Search

Your search keyword '"Mark Akubo"' showing total 4 results
Start Over Author "Mark Akubo"
4 results on '"Mark Akubo"'

1. Instructing nontraditional physics labs: Toward responsiveness to student epistemic framing

Author

Meagan Sundstrom, Rebeckah K. Fussell, Anna McLean Phillips, Mark Akubo, Scott E. Allen, David Hammer, Rachel E. Scherr, and N. G. Holmes

Subjects
Special aspects of education, LC8-6691, Physics, QC1-999
Abstract

[This paper is part of the Focused Collection on Instructional labs: Improving traditions and new directions.] Research on nontraditional laboratory (lab) activities in physics shows that students often expect to verify predetermined results, as takes place in traditional lab activities. This understanding of what is taking place, or epistemic framing, may impact students’ behaviors in the lab, either productively or unproductively. In this paper, we present an analysis of student epistemic framing in a nontraditional lab with the aim of understanding how instructional context, specifically instructor behaviors, may shape student framing. We present video data from a lab section taught by an experienced teaching assistant (TA), with 19 students working in seven groups. We argue that student framing in this lab is evidenced by whether or not students articulate experimental predictions and by the extent to which they take up cognitive authority when constructing knowledge (epistemic agency). We show that the TA’s attempts to shift student frames generally succeed with respect to experimental predictions but are less successful with respect to epistemic agency. In part, we suggest, the success of the TA’s attempts reflects whether and how they are responsive to students’ current framing. This work offers evidence that instructors can shift students’ frames in nontraditional labs, while also illuminating the complexities of both student framing and the role of the instructor in shifting that framing in this context.

Published
2023
Full Text
View/download PDF

4. An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry: Establishing a baseline

Author

Fangbing Wei, Juan E. Jiménez, Shereen Aly, Renee S. Schwartz, Jakob Gyllenpalm, Cathy Buntting, Mariana Aparecida Bologna Soares de Andrade, Qiaoxue Zhou, Judith S. Lederman, Huang Xiao, Kerstin Kremer, Frauke Voitle, Soraya Hamed Al-Lal, Cheng Liu, Arvi Tapani Hakanen, Selina Bartels, Ahmed ElZorkani, Yaozhen Pan, Heba EL-Deghaidy, Pi Chu Kuo, Zhifeng Wu, Cigdem Han-Tosunoglu, Ana Rivero García, Christine V. McDonald, David Santibáñez-Gómez, Mustafa Çakir, Jari Lavonen, Shiang Yao Liu, Ron Blonder, Carl-Johan Rundgren, Shu Fen Lin, Bin Lv, Serhat Irez, Mark Akubo, Anne Hume, Norman G. Lederman, Kathy Saunders, Enshan Liu, Rachel Mamlok-Naaman, Estelle Blanquet, Jocelyn Wishart, Estelle Gaigher, Gillian Kay, Shuchen Guo, Ozgur Kivilcan Dogan, Annemarie Hattingh, Irene Neumann, Yalcin Yalaki, Chengcheng Bao, Eric Picholle, Universidad de Valladolid [Valladolid] (UVa), Laboratoire Cultures, Éducation, Sociétés (LACES), Université de Bordeaux (UB), Institut de Physique de Nice (INPHYNI), Université Nice Sophia Antipolis (... - 2019) (UNS), COMUE Université Côte d'Azur (2015-2019) (COMUE UCA)-COMUE Université Côte d'Azur (2015-2019) (COMUE UCA)-Université Côte d'Azur (UCA)-Centre National de la Recherche Scientifique (CNRS), Graduate School of Education, University of Bristol [Bristol], VASI collaboration, Lederman, Judith, Lederman, Norman, Bartels, Selina, Jimenez, Juan, Akubo, Mark, Aly, Shereen, Bao, Chengcheng, Blanquet, Estelle, Blonder, Ron, Soares de Andrade, Mariana Bologna, Buntting, Catherine, Cakir, Mustafa, EL-Deghaidy, Heba, ElZorkani, Ahmed, Gaigher, Estelle, Guo, Shuchen, Hakanen, Arvi, Hamed Al-Lal, Soraya, Han-Tosunoglu, Cigdem, Hattingh, Annemarie, Hume, Anne, Irez, Serhat, Kay, Gillian, Kivilcan Dogan, Ozgur, Kremer, Kerstin, Kuo, Pi-Chu, Lavonen, Jari, Lin, Shu-Fen, Liu, Cheng, Liu, Enshan, Liu, Shiang-Yao, Lv, Bin, Mamlok-Naaman, Rachel, McDonald, Christine, Neumann, Irene, Pan, Yaozhen, Picholle, Eric, Rivero Garcia, Ana, Rundgren, Carl-Johan, Santibanez-Gomez, David, Saunders, Kathy, Schwartz, Renee, Voitle, Frauke, von Gyllenpalm, Jakob, Wei, Fangbing, Wishart, Jocelyn, Wu, Zhifeng, Xiao, Huang, Yalaki, Yalcin, Zhou, Qiaoxue, Centre National de la Recherche Scientifique (CNRS)-Université Côte d'Azur (UCA)-Université Nice Sophia Antipolis (... - 2019) (UNS), and COMUE Université Côte d'Azur (2015-2019) (COMUE UCA)-COMUE Université Côte d'Azur (2015-2019) (COMUE UCA)

Subjects
Mainland China, Démarche d'investigation, media_common.quotation_subject, Teaching method, [SHS.EDU]Humanities and Social Sciences/Education, SAY, Primary education, literacy, Nature de la science NoS, Literacy, Education, [SHS.HISPHILSO]Humanities and Social Sciences/History, Philosophy and Sociology of Sciences, Cultural diversity, Pedagogy, scientific inquiry, Science education reform, 0501 psychology and cognitive sciences, Sociology, Baseline (configuration management), ComputingMilieux_MISCELLANEOUS, media_common, HORSES MOUTH, 4. Education, Knowledge level, 05 social sciences, 050301 education, VIEWS, SCIENCE, international, didactique comparée, 0503 education, 050104 developmental & child psychology
Abstract

Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65–83). The purpose of this large-scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country.

Published
2019
Full Text
View/download PDF

Catalog

Books, media, physical & digital resources
See catalog results