The Critique Machine: Reconstructing the Production Process of Generic Critique in the Educational Sciences

This case study investigated math and science teachers’ perceptions about the use of creative drama during a digital story (DS) creation process for educational purposes. A total of 25 secondary science and math teachers were selected according to criterion sampling strategy to participate in the study. Data were collected through an open-ended questionnaire and unstructured interviews and then analysed through open coding. Study results showed that most of the science and math teachers had positive opinions about the application of creative drama during the DS creation process. Moreover, the teachers indicated a general preference for using creative drama in their classes to capture students’ attention or prompt them to think about their stories at such stages of the DS creation process as scenario design and final presentation. Participants also identified potential obstacles in using creative drama during the DS creation process as teachers not having expertise in creative drama, student inexperience and inappropriate physical conditions of schools.

Background One approach to enhancing the pedagogy of science education is to employ academics who are not only science-trained but also engaged in education research. As some academics begin their Scholarship of Teaching and Learning research careers with a pure science background, shifting in disciplinary perspectives can be a source of professional tension. The pedagogic frailty model provides a framework that helps us to integrate institutional efforts to enhance teaching improvements by maintaining a simultaneous focus on critical areas that are thought to impede academic development. Purpose This paper draws attention to the importance of disciplinary crossover by uncovering and comparing academics’ teaching perspectives, views and beliefs from three disciplines: natural science (chemistry), social science (education) and science education. Method Through a case study design using the pedagogic frailty model and concept map-mediated interviews as a tool, three academics engaged in a non-linear discourse in which their conceptions could be visualised and analysed. Findings and Discussion Analysis of the case study interviews indicated that the academics’ conceptions of teaching were highly individualised. The discourse surrounding the curriculum, and the embeddedness of and connection between pedagogy and discipline, were both subject-sensitive and influenced by professional backgrounds and research areas. On the other hand, because they operated under the same institutional values and regulations, we found a considerable overlap in terms of how the academics perceived the tensions between research and teaching and academic leadership. By comparing three academics who were at a different stage in the journey from disciplinary experts (chemistry) to teaching expert (education), we were able to uncover and understand more about the ways that the teaching environment impacted upon their practices. The science educator shared aspects of the other two perspectives, which suggests that his profile was a transitory state in comparison with the chemist and the educationist. Conclusion The findings provide a glimpse of the distinctive nature of the values that underpin teaching and offer insights that can be used to promote dialogue about quality enhancement in science education.

Threshold concepts have a transformative effect on student understanding and are often difficult or ‘troublesome’. Students in undergraduate Medicine and Science must understand many threshold concepts, but are often presented with these ideas in large introductory classes with limited individual assistance. Effective approaches for the teaching of threshold concepts have not been evaluated in this context. Students in two large introductory Medicine and Science classes at the University of New South Wales (UNSW) were taught a genetics threshold concept (the Hardy-Weinberg law) using a lecture-based simulation, small group tutorials, computer simulation and a variety of learning resources. Student knowledge of the concept was then assessed using a test and an examination. A survey and exploratory factor analysis were used to assess student responses to the different teaching methods. Factor and survey response analysis showed that students in both Medicine and Science were divided in their preference for either small group tutorials or lecture-based simulations when learning difficult concepts. Medicine students showed a stronger preference for tutorials than Science students, and a proportion of Medicine students were anti-simulation. In contrast, Science students were more likely to report that the simulation improved their understanding. Students used all of the learning resources provided, but few students preferred computer simulation. Students in large Science and Medicine classes are polarised in their preferences for the teaching of difficult threshold concepts. This suggests that introductory courses will only effectively teach difficult concepts if they use a variety of teaching approaches. This has important implications for course design and resourcing and provides a foundation for the improved teaching of threshold concepts in undergraduate Medicine and Science.

Students' Interest In Learning Science.- Interest in Science: Lessons and non-lessons from TIMSS and PISA.- Research-based Innovative Units for Enhancing Student Cognitive Outcomes and Interest in Science.- Girls and Physics: Dilemmas and Tensions.- Science Education Research: New Approaches and Links to Practice.- Contested Territory: The Actual and Potential Impact of Research on Teaching and Learning Science on Students' Learning.- Studying Science Teaching Practices in Relation to Learning: Time Scales of Teaching Phenomena.- The Potential of Video Studies in Research on Teaching and Learning Science.- Science Teachers' Knowledge, Practice and Education.- Pedagogical Content Knowledge: What Does it Mean to Science Teachers?.- Science Teachers' PCK and Teaching Practice: Learning to Scaffold Students' Open-inquiry Learning.- in Context - A program for Improving Instruction in Germany.- The Relationship of Capability Beliefs and Teaching Environments of New Danish Elementary Teachers of Science to Teaching Success.- A Beginners' Module of Integrated Natural Science for Secondary Teacher Students: The result of an Educational Reconstruction Process over Three Iterations.- Learning and Understanding Science.- Learning Process Studies.- Meaning Construction and Contextualization While Solving a Dynamics Task in the Laboratory.- Development of a Model of Formative Assessment.- Memorisation of Information from Scientific Movies.- Teaching and Learning Scientific Concepts.- Micro-organisms: Everyday Knowledge Predates and Contrasts with School Knowledge.- Using the Processes of Electrical Charge of Bodies as a Tool in the Assessment of University Students' Learning in Electricity.- Representation and Learning about Evaporation.- Learning from the History and Philosophy of Science: Deficiencies in Teaching the Macroscopic Concepts of Substance and Chemical Change.- Innovative Teaching-Learning Environments in Science Education.- Non-Formal Science Teaching and Learning.- Adults' Understanding of Analogy-based Exhibits in an Interactive Science Museum.- The Puppets Project: Using Puppets to Promote Engagement and Talk in Science.- Inquiring the Inquiry Laboratory in High School.- Developing Students' Views on the Nature of Science through Non-traditional Writing-to-Learn Experiences in the Science Classroom.- Models and Modelling in Science Education.- Towards a Validated Conception of Scientific Models.- The Development of Elementary Students' Understanding of Complex Ecosystems Through a Model-Based Approach.- Effects of Model-Based Teaching on the Durability of Pre-Service Teachers' Conceptions of Lunar Events.- Learning and Teaching about Ecosystems Based on Systems Thinking and Modelling in an Authentic Practice.- Discourse and Argumentation in Science Education.- Argumentation and the Learning of Science.- Students' Argumentation in Group Discussions on a Socio-Scientific Issue.- Exemplary Teaching of Argumentation: A Case Study of Two Science Teachers.- What Can We Learn from a Study of Argumentation in the Answers and Group Discussion to Open Problems?.- Teaching and Learning Science Using Multimedia and Computer Tools.- Evaluating Students' Multimedia Science Design Projects in the Elementary Classroom.- Technology-Enhanced Collaborative Inquiry Learning: Four Approaches under Common Aspects.- Visualizing the Quantum Atom.- Evaluation of the Hypermedia Learning Environment Physics for Medical Students Within two Different Settings.- The Role of Language in Learning with Computer-based Multimedia.

Conceptual change can be a challenging process, particularly in science education where many of the concepts are complex, controversial, or counter-intuitive. Yet, conceptual change is fundamental to science learning, which suggests science educators and science education researchers need models to effectively address and investigate conceptual change. Consideration of the current research and extant models of conceptual change reflect a need for a holistic, comprehensive, and dynamic model of conceptual change. In response, we developed the Dynamic Model of Conceptual Change (DMCC), which uses multiple lines of research that explore the variables influencing conceptual change and the dynamic interactions that take place during the conceptual change process in science teaching and learning. Unique to the DMCC is the potential for iterations, regression, enter and exit points at various stages of the conceptual change process, and the influences of message recognition, message engagement and processing, and the nature of the resulting conceptual change. The DMCC contains elements from extant models along with previously un-emphasized influential conceptual change variables such as culture, society, attitude, practices, and personal epistemology. We constructed the DMCC to provide science educators and researchers a more holistic framework for exploring conceptual change in science instruction and learning.

Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms

Quality education for all is one of the most powerful and proven vehicles for achieving the Sustainable Development Goals. However, Science teachers encounter considerable challenges when teaching science at the basic school level. Objective: This paper investigated teachers’ knowledge of science-based global best practices and the challenges hindering them from teaching science effectively. Methodology: The study was a school-based cross-sectional survey which employed quantitative research approach and descriptive research design. Data for the study was obtained by administering a five-point Likert scale type structured questionnaires to 257 science teachers randomly selected across the basic schools within the Akuapem South District of the Eastern Region. Data analysis : Descriptive statistics, Chi-square test, and Student’s t-test were applied to the data to establish the knowledge level of teachers on science specific global best practices and ascertain if there are significant differences in challenges science teachers face in the course of their effort to create conducive learning environment for children to develop science core competencies, concepts and skills. Results: The results of the study showed that teachers had adequate knowledge of science-based global best practices. However, lack of teaching and learning resources and over-reliance on improvised teaching learning materials were perceived among the greater number of teachers as the most important drawback to effective teaching and learning of science in the district. Also, the basic electronics was found to be the single most important concept science teachers found very difficult in teaching. Conclusion: These findings provide a holistic understanding of the teachers’ knowledge of science-based global best practices and the challenges they face in teaching science at the basic school level. Recommendations: To enhance effective teaching and learning of science at the basic school level, the Ghana Education Service must support science teachers with relevant teaching learning resources, and Akuapem South Education District must organise refresher courses and workshops for science teachers to upgrade their knowledge on both contents and pedagogical content knowledge necessary for teaching and learning of basic electronic concept in the basic school curriculum. Keywords: High-Quality Science Teaching, Basic Schools, Science Teachers Challenges, Akuapem South District, Eastern Region, Ghana. DOI : 10.7176/JEP/11-3-10 Publication date: January 31 st 2020

Preface Part 1: The Quality Of Science Education: Wolf-Michael Roth, From normal to revolutionary science education. Piet Lijnse, Reflections on a problem posing approach. Svein Lie, How can large international comparative studies contribute to the quality of science education? Wilmad Kuiper, Kerst Boersma, Jan van den Akker, Towards a more curricular focus In international comparative studies on mathematics and science education.- Part 2: Science Curriculum Innovation: Jon Ogborn, 40 Years of curriculum development. Hanna Westbroek, Kees Klaassen, Astrid Bulte, Albert Pilot, Characteristics of meaningful chemistry education. Mary Ratcliffe, Richard Harris, Jenny McWhirter, Cross-curricular collaboration in teaching social aspects of genetics. Russel Tytler, School innovation in science: change, culture, complexity. Maria Andree, Ways of using 'everyday life' in the science classroom.- Part 3: Science Teacher Education: Dimitris Psillos, Anna Spyrtou, Petros Kariotoglou, Science teacher education: issues and proposals. Paul Denley, Keith Bischop, Outcomes of professional development in primary science: developing a conceptual framework. Rachel Mamlok-Naaman, Oshrit Navon, Miriam Carmeli, Avi Hofstein, Chemistry teachers research their own work two case studies. Tina Jarvis, Anthony Pell, The relationships between primary Teachers' attitudes and cognition during a two year science in-service programme. Machiel Stolk, Astrid Bulte, Onno De Jong, Albert Pilot, Teaching concepts in contexts, designing a chemistry teacher course in a curriculum innovation. Virginie Albe, Laurence Simonneaux, Epistemological thought and role-playing: impact on pre-service teachers' opinions on mobile phone risks.- Part 4: Teaching-Learning Sequences In Science Education: Martine Meheut, Teaching-learning sequences tools for learning and/or research. John Leach, Jaume Ametller, Andy Hind,Jenny Lewis, Philip Scott, Designing and evaluating short science teaching sequences: improving student learning. Bjoern Andersson, Frank Bach, Mats Hagman, Clas Olander, Anita Wallin, Discussing a research programme for the improvement of science teaching. Zahava Scherz, Ornit Spektor-Levy, Bat Sheva Eylon, 'Scientific communication': an instructional program for high-order learning skills and its impact on students' performance.- Part 5: Teaching The Nature Of Science: Stein Dankert Kolsto, Idar Mestad, Learning about the nature of scientific knowledge: the imitating-science project. Saouma Boujaoude, Suha Sowwan, Fouad Abd-El-Khalick, The effect of using drama in science teaching on students' conceptions of nature of science. Sverre Pettersen, The relevance of teaching about the 'Nature of Science' to students of the health sciences. Jim Ryder, Andy Hind, John Leach, Teaching about the epistemology of science in school science classrooms: case studies of teachers' experiences.- Part 6: Models, Modelling And Analogies In Science Education: Wolter Kaper, Martin Goedhart, A three-phase design for productive use of analogy in the teaching of entropy. Barbara Crawford, Michael Cullin, Dynamic assessments of preservice teachers' knowledge of models and modelling. Rosaria Justi, John K. Gilbert, Investigating teachers' ideas about models and modelling - some issues of authenticity.-Silke Mikelskis-Seifert, Antje Leisner, Investigation of effects and stability in teaching model competence. Allan Harrison, Onno de Jong, Using multiple analogies: case study of a chemistry teacher's preparations, presentations and reflections.- Part 7: Discourse And Argumentation In Science Education: Jonathan Osborne, The role of argument in science education. Sibel Erduran, Jonathan Osborne, Shirley Simon, The role of argumentation in developing scientific literacy. Phil Scott, Eduardo Mortimer, Meaning

Science education requires experimental work for learners to achieve the intended learning outcomes, which sometimes involve abstract concepts by nature. Advances in digital technology can help learners to undertake experimental work, which would otherwise be costly, either due to the scarcity of laboratory equipment or safety requirements. However, one of the major concerns resides into how to design usable learning solutions from the users’ perspective. That would require the involvement of users at all stages of design and development process, even if the technology itself could still be in its infancy. It can be very helpful to present the new design concepts to potential users at a very early stage, with rough models or low fidelity prototypes just to communicate the solution ideas. Such a prototype helps to better understand users’ needs and requirements as well as to test and evaluate perceived usability as well the user experience at early stages of the human-centred design process. This work presents a cost-effective approach to low fidelity prototyping for virtual reality based solutions. Virtual reality is modelled through physical objects to allow sample users feel and experience the learning of chemistry concepts through active experimentation. The prototype is made out of everyday components to create an experience of virtual reality in a real physical world. That included paper, prints, boxes, bottles and a book to represent a chemical bonding experiment in an outdoor scenario. User testing proved this prototyping technique to be very practical as well as cost effective.

The epistemological foundations of educational sciences are constituted at the level of pedagogy affirmed and developed in the pre-modern, modern and postmodern historical epochs. Our study: 1) Fixes the distinction between educational sciences: a) authentic - built on the basis of concepts proper to pedagogy validated as a specialized science in the study of education; b) "pseudo-sciences of education", practiced by applying concepts proper to other fields (psychology, sociology, political science, communication sciences, etc.) to education. 2) Analyzes the epistemological foundations of the educational sciences from: a) historical perspective (historical epoch - the stage of maturity acquired - the paradigm affirmed in educational theory and practice); b) theoretical, according to the fundamental pedagogical concepts - denotative (defining the specific object of study), normative (ordering the specific object of study at the level of axioms, laws and principles) and methodological (involved in pedagogical research) - developed by the fundamental educational sciences: General Theory of Education, General Theory of Instruction (General Didactics), General Theory of Curriculum. 3) Proposes the classification of educational (or pedagogical) sciences based on epistemologically relevant criteria. 4) Emphasizes the importance of pedagogical research: a) fundamental (historical and theoretical), with the general aim of epistemic consolidation and social emancipation of pedagogy in the medium and long term; b) operational (observational, empirical), with the general aim of correcting and improving the practice of education in the short and medium term.

Design-based research (DBR) is an educational research methodology that is commonly used in the fields of education, instructional technology, and learning sciences. When conducting DBR, researchers collaborate with practitioners (e.g., educators) and other stakeholders (e.g., parents, community members), often including the learners themselves, for the purpose of developing and evaluating innovative solutions to real-world problems within specific contexts, with a primary focus on improving practice and generating practical knowledge. DBR is particularly suited to mixed methods research. However, it is not clear the extent to which mixed methods research approaches are used in DBR studies, as opposed to monomethod research approaches that involve the sole use of qualitative research approaches or the sole use of quantitative research approaches. Therefore, in this study, what we refer to as a fully integrated systematic review of Scopus-indexed works from January 1, 1960 to May 31, 2022 was conducted to determine the prevalence of mixed methods DBR (MM-DBR) studies. This review yielded only 68 published works wherein the author explicitly declared their study as representing some form of a MMDBR study, with the majority of these MM-DBR studies being published within the last decade. Most notably, for all but 4 of these 68 studies, the level of integration occurred at the low end of the integration continuum, being characterized by mixed methods research designs wherein integration only occurred at the interpretation stage of the DBR process. More than two thirds of the authors (29.2%) neither explicitly specified nor described adequately their mixed methods research design. More than one half (i.e., 56.9%) of the MM-DBR studies were not grounded within the mixed methods research literature to any degree at all. Most notably, for all but four studies (i.e., 5.88%), the level of integration occurred at the low end of the integration continuum wherein integration only occurred at the interpretation stage of the MM-DBR process, representing only partial integration of the quantitative and qualitative research components/phases/cycles. As such, we call for more DBR researchers not only to consider using mixed methods research approaches but also to consider using full(er) integration approaches, as we move further into the fifth Industrial Revolution and beyond.

A course‐based undergraduate research experience to illustrate the early stages of the drug discovery process

Science education is recognized as a top priority for school education reforms worldwide. Inquiry-based teaching strategies are recognized as appropriate for supporting the development of the cognitive processes that cultivate problem solving (PS) competence, a key competence of scientific literacy. A widely used framework for assessing individual students’ problem solving competence at large scale is PISA 2012 Problem Solving Framework (PSF). Nevertheless, PISA 2012 PS competence assessment is primarily summative and not connected to the daily school science teaching practice. On the other hand, school accountability and self-improvement requires evidence to relate students’ PS competence development to specific design considerations of lesson plans and their corresponding teaching and learning activities used in day-to-day school science inquiry-based teaching practice. Within this context, the scope of this book chapter is to present and discuss a set of tools which aim to support the authoring and delivery of technology-enhanced science education lessons, which follow an adaptation of the 5E model, while incorporating PISA 2012 PSF compatible assessment activities at each inquiry phases. These tools support science teachers in collecting inquiry learning data, namely data from students’ activities and students’ problem solving competence performance data at each stage of the inquiry process. The further analysis of those inquiry learning data can be used for evidence-based reflective lesson planning targeting to better support students’ problem solving competence development through inquiry-based teaching.

The aim of this paper is to describe a methodology for using Cultural-Historical Activity Theory (CHAT) at the initial stages of the design process of an educational game, by exploring how the theory can be used as a framework for producing not only usable but also useful computer tools. The research also aimed to investigate how the theory could be used for designing computer tools for learning science. Although CHAT and specifically the concepts of ‘activity system’ and ‘contradictions’ were used as the basis for the design and development of the educational game, subsidiary design guidelines also contributed significantly to this process. These derived from the research fields of Human Computer Interaction and Science Education and from students' everyday experiences when playing video games at home. The educational game produced was concerned with the teaching and learning of ‘Expansion and Contraction of Air’ in primary science, a subject that existing research suggests is conceptually difficult for students. As far as the main outcomes of the study are concerned, it was revealed through the implementation of the game that contradictions could be adequately resolved, while stakeholders' needs and motives could be appropriately addressed.

Science outreach often requires undergraduates to assume new roles as teachers, science communicators, role models, and mentors. Transitioning into these roles is a rewarding part of science outreach but can be daunting and challenging for students at this educational stage. We have created developmental psychology and science pedagogy primers to help ease these transitions for undergraduates. Students used these primers to learn about their audience before science outreach. Students also had the opportunity to converse with one another about the material provided in these primers during the planning stages of the outreach process. We find that becoming familiar with key concepts in developmental psychology and science pedagogy helps undergraduates get the most out of their science outreach experiences.