International Journal of Innovation in Science and Mathematics Education最新文献_第10页

Teachers in conversation with industry scientists: Implications for STEM education 教师与行业科学家的对话:对STEM教育的影响

International Journal of Innovation in Science and Mathematics Education Pub Date : 2021-04-21 DOI: 10.30722/IJISME.29.01.004

J. Morris, E. Slater, J. Boston, M. Fitzgerald, Geoffrey W. Lummis

{"title":"Teachers in conversation with industry scientists: Implications for STEM education","authors":"J. Morris, E. Slater, J. Boston, M. Fitzgerald, Geoffrey W. Lummis","doi":"10.30722/IJISME.29.01.004","DOIUrl":"https://doi.org/10.30722/IJISME.29.01.004","url":null,"abstract":"Science, Technology, Engineering and Mathematics (STEM) is dominating industry as we become more technology-dependent and the workplace evolves. Consequently, engaging industry professionals in STEM education continues to be a priority in the Organisation for Economic Co-operation and Development (OECD) countries, as industry look to invest in students who will become future innovators. While industry partnerships with schools can help to drive authentic education in STEM, there needs to be a mutually respectful approach that capitalises on the expertise of each partner; that is, the deep discipline knowledge of industry and the pedagogical knowledge of educators. This research partnered industry scientists with early career science teachers to explore the implications of industry-school partnerships. Data were collected through interviews and focus groups with 15 participants. The qualitative data were inductively coded and triangulation occurred between different focus groups for dependability. The advice from industry scientists to educators focused on making science practical and authentic, while educators sought to engage industry partnerships to support the development of content knowledge and to overcome resourcing issues. In addition, the conversations between scientists and science educators illuminated a number of barriers to partnering, including what type of STEM careers to introduce to students and the appropriate age groups to target to ensure successful partnerships.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76868634","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: 2

The Impact of Teaching Interventions for Electrical Circuits on the Structure of Primary School Students’ Written Arguments 电路教学干预对小学生书面论述结构的影响

International Journal of Innovation in Science and Mathematics Education Pub Date : 2021-04-21 DOI: 10.30722/IJISME.29.01.002

Michael Skoumios, Constantinia Balia

{"title":"The Impact of Teaching Interventions for Electrical Circuits on the Structure of Primary School Students’ Written Arguments","authors":"Michael Skoumios, Constantinia Balia","doi":"10.30722/IJISME.29.01.002","DOIUrl":"https://doi.org/10.30722/IJISME.29.01.002","url":null,"abstract":"The present paper aims at investigating the impact of a teaching intervention for electrical circuits, based on the constructivist approach to learning, with the engagement of students in science and engineering practices, on the structure of primary school students’ written arguments. Furthermore, the comparison between the learning outcomes (regarding the structure of students’ arguments) of this teaching intervention and the respective learning outcomes of another teaching intervention for electrical circuits, which is based on the school textbook primary school students in Greece are taught, is pursued. Instructional material on electrical circuits was developed based on the constructivist approach to learning, with the engagement of students in science and engineering practices, and was implemented with 34 students aged 11 years (experimental group). In addition, according to the school science textbook, which is based on the Guided Research Teaching Model, electrical circuits were taught to 38 students aged 11 years (control group). Data collection was carried out through a questionnaire completed by the students before and after the two teaching interventions. Data analysis used a scale of two-level classified criteria. It emerged that the teaching intervention implemented in the experimental group significantly contributed to improving the structure of students’ written arguments. By contrast, the structure of written arguments developed by students belonging to the control group was not significantly improved.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87870726","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: 1

Facilitating Computer-Supported Collaborative Learning with Question-Asking Scripting Activity and its Effects on Students’ Conceptual Understanding and Critical Thinking in Science 用提问脚本活动促进计算机支持的协作学习及其对学生科学概念理解和批判性思维的影响

International Journal of Innovation in Science and Mathematics Education Pub Date : 2021-04-21 DOI: 10.30722/IJISME.29.01.003

Hazel Joyce M. Ramirez

{"title":"Facilitating Computer-Supported Collaborative Learning with Question-Asking Scripting Activity and its Effects on Students’ Conceptual Understanding and Critical Thinking in Science","authors":"Hazel Joyce M. Ramirez","doi":"10.30722/IJISME.29.01.003","DOIUrl":"https://doi.org/10.30722/IJISME.29.01.003","url":null,"abstract":"Computer-supported collaborative learning (CSCL) provides an environment that enhances social interaction and shared knowledge construction among students. However, limited research has examined CSCL reinforced by question-asking scripting activity. This research investigated the effects of CSCL with question-asking scripting activity on the development of conceptual understanding and critical thinking in science. Moreover, the research design was a three-group pre-test-post-test quasi-experimental study in which the research sample were 106 Grade 7 students. The only difference between the control and the experimental groups was the exposure to CSCL. The experimental groups were exposed to CSCL approaches: one without scripting while one was exposed with question-asking scripting activity. Results revealed that CSCL approaches significantly affected the development of students’ conceptual understanding and critical thinking. Specifically, CSCL with scripting stimulated more intellectual discussion which allowed learners to deepen lesson comprehension and improve their critical thinking skills. Insights on the innovations through technology integration, collaborative inquiry learning, and question-asking activity to enhance science education were also discussed. The findings of this study have important implications for future practice.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80874738","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: 8

Engaging science academics with evidence based practices: Use of concept inventories in chemistry and physics across eight universities 以证据为基础的实践吸引科学学者:在八所大学的化学和物理中使用概念清单

International Journal of Innovation in Science and Mathematics Education Pub Date : 2021-03-10 DOI: 10.30722/IJISME.28.04.003

H. Georgiou, M. Sharma

{"title":"Engaging science academics with evidence based practices: Use of concept inventories in chemistry and physics across eight universities","authors":"H. Georgiou, M. Sharma","doi":"10.30722/IJISME.28.04.003","DOIUrl":"https://doi.org/10.30722/IJISME.28.04.003","url":null,"abstract":"There is ongoing research on how to improve student engagement and attainment in STEM in higher education, with active learning recognised as a feasible approach for several decades now. However, the uptake of active learning, and other evidence-based approaches, is inconsistent. This paper reports on one aspect of an Australian Government funded Fellowship; the specific scholarly practice of the use of concept inventories, widely associated with active learning, to engage academics in evidence-based practices in STEM disciplines. The ultimate aim was to equip lecturers with the tools to measure student attainment. In close collaboration with academics, pre- and post-tests were administered to students in a total of 12 different courses, constituting over 3000 individual student questionnaires collected across eight Australian Universities. We report on the implementation focusing on; engaging staff, the types of concept survey results made visible to staff not generally accustomed to seeing such results, and tentatively offer the possibility of national data on learning gains. Results show that the majority of lecturers engaged and continued the use of concept inventories. Our study demonstrates that concerted use of concept inventories might lead to increased uptake of evidence-based approaches with potential for improved teaching and learning in STEM disciplines.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90435720","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

Jack and Jill Went Up the Hill, but Jill Won Both Ways: The True Story about Differential Academic Achievement 《杰克和吉尔上山了，但吉尔双赢:关于不同学习成绩的真实故事》

International Journal of Innovation in Science and Mathematics Education Pub Date : 2021-03-08 DOI: 10.30722/IJISME.28.04.004

Rayya Younes, R. Capraro, M. M. Capraro, R. Rosli, Yujin Lee, K. Vela, Danielle Bevan

引用次数: 5

Insights into Student Cognition: Creative Exercises as an Evaluation Tool in Undergraduate First-year Organic Chemistry 洞察学生认知:创造性练习作为本科一年级有机化学的评估工具

International Journal of Innovation in Science and Mathematics Education Pub Date : 2021-01-01 DOI: 10.30722/ijisme.29.03.004

Anthony Mai, Stephen R. George-Williams, R. Pullen

{"title":"Insights into Student Cognition: Creative Exercises as an Evaluation Tool in Undergraduate First-year Organic Chemistry","authors":"Anthony Mai, Stephen R. George-Williams, R. Pullen","doi":"10.30722/ijisme.29.03.004","DOIUrl":"https://doi.org/10.30722/ijisme.29.03.004","url":null,"abstract":"It is known that while students can be adept at recalling specific information, especially in end of semester summative exams, they can still often struggle to connect or link this information over different topic areas. In many cases, this issue is exacerbated by traditional assessments and teaching styles that focus on and reward students who have only interacted with the learning materials on a more surface level. Many attempts have been made over time to rectify this, with one such example shown in the use of Creative Exercises (CEs). CEs are open-ended tasks that allow students to connect as much prior knowledge as possible into one cohesive response, potentially developing a student’s ability to link and connect disparate topic areas and content. In this study, CEs were introduced into a large scale first-year course and focused on fundamental organic chemistry reactions for the first time (to the best of our knowledge). Students performed the CEs in groups, and the paper responses were collected over six weeks (N=945 in total). Analysis of these artefacts revealed that students did indeed struggle to connect information over subsequent teaching weeks. This inability to connect information was despite being encouraged to do so both by the tasks and the teaching staff. Additionally, while more ‘advanced’ students (as noted by prior performance) were noted to raise more topics in a given week, they were just as susceptible to ‘siloing’ the information as lower-performing students. Recommendations are made on the future use of CEs.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75364151","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: 2

‘You’ll Never Get Cultural Competence in Science’: An Australian Perspective on Integrating Cultural Competence into Science Teaching Via Cultural Accountability “你永远不会在科学中获得文化能力”:通过文化问责将文化能力融入科学教学的澳大利亚视角

International Journal of Innovation in Science and Mathematics Education Pub Date : 2021-01-01 DOI: 10.30722/ijisme.29.03.005

Rebecca Cross, Rosanne Quinnell, Tina Bell, P. Rhodes, Zsuzsanna Dancso, T. Hubble, G. Wardle, Melinda J. Lewis, A. Motion, Dominic Murphy, J. Gongora

{"title":"‘You’ll Never Get Cultural Competence in Science’: An Australian Perspective on Integrating Cultural Competence into Science Teaching Via Cultural Accountability","authors":"Rebecca Cross, Rosanne Quinnell, Tina Bell, P. Rhodes, Zsuzsanna Dancso, T. Hubble, G. Wardle, Melinda J. Lewis, A. Motion, Dominic Murphy, J. Gongora","doi":"10.30722/ijisme.29.03.005","DOIUrl":"https://doi.org/10.30722/ijisme.29.03.005","url":null,"abstract":"In the last decade, the Australian higher education sector has championed the inclusion of cultural competence (CC) as a key graduate quality. Diverse disciplinary learning and teaching approaches requiring careful consideration about how best to achieve the end goal of supporting graduates on their individual, life-long pathways to engage with CC. Science can be viewed as an inflexible and immovable discipline. This perception seems particularly prevalent with respect to scientists acknowledging epistemes outside of a western cultural frame. It follows that eliciting curriculum reform with respect to CC broadly, and Aboriginal and Torres Strait Islander perspectives more specifically, was perceived to be a significant challenge. Through interviews with eleven non-Indigenous academics across the Faculty of Science at the University of Sydney, we uncovered several strategies for including multiple knowledges in science, with academics traversing these new horizons by building on the work of and collaborating with Indigenous Elders and academics to create enriched learning spaces. Alongside these strategies are staff reflections on their CC journey, which indicate that this endeavour entails necessary and vital discomforts that ultimately enable transformation. This process while guided by CC, led to experiences of cultural humility and a conviction in the role of cultural accountability.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78823753","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: 1

Fostering Learning with Incremental Scaffolds During Chemical Experimentation: A Study on Junior High School Students Working in Peer-Groups 用渐进式支架促进化学实验学习:初中生同侪小组学习的研究

International Journal of Innovation in Science and Mathematics Education Pub Date : 2021-01-01 DOI: 10.30722/ijisme.29.02.002

Mirlinda Mustafa, A. Ioannidis, Laura Ferreira González, Timo Dabrowski, Jörg Großschedl

{"title":"Fostering Learning with Incremental Scaffolds During Chemical Experimentation: A Study on Junior High School Students Working in Peer-Groups","authors":"Mirlinda Mustafa, A. Ioannidis, Laura Ferreira González, Timo Dabrowski, Jörg Großschedl","doi":"10.30722/ijisme.29.02.002","DOIUrl":"https://doi.org/10.30722/ijisme.29.02.002","url":null,"abstract":"Scaffolds are considered to be a promising method of supporting learning. In this study, we investigated the learning efficacy of scaffolds in an inquiry-based learning scenario. Three tasks posed a question/problem to facilitate inquiry-based learning, and scaffolds offered the answer/solution in multiple steps (so-called incremental scaffolds). The use of the scaffolds was voluntary and students’ learning efficacy was compared with a traditional teaching approach. A total of N = 105 seventh graders participated in the quasi-experimental study. Incremental scaffolds were available to the students in the treatment group. Students in the control group received the same question/problem but could only ask the teacher about the answer/solution. Concept maps were used at pre- and posttest to assess conceptual knowledge acquisition. In-line with our hypothesis, results show that students in the treatment group outperformed controls concerning conceptual knowledge acquisition. Regarding the number of misconceptions students used, there were no differences between the groups. Our study indicates that incremental scaffolds are an appropriate method to provide students with the exact help they really need. Based on our findings, we offer practical implications and recommendations for future research.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83795738","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: 1

Perceptions and Misconceptions about the Undergraduate Laboratory from Chemistry, Physics and Biology Academics 从化学、物理和生物学界对本科实验室的认知和误解

International Journal of Innovation in Science and Mathematics Education Pub Date : 2020-12-31 DOI: 10.30722/ijisme.28.04.001

M. Buntine, Karen Burke da Silva, Scott Kable, Kieran Lim, Simon Pyke, Justin Read, M. Sharma, Alexandra Yeung

引用次数: 0

Playing To Their Strengths: Empowering Students With Flexible Assessment 发挥他们的优势:赋予学生灵活的评估

International Journal of Innovation in Science and Mathematics Education Pub Date : 2020-12-31 DOI: 10.30722/ijisme.28.04.002

Ashley Edwards

{"title":"Playing To Their Strengths: Empowering Students With Flexible Assessment","authors":"Ashley Edwards","doi":"10.30722/ijisme.28.04.002","DOIUrl":"https://doi.org/10.30722/ijisme.28.04.002","url":null,"abstract":"Assessment strategies play a major role in enhancing motivation and engagement. In this study, I offered second year biology students the opportunity to take increased control over their semester-based assessment by voluntarily adjusting the weightings of individual assessment items. Students self-reported on their levels of engagement and motivation in the unit. Most respondents (96%) agreed it was appropriate that students were able to adjust task weightings. Students reported feeling ownership and responsibility for their learning as positive factors increasing their desire to direct effort into learning opportunities and assessment tasks. Others reported that increased autonomy reduced the stress and anxiety associated with assessment. 47% of students who returned the survey elected to adjust their assessment. The rest did not want the responsibility of making the ‘wrong’ decision, raising the question of the timing of such initiatives: at what stage in their learning journey are students ready to take on that level of responsibility for their own learning? Self-reported reductions in levels of stress and anxiety associated with assessment by student participants suggest that flexible assessment opportunities could be valuable tools in enhancing the effectiveness of engagement strategies in tertiary learning environments, particularly as the nature of those learning environments continues to change.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83671197","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: 1