jenny M., Millar, Robin, Series Editor, Constantinou, Costas P., Editorial Board Member, Dillon, Justin, Editorial Board Member, Jorde, Doris, Editorial Board Member, Psillos, Dimitris, Editorial Board Member, Stuchlikova, Iva, Editorial Board Member, Tiberghien, Andrée, Editorial Board Member, Vesterinen, Veli-Matti, Editorial Board Member, Welzel-Breuer, Manuela, Editorial Board Member, Zeyer, Albert, Editorial Board Member, McLoughlin, Eilish, editor, Finlayson, Odilla E., editor, Erduran, Sibel, editor, and Childs, Peter E., editor

Published
2019
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34. Learning Progressions and Competence Models: A Comparative Analysis

Author

Upmeier zu Belzen, Annette, Alonzo, Alicia C., Krell, Moritz, Krüger, Dirk, Millar, Robin, Series Editor, Constantinou, Costas P., Editorial Board Member, Dillon, Justin, Editorial Board Member, Jorde, Doris, Editorial Board Member, Psillos, Dimitris, Editorial Board Member, Stuchlikova, Iva, Editorial Board Member, Tiberghien, Andrée, Editorial Board Member, Vesterinen, Veli-Matti, Editorial Board Member, Welzel-Breuer, Manuela, Editorial Board Member, Zeyer, Albert, Editorial Board Member, McLoughlin, Eilish, editor, Finlayson, Odilla E., editor, Erduran, Sibel, editor, and Childs, Peter E., editor

Published
2019
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35. Affordances and Constraints of Learning Progression Designs in Supporting Formative Assessment

Author

Furtak, Erin Marie, Tayne, Kelsey, Millar, Robin, Series Editor, Constantinou, Costas P., Editorial Board Member, Dillon, Justin, Editorial Board Member, Jorde, Doris, Editorial Board Member, Psillos, Dimitris, Editorial Board Member, Stuchlikova, Iva, Editorial Board Member, Tiberghien, Andrée, Editorial Board Member, Vesterinen, Veli-Matti, Editorial Board Member, Welzel-Breuer, Manuela, Editorial Board Member, Zeyer, Albert, Editorial Board Member, McLoughlin, Eilish, editor, Finlayson, Odilla E., editor, Erduran, Sibel, editor, and Childs, Peter E., editor

Published
2019
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36. What Does It Mean to Understand a Physics Equation? A Study of Undergraduate Answers in Three Countries

Author

Airey, John, Lindqvist, Josefine Grundström, Kung, Rebecca Lippmann, Millar, Robin, Series Editor, Constantinou, Costas P., Editorial Board Member, Dillon, Justin, Editorial Board Member, Jorde, Doris, Editorial Board Member, Psillos, Dimitris, Editorial Board Member, Stuchlikova, Iva, Editorial Board Member, Tiberghien, Andrée, Editorial Board Member, Vesterinen, Veli-Matti, Editorial Board Member, Welzel-Breuer, Manuela, Editorial Board Member, Zeyer, Albert, Editorial Board Member, McLoughlin, Eilish, editor, Finlayson, Odilla E., editor, Erduran, Sibel, editor, and Childs, Peter E., editor

Published
2019
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37. Frantic Standstill and Lack of Future: How Can Science Education Take Care of Students’ Distopic Perceptions of Time?

Author

Tasquier, Giulia, Branchetti, Laura, Levrini, Olivia, Millar, Robin, Series Editor, Constantinou, Costas P., Editorial Board Member, Dillon, Justin, Editorial Board Member, Jorde, Doris, Editorial Board Member, Psillos, Dimitris, Editorial Board Member, Stuchlikova, Iva, Editorial Board Member, Tiberghien, Andrée, Editorial Board Member, Vesterinen, Veli-Matti, Editorial Board Member, Welzel-Breuer, Manuela, Editorial Board Member, Zeyer, Albert, Editorial Board Member, McLoughlin, Eilish, editor, Finlayson, Odilla E., editor, Erduran, Sibel, editor, and Childs, Peter E., editor

Published
2019
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38. Participation and Learner Trajectories in Computing Education

Author

Peters, Anne-Kathrin, Millar, Robin, Series Editor, Constantinou, Costas P., Editorial Board Member, Dillon, Justin, Editorial Board Member, Jorde, Doris, Editorial Board Member, Psillos, Dimitris, Editorial Board Member, Stuchlikova, Iva, Editorial Board Member, Tiberghien, Andrée, Editorial Board Member, Vesterinen, Veli-Matti, Editorial Board Member, Welzel-Breuer, Manuela, Editorial Board Member, Zeyer, Albert, Editorial Board Member, McLoughlin, Eilish, editor, Finlayson, Odilla E., editor, Erduran, Sibel, editor, and Childs, Peter E., editor

Published
2019
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39. Students’ Awareness of Working Life Skills in the UK, Finland and Germany

Author

Salonen, Anssi, Hartikainen-Ahia, Anu, Keinonen, Tuula, Direito, Inês, Connolly, John, Scheersoi, Annette, Weiser, Lara, Millar, Robin, Series Editor, Constantinou, Costas P., Editorial Board Member, Dillon, Justin, Editorial Board Member, Jorde, Doris, Editorial Board Member, Psillos, Dimitris, Editorial Board Member, Stuchlikova, Iva, Editorial Board Member, Tiberghien, Andrée, Editorial Board Member, Vesterinen, Veli-Matti, Editorial Board Member, Welzel-Breuer, Manuela, Editorial Board Member, Zeyer, Albert, Editorial Board Member, McLoughlin, Eilish, editor, Finlayson, Odilla E., editor, Erduran, Sibel, editor, and Childs, Peter E., editor

Published
2019
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40. Heat Angels and Paper Cups: Pupils’ Use of Metaphoric Relations When Engaging Thermal Cameras to Investigate Heat

Author

Larsson, Andreas, Stafstedt, Matilda, Schönborn, Konrad J., Millar, Robin, Series Editor, Constantinou, Costas P., Editorial Board Member, Dillon, Justin, Editorial Board Member, Jorde, Doris, Editorial Board Member, Psillos, Dimitris, Editorial Board Member, Stuchlikova, Iva, Editorial Board Member, Tiberghien, Andrée, Editorial Board Member, Vesterinen, Veli-Matti, Editorial Board Member, Welzel-Breuer, Manuela, Editorial Board Member, Zeyer, Albert, Editorial Board Member, McLoughlin, Eilish, editor, Finlayson, Odilla E., editor, Erduran, Sibel, editor, and Childs, Peter E., editor

Published
2019
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41. Addressing Complexity in Science|Environment|Health Pedagogy

Author

Zeyer, Albert, Álvaro, Nuria, Arnold, Julia, Benninghaus, J. Christian, Hasslöf, Helen, Kremer, Kerstin, Lundström, Mats, Mayoral, Olga, Sjöström, Jesper, Sprenger, Sandra, Gavidia, Valentín, Keselman, Alla, Millar, Robin, Series Editor, Constantinou, Costas P., Editorial Board Member, Dillon, Justin, Editorial Board Member, Jorde, Doris, Editorial Board Member, Psillos, Dimitris, Editorial Board Member, Stuchlikova, Iva, Editorial Board Member, Tiberghien, Andrée, Editorial Board Member, Vesterinen, Veli-Matti, Editorial Board Member, Welzel-Breuer, Manuela, Editorial Board Member, Zeyer, Albert, Editorial Board Member, McLoughlin, Eilish, editor, Finlayson, Odilla E., editor, Erduran, Sibel, editor, and Childs, Peter E., editor

Published
2019
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42. Understandings of Scientific Inquiry: An International Collaborative Investigation of Grade Seven Students

Author

Lederman, Judith S., Lederman, Norman G., Bartels, Selina L., Jimanez, Juan P., Millar, Robin, Series Editor, Constantinou, Costas P., Editorial Board Member, Dillon, Justin, Editorial Board Member, Jorde, Doris, Editorial Board Member, Psillos, Dimitris, Editorial Board Member, Stuchlikova, Iva, Editorial Board Member, Tiberghien, Andrée, Editorial Board Member, Vesterinen, Veli-Matti, Editorial Board Member, Welzel-Breuer, Manuela, Editorial Board Member, Zeyer, Albert, Editorial Board Member, McLoughlin, Eilish, editor, Finlayson, Odilla E., editor, Erduran, Sibel, editor, and Childs, Peter E., editor

Published
2019
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43. Promoting Students’ Critical and Active Engagement in Socio-scientific Problems: Inter-Trans-national Perspectives

Author

Bencze, Larry, Carter, Lyn, Groleau, Audrey, Krstovic, Mirjan, Levinson, Ralph, Martin, Jenny, Martins, Isabel, Pouliot, Chantal, Weinstein, Matthew, Millar, Robin, Series Editor, Constantinou, Costas P., Editorial Board Member, Dillon, Justin, Editorial Board Member, Jorde, Doris, Editorial Board Member, Psillos, Dimitris, Editorial Board Member, Stuchlikova, Iva, Editorial Board Member, Tiberghien, Andrée, Editorial Board Member, Vesterinen, Veli-Matti, Editorial Board Member, Welzel-Breuer, Manuela, Editorial Board Member, Zeyer, Albert, Editorial Board Member, McLoughlin, Eilish, editor, Finlayson, Odilla E., editor, Erduran, Sibel, editor, and Childs, Peter E., editor

Published
2019
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44. Science or Magic? Reactions of 5-Year-Old Pupils to a Counterintuitive Experiment

Author

Blanquet, Estelle, Picholle, Eric, Millar, Robin, Series Editor, Constantinou, Costas P., Editorial Board Member, Dillon, Justin, Editorial Board Member, Jorde, Doris, Editorial Board Member, Psillos, Dimitris, Editorial Board Member, Stuchlikova, Iva, Editorial Board Member, Tiberghien, Andrée, Editorial Board Member, Vesterinen, Veli-Matti, Editorial Board Member, Welzel-Breuer, Manuela, Editorial Board Member, Zeyer, Albert, Editorial Board Member, McLoughlin, Eilish, editor, Finlayson, Odilla E., editor, Erduran, Sibel, editor, and Childs, Peter E., editor

Published
2019
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45. An Explorative Laboratory Study: Changing Representations of Functional Dependencies in Physics Class of Lower Secondary School

Author

Geyer, Marie-Annette, Pospiech, Gesche, Millar, Robin, Series Editor, Constantinou, Costas P., Editorial Board Member, Dillon, Justin, Editorial Board Member, Jorde, Doris, Editorial Board Member, Psillos, Dimitris, Editorial Board Member, Stuchlikova, Iva, Editorial Board Member, Tiberghien, Andrée, Editorial Board Member, Vesterinen, Veli-Matti, Editorial Board Member, Welzel-Breuer, Manuela, Editorial Board Member, Zeyer, Albert, Editorial Board Member, McLoughlin, Eilish, editor, Finlayson, Odilla E., editor, Erduran, Sibel, editor, and Childs, Peter E., editor

Published
2019
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46. Science Education: A Balancing Act Between Research in University, Daily Instruction in Schools, and Politics in Education Ministries

Author

Labudde, Peter, Millar, Robin, Series Editor, Constantinou, Costas P., Editorial Board Member, Dillon, Justin, Editorial Board Member, Jorde, Doris, Editorial Board Member, Psillos, Dimitris, Editorial Board Member, Stuchlikova, Iva, Editorial Board Member, Tiberghien, Andrée, Editorial Board Member, Vesterinen, Veli-Matti, Editorial Board Member, Welzel-Breuer, Manuela, Editorial Board Member, Zeyer, Albert, Editorial Board Member, McLoughlin, Eilish, editor, Finlayson, Odilla E., editor, Erduran, Sibel, editor, and Childs, Peter E., editor

Published
2019
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47. Multiple External Representations (MERs) as a Component of Special Language in Biology

Author

Beck, Christina, Nerdel, Claudia, Millar, Robin, Series Editor, Constantinou, Costas P., Editorial Board Member, Dillon, Justin, Editorial Board Member, Jorde, Doris, Editorial Board Member, Psillos, Dimitris, Editorial Board Member, Stuchlikova, Iva, Editorial Board Member, Tiberghien, Andrée, Editorial Board Member, Vesterinen, Veli-Matti, Editorial Board Member, Welzel-Breuer, Manuela, Editorial Board Member, Zeyer, Albert, Editorial Board Member, McLoughlin, Eilish, editor, Finlayson, Odilla E., editor, Erduran, Sibel, editor, and Childs, Peter E., editor

Published
2019
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48. History and Philosophy of Science: A Lever to Teach Energy at High School

Author

Bächtold, Manuel, Munier, Valérie, Millar, Robin, Series Editor, Constantinou, Costas P., Editorial Board Member, Dillon, Justin, Editorial Board Member, Jorde, Doris, Editorial Board Member, Psillos, Dimitris, Editorial Board Member, Stuchlikova, Iva, Editorial Board Member, Tiberghien, Andrée, Editorial Board Member, Vesterinen, Veli-Matti, Editorial Board Member, Welzel-Breuer, Manuela, Editorial Board Member, Zeyer, Albert, Editorial Board Member, McLoughlin, Eilish, editor, Finlayson, Odilla E., editor, Erduran, Sibel, editor, and Childs, Peter E., editor

Published
2019
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49. Change in First Graders’ Science-Related Competence Beliefs During Digitally Intensive Science Workshops

Author

Katariina Salmela-Aro, Jari Lavonen, Kalle Juuti, Anni Loukomies, McLoughlin, Eilish, Finlayson, Odilla E., Erduran, Sibel, Childs, Peter E., Maker@STEAM, Viikki Teacher Training School, University of Helsinki, alaluokat, Department of Education, Teachers' Academy, Mind and Matter, and Opettaja nyt ja tulevaisuudessa

Subjects
VALUES, 4. Education, 05 social sciences, 050301 education, 050109 social psychology, MOTIVATION, Paired samples, Handicraft, Mathematics education, ComputingMilieux_COMPUTERSANDEDUCATION, 0501 psychology and cognitive sciences, 516 Educational sciences, Psychology, 0503 education, Competence (human resources)
Abstract

The aim of this research was to examine if a set of three science and technology workshops would promote first-grade pupils’ science-related competence beliefs. The first workshop dealt with electric circuits and related handicraft tasks. The second workshop involved programming with Lego Mindstorms robots. The third workshop was related to computer-based data logging. Fifty-nine Finnish first graders (age 7–8 years) participated in the digitally intensive science workshops, and 38 pupils served as a control group. The data were analysed using a paired samples t-test. The analysis results reveal that the set of three workshops increased the pupils’ science and technology-related competence beliefs.

Published
2019

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