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1.
Hannah Sevian Yehudit Judy Dori Ilka Parchmann 《International Journal of Science Education》2018,40(10):1095-1107
ABSTRACTContext-based learning (CBL) has influenced teaching and learning science in many countries over the past decades. Twelve years ago, a special issue on CBL was published in this Journal, focusing on CBL curriculum development. Seven papers in this current special issue on CBL now address the question of how a context influences the learning process. The papers focus on the stimulation of learning STEM subjects within contexts, how the learning process occurs and is enhanced, and the application of contexts in different settings. The approaches, results, and implications of the papers are located in a larger view that considers the question of what must be the case if a student not only engages in the tasks of learning but also succeeds at them. Concerning willingness and effort by learners, the papers draw conclusions about which STEM-related interests of students endure and are ephemeral across a decade, design criteria for maximising students’ situational interest, and students’ engagement with content and context simultaneously. Focusing on the opportunity to teach and learn, the papers reveal how a professional development approach functions to support STEM teachers to develop CBL materials, and how specific scaffolding acts in teaching bring students to more complex reasoning. Regarding good teaching, insights are offered on how metacognitive prompts improve teaching. Centring on the social surround that supports teaching and learning, a comparison of two contexts for teaching the same content reveals which aspects of the contexts move student learning forward. From this mapping, paths toward future research are projected. 相似文献
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This article is concerned with commonsense science knowledge, the informally gained knowledge of the natural world that students possess prior to formal instruction in a scientific discipline. Although commonsense science has been the focus of substantial study for more than two decades, there are still profound disagreements about its nature and origin, and its role in science learning. What is the reason that it has been so difficult to reach consensus? We believe that the problems run deep; there are difficulties both with how the field has framed questions and the way that it has gone about seeking answers. In order to make progress, we believe it will be helpful to focus on one type of research instrument—the clinical interview—that is employed in the study of commonsense science. More specifically, we argue that we should seek to understand and model, on a moment‐by‐moment basis, student reasoning as it occurs in the interviews employed to study commonsense science. To illustrate and support this claim, we draw on a corpus of interviews with middle school students in which the students were asked questions pertaining to the seasons and climate phenomena. Our analysis of this corpus is based on what we call the mode‐node framework. In this framework, student reasoning is seen as drawing on a set of knowledge elements we call nodes, and this set produces temporary explanatory structures we call dynamic mental constructs. Furthermore, the analysis of our corpus seeks to highlight certain patterns of student reasoning that occur during interviews, patterns in what we call conceptual dynamics. These include patterns in which students can be seen to search through available knowledge (nodes), in which they assemble nodes into an explanation, and in which they converge on and shift among alternative explanations. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 49: 166–198, 2012 相似文献
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ABSTRACTBackground and Context: In spite of the decades spent developing software visualization (SV), doubts still remain regarding their effectiveness. Furthermore, student engagement plays an important role in improving SV effectiveness as it is correlated with many positive academic outcomes. It has been shown that the existing SV has failed to engage students effectively.Objective: Therefore, there is a need to understand the theories behind SV design from the engagement perspective to produce a roadmap for future tool construction. The aim of this study was to identify the theories have been used in literature to explain or construct student engage- ment with SV in computer science courses for novices.Method: We performed a systematic literature review that identified a total of 58 articles published between 2011 and 2017, which were then selected for the study. However, among them, only 18 articles had discussed their theoretical framework.Findings: The results of this study show a richness in the theoretical framework obtained from different disciplines, however, constructivism is still dominant in the computing education research (CER) domain. It is evidently clear from the findings that the theories generated from the CER domain are needed to enhance the effectiveness of SV.Implications: As a result of this review, we suggest several design principles and engagement attributes to be considered while creating an engaging SV. 相似文献
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AbstractThe purpose of this research was to investigate the efficacy of professional development in changing two middle school science teachers’ questioning to include more questions that require deeper student responses. The professional development was based on ICAP theory which proposes a framework for identifying cognitive engagement based on what is required of students. ICAP hypothesizes that Interactive and Constructive questions, such as those requiring inferential thought and collaboration, lead to deeper thinking and therefore stronger learning gains than questions that are more Active, Passive. Teacher questioning before and after the PD showed a marked improvement in increasing the number of questions that required students to make inferences about the materials. Student gain scores from tests on the lesson’s content suggests a positive relationship between constructive questions and student learning. This paper also details a coding scheme based on ICAP that can be used to provide feedback on teachers’ questioning. 相似文献
5.
This study examines the design and enactment of a secondary physics unit on electromagnetism. The unit used an educational videogame to support peer dialogic engagement in a Singapore secondary school by engaging learners with qualitative physics phenomena. As an example of game-based learning, the unit includes activities and resources that organize a recurring progression of playing and interacting around science that we term play-centered cycles. We incorporate two complementary, qualitative analyses to consider how a recurring progression of playing with and talking about science-mediated peer dialogic engagement across two separate classes. Findings demonstrate that peer dialogic engagement occurred within each play-centered cycle for both classes but that the nature of such engagement varied across cycles and student teams. Additionally, comparative case analyses of focal teams’ peer dialogic engagement illuminate how the design of play-centered cycles productively supported play and learning while also highlighting emerging tensions for sustaining dialogic engagement. Findings underscore the plausibility of this approach to fostering science learning by articulating two principles for designing science learning environments that can guide ongoing efforts to enlist videogames and play in the service of talking about and learning science.
相似文献6.
Background: There has been an increasing emphasis on empowering pre-service and in-service science teachers to attend student reasoning and use formative assessments to guide student learning in recent years. Purpose: The purpose of this study was to explore pre-service science teachers’ pedagogical capacity for formative assessment. Sample: This study took place in Turkey. The participants include 53 pre-service science teachers in their final year of schooling. All but two of the participants are female. Design and methods: We used a mixed-methods methodology in pursing this inquiry. Participants analyzed 28 responses to seven two-tiered questions given by four students of different ability levels. We explored their ability to identify the strengths and weaknesses in students’ answers. We paid particular attention to the things that the pre-service science teachers noticed in students’ explanations, the types of inferences they made about students’ conceptual understanding, and the affordances of pedagogical decisions they made. Results: The results show that the majority of participants made an evaluative judgment (i.e. the answer is correct or incorrect) in their analyses of students’ answers. Similarly, the majority of the participants recognized the type of mistake that the students made. However, they failed to successfully elaborate on fallacies, limitations, or strengths in student reasoning. We also asked the participants to make pedagogical decisions related to what needs to be done next in order to help the students to achieve academic objectives. Results show that 8% of the recommended instructional strategies were of no affordance, 64% of low-affordance, and 28% were of high affordance in terms of helping students achieve the academic objectives. Conclusion: If our goal is to improve pre-service science teachers’ noticing skills, and the affordance of feedback that they provide, engaging them in activities that asks them to attend to students’ ideas and reasoning may be useful. 相似文献
7.
AbstractPeirce made repeated attempts to clarify what he understood as abduction or creative reasoning in scientific discoveries. In this article, we draw on past and recent scholarship on Peirce’s later accounts of abduction to put a case for how teachers can apply his ideas productively to elicit and guide student creative reasoning in the science classroom. We focus on (a) his rationale for abduction, (b) conditions he recognised as necessary to support this speculative reasoning, (c) pragmatic strategies to guide inquiry and test conjectural hypotheses, and (d) his growing recognition of creative dimensions to reasoning beyond abductive inference-making. We illustrate this case through examples of a guided inquiry approach to student claim-making in the science classroom. 相似文献
8.
Ji Shen Shannon Sung Dongmei Zhang 《International Journal of Science Education》2013,35(17):2809-2835
Students need to think and work across disciplinary boundaries in the twenty-first century. However, it is unclear what interdisciplinary thinking means and how to analyze interdisciplinary interactions in teamwork. In this paper, drawing on multiple theoretical perspectives and empirical analysis of discourse contents, we formulate a theoretical framework that helps analyze interdisciplinary reasoning and communication (IRC) processes in interdisciplinary collaboration. Specifically, we propose four interrelated IRC processes—integration, translation, transfer, and transformation, and develop a corresponding analytic framework. We apply the framework to analyze two meetings of a project that aims to develop interdisciplinary science assessment items. The results illustrate that the framework can help interpret the interdisciplinary meeting dynamics and patterns. Our coding process and results also suggest that these IRC processes can be further examined in terms of interconnected sub-processes. We also discuss the implications of using the framework in conceptualizing, practicing, and researching interdisciplinary learning and teaching in science education. 相似文献
9.
ABSTRACTWhile motivational changes towards science are common during adolescence, our work asks which perceived classroom experiences are most strongly related to these changes. Additionally, we examine which experiences are most strongly associated with learning classroom content. In particular, using self-reports from a sample of approximately 3000 middle school students, this study investigates the influence of perceived science classroom experiences, namely student engagement and perceived success, on motivational change (fascination, values, competency belief) and content knowledge. Controlling for demographic information, school effects, and initial levels of motivation and content knowledge, we find that dimensions of engagement (affect, behavioural/cognitive) and perceived success are differentially associated with changes in particular motivational constructs and learning. Affective engagement is positively associated with motivational outcomes and negatively associated with learning outcomes, behavioural–cognitive engagement is associated only with learning, and perceived success is related only to motivational outcomes. Theoretical and practical implications are discussed. 相似文献
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Elizabeth Mary Walsh Veronica Cassone McGowan 《International Journal of Science Education》2013,35(1):20-43
ABSTRACTScience education trends promote student engagement in authentic knowledge in practice to tackle personally consequential problems. This study explored how partnering scientists and students on a social media platform supported students’ development of disciplinary practice knowledge through practice-based learning with experts during two pilot enactments of a project-based curriculum focusing on the ecological impacts of climate change. Through the online platform, scientists provided feedback on students' infographics, visual argumentation artifacts that use data to communicate about climate change science. We conceptualize the infographics and professional data sets as boundary objects that supported authentic argumentation practices across classroom and professional contexts, but found that student generated data was not robust enough to cross these boundaries. Analysis of the structure and content of the scientists’ feedback revealed that when critiquing argumentation, scientists initiated engagement in multiple scientific practices, supporting a holistic rather than discrete model of practice-based learning. While traditional classroom inquiry has emphasized student experimentation, we found that engagement with existing professional data sets provided students with a platform for developing expertise in systemic scientific practices during argument construction. We further found that many students increased the complexity and improved the visual presentation of their arguments after feedback. 相似文献
12.
Jamie N. Mikeska Tamara Shattuck Steven Holtzman Daniel F. McCaffrey Nancy Duchesneau Yi Qi 《International Journal of Science Education》2013,35(18):2594-2623
ABSTRACTIn order to create conditions for students’ meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students’ scientific literacy. Better understanding how science teachers’ instructional practices relate to student achievement can provide teachers with beneficial information about how to best engage their students in meaningful science learning. To address this need, this study examined the instructional practices that 99 secondary biology teachers used in their classrooms and employed regression to determine which instructional practices are predictive of students’ science achievement. Results revealed that the secondary science teachers who had well-managed classroom environments and who provided opportunities for their students to engage in student-directed investigation-related experiences were more likely to have increased student outcomes, as determined by teachers’ value-added measures. These findings suggest that attending to both generic and subject-specific aspects of science teachers’ instructional practice is important for understanding the underlying mechanisms that result in more effective science instruction in secondary classrooms. Implications about the use of these observational measures within teacher evaluation systems are discussed. 相似文献
13.
Kathryn Q. Thirolf 《Community College Journal of Research & Practice》2017,41(4-5):303-310
ABSTRACTBecause of the importance of faculty engagement to achieve our nationwide student completion goals, this paper comprehensively and critically reviews the conceptualizations of faculty and employee engagement in the extant literature. This review is a means to develop an improved, more inclusive, faculty engagement framework. It is a framework that positions adjunct faculty at community colleges—who have been too often marginalized—as a central group that should also benefit from new engagement models. 相似文献
14.
Alandeom W. Oliveira Umit Boz George A. Broadwell Troy D. Sadler 《Research in Science & Technological Education》2013,31(3):281-297
Background: Science educators have sought to structure collaborative inquiry learning through the assignment of static group roles. This structural approach to student grouping oversimplifies the complexities of peer collaboration and overlooks the highly dynamic nature of group activity.Purpose: This study addresses this issue of oversimplification of group dynamics by examining the social leadership structures that emerge in small student groups during science inquiry.Sample: Two small student groups investigating the burning of a candle under a jar participated in this study.Design and method: We used a mixed-method research approach that combined computational discourse analysis (computational quantification of social aspects of small group discussions) with microethnography (qualitative, in-depth examination of group discussions).Results: While in one group social leadership was decentralized (i.e., students shared control over topics and tasks), the second group was dominated by a male student (centralized social leadership). Further, decentralized social leadership was found to be paralleled by higher levels of student cognitive engagement.Conclusions: It is argued that computational discourse analysis can provide science educators with a powerful means of developing pedagogical models of collaborative science learning that take into account the emergent nature of group structures and highly fluid nature of student collaboration. 相似文献
15.
Jonathan Osborne Shirley Simon Andri Christodoulou Christina Howell‐Richardson Katherine Richardson 《科学教学研究杂志》2013,50(3):315-347
This article reports the outcomes of a project in which teachers' sought to develop their ability to use instructional practices associated with argumentation in the teaching of science—in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to the teaching of science as a common instructional practice within the school. To achieve this goal, two lead teachers in each school worked to improve the use of argumentation as an instructional practice by embedding activities in the school science curriculum and to develop their colleague's expertise across the curriculum for 11‐ to 16‐year‐old students. This research sought to identify: (a) whether such an approach using minimal support and professional development could lead to measurable difference in student outcomes, and (b) what changes in teachers' practice were achieved (reported elsewhere). To assess the effects on student learning and engagement, data were collected of students' conceptual understanding, reasoning, and attitudes toward science from both the experimental schools and a comparison sample using a set of standard instruments. Results show that few significant changes were found in students compared to the comparison sample. In this article, we report the findings and discuss what we argue are salient implications for teacher professional development and teacher learning. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:315–347, 2013 相似文献
16.
ABSTRACTThis study aimed to investigate the relationships among the middle school students’ perceptions of science teacher support, students’ motivation and students’ engagement in learning science. Student motivation was addressed with task value and academic self-concept while student engagement included aspects of agentic, behavioural, emotional and cognitive engagement. In the study, survey method was used and the data were collected though previously validated self-report questionnaires. Valid data were obtained from 1006 middle school students enrolled in one of the nine public schools in Turkey. The path analysis revealed that perceived science teacher’s support positively predicted students’ task value and academic self-concept in science. Furthermore, students who reported high levels of task value and academic self-concept showed higher levels of engagement in science. Accordingly, it seems important for science teachers to listen to the students, behave fairly and help them to solve their problems in order to motivate them for learning science and increase their engagement in science class. 相似文献
17.
The global classroom is an emerging technology-based pedagogy used internationally by educational institutions. To evaluate a global classroom, we conducted a qualitative study using written reflections and semi-structured interviews of global classroom participants, based on two theoretical frameworks: Kearsley and Shneiderman’s engagement theory and Kolb’s experiential learning theory. We analyzed student reflections and transcribed interviews, using the software package, NVivo, with two objectives: (1) to evaluate if global classroom is engaging and experiential to students and (2) to elucidate how student engagement is fostered in the global classroom through experiential learning. Results illustrated a complex relationship between student engagement and experiential learning. During the experiential learning cycle, engagement theory (relate-create-donate) principles contributed to student engagement at varying levels and for different purposes. Based on the results of this study, we created a framework that demonstrates the interactivity of engagement theory and experiential learning theory to describe how student engagement featured in experiential learning during this global classroom, with strategies to maximize student engagement in experiential learning. 相似文献
18.
《Journal of research on educational effectiveness》2013,6(3):333-362
AbstractThis article is situated at the intersection of two trends in education research: a growing emphasis on the importance of co-cognitive traits and the emergence of research-practice partnerships to more effectively scale effective practices. Our partnership focused on building student ownership and responsibility for their learning, which means creating school-wide practices that foster a culture of learning and engagement among students. We find no evidence of an overall relationship between the student ownership and responsibility innovation and student outcomes that is robust to model specification. However, when results are separated by school, two schools each saw increased student grades and fewer absences that persisted across both years of implementation. We also use qualitative data about the quality of implementation to understand how school-level engagement in the improvement partnership may be related to observed outcomes. 相似文献
19.
ABSTRACTIn an increasingly neoliberal Higher Education sector, there is increased pressure on institutions to enhance learner engagement and student satisfaction. Many academics believe that students expect their university learning experiences to be enjoyable, and discourses of game-based learning reflect this, with a dominant narrative highlighting the fun of educational games. Whether students expect learning to be fun or see a relationship between fun and games is under-explored. To address this, we investigated student perceptions of fun in Higher Education using a thematic network analysis based on data from 37 in-depth interviews with undergraduate students. Here, we highlight five themes that encapsulate what students perceive to be a fun learning experience: stimulating pedagogy; lecturer engagement; a safe learning space; shared experience; and a low-stress environment. These aspects are not unique to games, and we conclude by considering the relationship between educational games and fun, and alternative playful approaches. 相似文献
20.
Frederike Tirre Lorenz Kampschulte Gun-Brit Thoma Ilka Parchmann 《Research in Science & Technological Education》2013,31(4):393-418
Background: This article describes the design and the evaluation of a student lab program on the topic of nanoscience and technology (NST), mainly focusing on Nanoscience and its applications. The program was designed for students in grades 8–10 and was part of a larger outreach program of the Collaborative Research Center ‘Function by Switching’ at Kiel University. The Model of Educational Reconstruction (MER) served as a framework for the research-based design of the student lab.Purpose: We aimed to develop an authentic science activity in the area of NST in order to support scientific inquiry learning and to provide a deeper understanding of scientific topics.Sample: A total of 154 secondary school students from grades 8–10 of seven different secondary schools participated in this study.Design and methods: A pre-post questionnaire with six subscales on students’ perceptions of the Nature of Science (NOS), Scientific Inquiry (NOSI) and the involved scientists (NOST) in the area of nanoscience and nanotechnology was applied.Results: Results show that the applied explicit and reflective approach embedded in the nanoscience content significantly improved the participating students’ perceptions of NOS, NOSI and NOST facets. After the lab visit, students’ answers corresponded to a more adequate perception of today’s science and scientists. Some gender differences in learning gains were also detected.Conclusion: The study served its main purpose which was to investigate a well-balanced strategy to develop authentic out-of-school-learning environments with a focus on NOS/NOSI/NOST. Testing students’ perceptions of the nature of nanoscience provided insights into students’ worlds and served as feedback for the lab program. The outcomes of this study might help to better understand and further develop authentic (nano)science programs in out-of-school settings and science outreach programs. 相似文献