New directions in the teaching of physical sciences最新文献_第4页

An evaluation of gender bias and pupils’ attitude towards STEM disciplines in the transition between compulsory and voluntary schooling 在义务教育和义务教育之间的过渡阶段，性别偏见和学生对STEM学科的态度的评估

New directions in the teaching of physical sciences Pub Date : 2018-12-14 DOI: 10.29311/NDTPS.V0I13.2966

A. Siani, Claudiu Dacin

{"title":"An evaluation of gender bias and pupils’ attitude towards STEM disciplines in the transition between compulsory and voluntary schooling","authors":"A. Siani, Claudiu Dacin","doi":"10.29311/NDTPS.V0I13.2966","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I13.2966","url":null,"abstract":"Tackling the Science, Technology, Engineering, and Mathematics (STEM) skills shortage is an ongoing challenge for governments and policymakers worldwide. While the last decade has seen an increase in student enrolment into STEM degree courses in the UK, the gender gap remains a persistent issue in academia. In order to understand the causes underpinning female under-representation in STEM, it is essential to consider the whole academic pipeline and identify its “leaky points”. As the transition between compulsory and voluntary schooling represents a critical attrition point in the STEM educational pipeline, we conducted a survey to investigate the attitude of a cohort of year 11 and year 12 pupils towards STEM disciplines. Our results indicate that a gender bias is already evident at General Certificate of Secondary Education (GCSE) level, where only 25% of girls expressed the intention to pursue a career in STEM. In both age groups, girls expressed a considerably lower preference for chemistry, physics and ICT, and a higher preference for biology compared to boys in the same year group. Participation in extracurricular activities and parents’ educational status both showed a strong correlation with pupils’ intention to undertake STEM studies in higher education and pursue a career in a related field. A recurring theme emerging from the survey is that pupils are eager to gain more knowledge about “real life” applications of science and are inspired by interactions with visiting scientists. These results corroborate the notion that outreach activities have a crucial role in promoting engagement in STEM subjects amongst young learners, and are essential towards the endeavour of “mending the pipeline” at an early stage.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131509210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Researching skills development: students as partners in this process 研究技能发展:学生在这个过程中作为合作伙伴

New directions in the teaching of physical sciences Pub Date : 2018-12-13 DOI: 10.29311/NDTPS.V0I13.2881

S. Casey, Janis MacCallum, Lyn Robertson, L. Strachan

{"title":"Researching skills development: students as partners in this process","authors":"S. Casey, Janis MacCallum, Lyn Robertson, L. Strachan","doi":"10.29311/NDTPS.V0I13.2881","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I13.2881","url":null,"abstract":"Many employers report that newly qualified graduates lack key skills necessary for success in the workplace. Although variable, many lack general ‘transferable’ or ‘soft’ skills including communication and teamworking. Staff at Edinburgh Napier University have sought to address this using the Skills Passport tool. The main element of the Skills Passport is the Skills Evidence Evaluation Record (SEER), which encourages students to document and reflect on their skills throughout their time at university in preparation for employment.The purpose of this study was to explore students’ awareness of, and attitudes towards, their own skills development. Two final year students were recruited to the project and collected data from first to fourth year students via a questionnaire they designed to gather data about the Skills Passport and skills development as part of their final year project. In addition, an employer focus group and individual interviews gathered the thoughts of employers regarding graduates’ skills sets and the skills important to them as employers.Students were aware that transferable skills are highly desirable, and that extracurricular activities are important; they become increasingly concerned about their skills development as they progress through their studies. These results suggest that students are aware of and are willing to invest extra time in their skills development, but that they require further support from the institution in order to be more confident about future employment prospects.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116992113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

ViLO: A Visual Interactive Resource for Supporting Self-Guided Learning ViLO:支持自主学习的可视化互动资源

New directions in the teaching of physical sciences Pub Date : 2018-12-12 DOI: 10.29311/NDTPS.V0I13.2899

D. Balasubramaniam, Uta Hinrichs, Martynas Noreika, Alasdair Macindoe

引用次数: 0

Bridging the study gap: Provision of support for mathematics students during breaks in study 弥合学习差距:在学习间隙为数学学生提供支持

New directions in the teaching of physical sciences Pub Date : 2018-12-12 DOI: 10.29311/NDTPS.V0I13.2898

Susie Pawley, Chris Hughes

引用次数: 1

Approaches to Measuring Attendance and Engagement 衡量出勤率和参与度的方法

New directions in the teaching of physical sciences Pub Date : 2018-11-30 DOI: 10.29311/NDTPS.V0I13.2767

N. Gordon, S. Grey

引用次数: 2

Tracking and assessing practical chemistry skills development: practical skills portfolios 跟踪和评估实用化学技能的发展:实用技能组合

New directions in the teaching of physical sciences Pub Date : 2018-11-16 DOI: 10.29311/NDTPS.V0I13.2905

James S. Wright, D. Read, Oliver Hughes, Julie Hyde

引用次数: 10

Experience and expectations of transition to higher education: a qualitative exploration 高等教育转型的经验与期望:质的探索

New directions in the teaching of physical sciences Pub Date : 2018-11-12 DOI: 10.29311/NDTPS.V0I13.2849

Tia Goldring, Emma Harper, Ricky Jassal, Lorrianne Joseph, A. Kelly, H. Mulrooney, Ian Piper, Hayden Walker

{"title":"Experience and expectations of transition to higher education: a qualitative exploration","authors":"Tia Goldring, Emma Harper, Ricky Jassal, Lorrianne Joseph, A. Kelly, H. Mulrooney, Ian Piper, Hayden Walker","doi":"10.29311/NDTPS.V0I13.2849","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I13.2849","url":null,"abstract":"Transition to higher education is challenging, and may be more difficult for some groups than others. The transition from level 3 foundation year into level 4 offers the opportunity to explore student perspectives. Qualitative survey and focus group data were collected from current and previous Level 3 students, to ascertain student perceptions about induction, level of belonging, confidence about Level 4 and to identify useful support sources. Over a third of eligible Level 3 students (n=102) participated, but numbers of eligible participants from Levels 4, 5 and 6 were limited. Despite the heterogeneous nature of Level 3 students the majority of students recognised the value of the foundation year. Data suggested that Level 3 students did not identify with the university. Those who did highlighted the importance of social outlets such as clubs and societies. A major cause of dissatisfaction was perceived lack of clarity about the foundation year, including the programme, subjects and physical location of the course. This was apparent across all ethnicities, age groups and both genders. Among previous Level 3 students, personal sources of support were uniformly valued although the precise source varied by year of study. Support from academic staff, via office hours and as personal tutors, was rated as most important. Enabling academic staff to offer support to students throughout their study, and clear consistent information available throughout an ongoing transition, may help to minimise these issues.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126724458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Measuring the Effectiveness of an Open Ended Team-Based Induction Task 衡量开放式团队导入任务的有效性

New directions in the teaching of physical sciences Pub Date : 2018-02-07 DOI: 10.29311/NDTPS.V0I13.2680

Dylan P. Williams

引用次数: 1

From students to scientists: The impact of interactive engagement in lectures 从学生到科学家:课堂互动参与的影响

New directions in the teaching of physical sciences Pub Date : 2018-01-16 DOI: 10.29311/NDTPS.V0I13.2425

Craig McMillan, Daphne Loads, H. McQueen

{"title":"From students to scientists: The impact of interactive engagement in lectures","authors":"Craig McMillan, Daphne Loads, H. McQueen","doi":"10.29311/NDTPS.V0I13.2425","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I13.2425","url":null,"abstract":"“Graduate attributes” are widely believed to be important in developing the scientific skill-set, with generic skills being viewed as more important than discipline-specific qualities. Importantly, students need opportunities to think and practice in ways akin to experts. The continued use of didactic lectures in university education often leads to the accumulation of superficial knowledge, and does not adequately train students to acquire the skills and attributes required of an effective scientist: critical thinking, an inquiring mind and creativity. We analysed active learning lecture strategies in a second year genetics course to determine their effectiveness in developing the scientific skill-set. These were found to be more beneficial than standard lecturing. Investigation of one of these strategies, the “quecture” (an adaptation of the flipped classroom), found that students did not view this method as being the most useful, despite being the most interactive. Our evidence suggests this student resistance to result from the requirement for prior preparation, perceived as an increased workload. We advocate the incorporation of active learning strategies in lectures to support the development of students’ scientific skill–set and specifically advise the introduction of novel formats such as the quecture early in university level science education. Keywords: Active learning, interactive engagement, quecture, scientific skill-set, graduate attributes","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130008605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Understanding the different challenges facing students in transitioning to university particularly with a focus on ethnicity 了解学生在升入大学的过程中所面临的不同挑战，特别是在种族问题上

New directions in the teaching of physical sciences Pub Date : 2017-12-15 DOI: 10.29311/NDTPS.V0I12.2450

Hannah Parker, A. Hughes, Caleb Marsh, Sadia Ahmed, James Cannon, Emma Taylor-Steeds, L. Jones, N. Page

{"title":"Understanding the different challenges facing students in transitioning to university particularly with a focus on ethnicity","authors":"Hannah Parker, A. Hughes, Caleb Marsh, Sadia Ahmed, James Cannon, Emma Taylor-Steeds, L. Jones, N. Page","doi":"10.29311/NDTPS.V0I12.2450","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I12.2450","url":null,"abstract":"A positive and successful transition into University is crucial if students are to stay the course in higher education and experience successful outcomes. However, challenges exist in ensuring a connected transition from secondary and further education to higher education that is inclusive and supports the diversity in our current undergraduate student body. We set out to explore the diverse experiences that first year students report about their recent transition to a post-1992 University. We were particularly interested in how these experiences and challenges differed by ethnicity. This is incredibly important given the disparity, recognised in the sector, in the attainment of Black and Minority Ethnic (BME) students compared to their White counterparts and particularly pertinent that this trend reverses attainment patterns in secondary education. This paper summarises some of our key findings in determining the challenges facing students from different backgrounds in their transition to university. It argues that Universities will have to change their transition and wider offer to ensure that diverse students feel welcomed and develop a sense belonging in Higher Education in order for them to achieve successful outcomes. Keywords: Transition, widening participation, ethnicity","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133495631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13