Context Of Science Education Research Articles

Educação CTS: parâmetros e propósitos brasileiros

http://dx.doi.org/10.5007/1982-5153.2017v10n1p27Neste artigo são discutidos parâmetros e propósitos da educação ciência-tecnologia-sociedade (CTS), presentes no contexto brasileiro do ensino de Ciências. Os mesmos resultam do cruzamento de informações oriundas do estudo de referenciais teóricos, pertencentes aos campos da ciência, tecnologia, sociedade, educação e ensino de Ciências, e da aproximação a trabalhos sobre CTS, publicados em revistas e eventos da área de Ensino de Ciências no Brasil. Os parâmetros da educação CTS referem-se à racionalidade científica, desenvolvimento tecnológico e participação social. Os propósitos educacionais associam-se ao desenvolvimento de percepções, questionamentos e compromissos sociais. A identificação e caracterização desses parâmetros e propósitos possibilitam reconhecer diferentes abordagens a serem contempladas no âmbito da educação CTS; o que, além de permitir uma compreensão maior e mais clara sobre os sentidos e perspectivas da educação científica CTS no Brasil, contribui para a seleção de elementos a serem priorizados em práticas escolares.

Modely v didaktice biologie

The presented paper builds on a study presented on the international conference ECEL (Jančaříková, Jančařík, 2016). The ECEL paper has been extended and related to the context of Czech pedagogy and science education. Janik and Stuchlikova wrote that PISA study has defined several key areas to be paid attention to by science teachers. One of these areas is work with models. The term “model” can be understood very broadly, it can refer to a drawing of a chemical reaction, a plastic model, a permanent mount (taxidermy) or to advanced 3D projections. Thanks to information and communication technologies, models can be included in lessons almost without limits. However, electronic models are not a universal solution. Efficiency of education using ICT can be negatively affected in case that work with complex models requires such level of abstraction that pupils are not capable of (Harrison, Treagust, 2000). Jančaříková (2015) points out that – due to demands on upper secondary pupils – children must be taught how to relate models to real objects from very early stages. In this paper, we want to point out the fact that not enough attention is paid to work with models – methodology of work with models does not exist and is not taught to pre-service teachers. The paper classifies types of models we come across in lessons, describes basic differences between objects and reality they represent and proposes possible ways of systematic inclusion of models into education. When preparing teaching materials one always has to bear in mind that a model differs from reality and one must check that pupils are aware of these differences. When developing pupils’ competence in working with models, we must proceed from simpler to more difficult models and the steps must be gradual.

Development of a Reality‐Based Multimedia Case Study Teaching Method and its Effect on Students’ Planned Food Safety Behaviors

AbstractThere is opportunity to decrease the frequency of foodborne illnesses by improving food safety competencies and planned behaviors of college students before they begin careers in the food industry. The objectives of this study were to (1) develop a multimedia case study teaching method that provides real world context for food science education; and (2) evaluate the extent to which it improves the intentions of students to implement food safety management systems upon entering the workforce, as well its impact on knowledge gains and students’ abilities to understand complex concepts. The target audience consisted of all participants in an upper‐level undergraduate food safety management systems course (n = 17). A pretest and posttest survey research instrument was developed to measure knowledge gains and also students’ food safety intentions using the framework of the Theory of Planned Behavior.Students experienced significant gains in knowledge, attitude, and intention after completion of the course (P < 0.05). One hundred percent of students agreed that the interactive videos aided in their understanding of food safety concepts. A paired t test suggested that both behavioral control beliefs and attitudes of students toward food safety management significantly increased (P < 0.5) after completion of the case study. These results suggest that integrating multimedia case studies into food science education may enhance food safety behaviors.

Making the invisible observable by Augmented Reality in informal science education context

ABSTRACTThe aim of the study was to analyse learning using Augmented Reality (AR) technology and the motivational and cognitive aspects related to it in an informal learning context. The 146 participants were 11- to 13-year-old Finnish pupils visiting a science centre exhibition. The data, which consisted of both cognitive tasks and self-report questionnaires, were collected using a pre- post-test design and were analysed by SEM path-analysis. The results showed that AR-technology experience was beneficial for all, but especially for the lowest-achieving group and for the girls. In general, pre-knowledge skills predicted post-knowledge test results. As expected, school achievement had an effect on pre-knowledge results. In addition, motivation turned out to be an alternative key route for learning. Being a boy predicted directly or indirectly all other motivational variables, enjoyment and interest, but girls had a higher relative autonomy experience (RAI). Situation motivation and attitude towards learning in the science exhibition were much more strongly inter-connected among boys than girls, and attitude predicted post-knowledge only for boys. AR seems to be a promising method by which to learn abstract phenomena using a concrete manner.

Newton versus Huygens: como (não) ocorreu a disputa entre suas teorias para a luz

http://dx.doi.org/10.5007/2175-7941.2016v33n1p111Este artigo apresenta uma análise crítica da possível disputa entre as teorias sobre luz e cores elaboradas por Newton e Huygens que teria ocorrido entre os séculos XVII e XIX. Com base em diversos estudos historiográficos já realizados sobre o tema, será mostrado que na Historiografia da Ciência a ideia de uma disputa entre as ópticas de Newton e Huygens é considerada ultrapassada. O artigo fornece um apanhado histórico da Óptica no período, oferecendo subsídios para que essa questão seja também problematizada no Ensino, assim como foi na Historiografia da Ciência atual.

Science Education at Arts-Focused Colleges

Abstract Many arts-focused colleges and universities in the United States offer their undergraduate students coursework in science. To better understand the delivery of science education at this type of institution, this article surveys the science programs of forty-one arts-oriented schools. The findings suggest that most science programs are located in general education departments alongside other liberal arts disciplines, and at most of the schools students are required to complete at least one science course. The findings also suggest that the context of science education at arts-focused colleges may encourage innovation in pedagogy and curriculum development. This article highlights courses and assignments from Emerson College and other schools in which scientific topics are aligned with arts fields or framed to emphasize the societal relevance of science and its place in our daily lives.

Science Education at Arts-Focused Colleges

Abstract Many arts-focused colleges and universities in the United States offer their undergraduate students coursework in science. To better understand the delivery of science education at this type of institution, this article surveys the science programs of forty-one arts-oriented schools. The findings suggest that most science programs are located in general education departments alongside other liberal arts disciplines, and at most of the schools students are required to complete at least one science course. The findings also suggest that the context of science education at arts-focused colleges may encourage innovation in pedagogy and curriculum development. This article highlights courses and assignments from Emerson College and other schools in which scientific topics are aligned with arts fields or framed to emphasize the societal relevance of science and its place in our daily lives.

To What Extent do Biology Textbooks Contribute to Scientific Literacy? Criteria for Analysing Science-Technology-Society-Environment Issues

Our article proposes a set of six criteria for analysing science-technology-society-environment (STSE) issues in regular textbooks as to how they are expected to contribute to students’ scientific literacy. We chose genetics and gene technology as fields prolific in STSE issues. We derived our criteria (including 26 sub-criteria) from a literature review of the debate in science education on how to increase scientific literacy. We inspected the textbooks regarding the relationships between science, technology, society, and environment, and considered the presence of the decontextualized and socially neutral view of science as distorted view. We, qualitatively and quantitatively, applied our set of criteria to two German Biology textbooks and identified, in total, 718 STSE statements. Based on the frequencies of different criteria and sub-criteria in the textbooks, we drew conclusions concerning STSE issues and the underlying conceptions of science and technology, which might hinder the furtherance of scientific literacy. The applicability of our approach in other science education contexts is discussed.

Understanding Producers’ Intentions and Viewers’ Learning Outcomes in a Science Museum Theater Play on Evolution

Science museums often introduce plays to liven up exhibits, attract visitors to specific exhibitions, and help visitors to “digest” difficult content. Most previous research has concentrated on viewers’ learning outcomes. This study uses performance and spectator analyses from the field of theater studies to explore the link between producers’ intended aims, the written script, and the learning outcomes. We also use the conflict of didactics and aesthetics, common to the design of both educational plays and science museum exhibits, as a lens for understanding our data. “Darwin’s journey,” a play about evolution, was produced by a major science museum in Israel. The producers’ objectives were collected through in-depth interviews. A structural analysis was conducted on the script. Viewer (n = 103) and nonviewer (n = 90) data were collected via a questionnaire. The results show strong evidence for the encoding of all of the producers’ aims in the script. Explicit and cognitive aims were decoded as intended by the viewers. The evidence was weak for the decoding of implicit and affective aims. While the producers were concerned with the conflict of didactics and aesthetics, this conflict was not apparent in the script. The conflict is discussed within the broader context of science education in informal settings.

Capacity for Visual Features in Mental Rotation

Although mental rotation is a core component of scientific reasoning, little is known about its underlying mechanisms. For instance, how much visual information can someone rotate at once? We asked participants to rotate a simple multipart shape, requiring them to maintain attachments between features and moving parts. The capacity of this aspect of mental rotation was strikingly low: Only one feature could remain attached to one part. Behavioral and eye-tracking data showed that this single feature remained “glued” via a singular focus of attention, typically on the object’s top. We argue that the architecture of the human visual system is not suited for keeping multiple features attached to multiple parts during mental rotation. Such measurement of capacity limits may prove to be a critical step in dissecting the suite of visuospatial tools involved in mental rotation, leading to insights for improvement of pedagogy in science-education contexts.

Observation and analysis of a classroom teaching and learning practice based on augmented reality and serious games on mobile platforms

This qualitative research is part of a learning effort to better understand how serious games are exploited in a science education context. The research team examined this issue by focusing on augmented reality as a technological innovation imbedded on a tablet. Given the current state of knowledge related to serious games and augmented reality, and given the fact that its use in the context of teaching/learning is not extended, this paper focuses on an initial exploration of how a new teaching practice involving a serious game based on an interactive augmented reality solution would impact on students in a physics class. A Design Based Research methodology was applied in a real‑world context within a college‑level physics class. Two conceptual tests containing ten questions on spatial notions regarding electromagnetic fields were administered to two control groups and two groups using the proposed serious game. The latter groups were administrated a game evaluation questionnaire as well. Thematic interpretation of students written responses to the evaluation questionnaire as well as the lessons and observations we derived from the in-class experimentation are provided and discussed in the paper.

Explorations of the structure-agency dialectic as a tool for framing equity in science education

Explorations of the structure-agency dialectic as a tool for framing equity in science education

A study of inverted classroom pedagogy in computer science teaching

An “inverted classroom” is a teaching environment that integrates the use of technology with active learning by exploration. In such a teaching environment, the class contact time is used for learning by doing whereas passive teaching is done out of class through the use of some communication medium (video lectures, or web-based content). The aim of this study is to investigate the inverted class room pedagogy in teaching undergraduate computer science course. Its primary objective is to help in bridging the gap of knowledge pertaining to use of technology and its effectiveness within the context of undergraduate computer science education. The course selected for this study is that of Data Structures offered at undergraduate level at a Pakistani university. This study employs the use of the Quasi-Experiment, two groups (Control and Treatment) – Pre-test and Post-test design model of experimentation. Key deductions of this study are that use of inverted class room pedagogy has positive impact on the learning outcomes. Students, who were participants of this experiment, showed a higher knowledge gain than their control group counterparts. This difference is especially pronounced in the areas of problem solving and programming ability. The results from this study can be used to transform other traditional computer science courses to inverted form. Inverted class room pedagogy shows the potential to address issues of student disinterest, lack of motivation and lagging attendance.

Science|Environment|Health—Towards a reconceptualization of three critical and inter-linked areas of education

Environment and health are increasingly important contexts for science education. Not only are they integral dimensions of scientific literacy and sustainable development discourses, but they are a...

Understanding the Challenges of Science Education in the 21<sup>st</sup> Century: New Opportunities for Scientific Literacy

This essay examines the challenges of science education in the 21st century with regard to social, cultural, economic, political and pedagogical issues impacting and influencing instructional methodology and understanding of the role of science education as it affects individual, social organizational and societal progress and functions. Drawing upon some strong practical, philosophical, and pedagogical-methodological and theoretical ideas and propositions from Hodson, as espoused in his book Looking to the Future: Building a Curriculum for Social Activism, the author essentially responds to this extremely rich scholarly volume in scientific literacy, philosophy, and history by supporting Hodson’s advocacy of an action-oriented and issues-based curriculum as the key to renewing and activating scientific literacy to increase students’ performance and national competitiveness in the global economy. The author extricates from literature, not only strong rationale for the renewal and transformational of science education in terms of perspective and approach, but also takes a critical approach in examining some of Hodson’s contentions regarding strategies in confronting socioscientifc issues as major pathways to the teaching and learning of science. The author examines problems, challenges, and the new opportunities that have emerged and are emerging in contemporary environmental, social, cultural and political contexts for science education to experience transformation in several ways: as a field of study, as an applied body of knowledge, as a way of living and as a competitive tool and strategy important to national goals and posterity.

Not Just a “Fleck” on the Epistemic Landscape: A Reappraisal of Ludwik Fleck’s Views of the Nature of Scientific Progress and Change in Relation to Contemporary Educational and Social Issues

In contrast to Thomas Kuhn, the work of Ludwik Fleck, a Polish-born physician, microbiologist, and epistemologist, is conspicuously absent from the science education literature. His originally obscure monograph first published in German in 1935, Genesis and Development of a Scientific Fact, anticipates a number of views explicated by contemporary philosophers of science, cognitive psychologists, and learning theorists, and Fleck’s main thesis is, is many respects, strikingly similar to the oft-cited thesis developed later by Kuhn in The Structure of Scientific Revolutions. Fleck’s work is perhaps the best example of the social influence on scientific commitment and thinking and is one of the first works to suggest different scales or varieties of change in science. At the same time as Fleck’s work gains recognition, momentum, and force in philosophical circles, some educators are calling for a critical appraisal of Kuhn’s impact on science education. This climate provides an ideal opportunity to assess (or perhaps in some cases reassess) the value of Fleck’s work in a science education context. The primary aim of this article, therefore, is to introduce educators in general, and science educators in particular, to the main ideas developed by Fleck in his Genesis and Development of a Scientific Fact. Throughout this article, Fleck’s ideas are compared and contrasted to those of Thomas Kuhn—arguably one of the most popular referents in nature of science studies over the past decade. As will be discussed, many of the ideas developed by Fleck anticipate central issues and perspectives in philosophy, epistemology, sociology, education, and cognitive psychology.

Assessment and science education: Our essential new priority?

Over 10 years ago, a National Research Council committee led by Jim Pellegrino and Robert Glaser generated the fundamental text on educational assessment titled, Knowing What Students Know: The Science and Design of Educational Assessment (NRC, 2001). In this document, the authors emphasize that assessment is a process of reasoning from evidence, ‘‘a process by which educators use students’ responses to specially created or naturally occurring stimuli to draw inferences about the students’ knowledge and skills’’ (National Research Council 2001, p. 20). Knowing What Students Know (NRC, 2001; KWSK) was fundamental to advancing the conversation on assessment in science and other disciplines for several reasons. First, KWSK provided a set of guiding principles for the development and evaluation of educational assessments. The assessment triangle, introduced as an assessment model, was particularly important as it brought recognition to the importance of using cognitive models to drive the design of the assessment and define the empirical evidence needed to support the interpretations derived from observed performance. Second, KWSK called for a ‘‘balanced assessment system’’ of classroom and large-scale assessments that are: comprehensive—using multiple sources of evidence about students’ learning; coherent—a shared learning model coordinating curriculum, instruction, and assessment; and continuous—longitudinal assessment of learning progress over time. This assessment system posed a model to follow in any educational system. Third, KWSK confirmed the idea that assessment should be designed with a specific purpose in mind and cannot serve multiple purposes. Fourth, KWSK emphasized the necessity for assessments to be sensitive to cultural and linguistic difference characteristics of the tested audience. Fifth, KWSK presented new advances in educational measurement, psychometrics, and technology. In all of these ways, KWSK set a high bar for quality assessments. At the

The Effectiveness of Electronic Information Search Practices of Secondary School Students in a Singapore Science Education Context

The Internet is a complex repository containing a huge maze of information from a variety of sources. It has become a common fixture in school nowadays. Whether to use technologies such as the Internet to advance teaching in schools is not the issue since technology is already pervasively in use. Rather it is how to effectively capitalize upon technology and harness fully the new opportunities created for learning with the Internet to facilitate greater learning gains. Though in Singapore, Internet access is easily available and prevalent, be it in schools or at homes, this cannot be assumed to mean that effective use of the learning affordances of the Internet is being accomplished. This study attempted to investigate the Internet information search literacy skills of secondary school students in Singapore. The general information search techniques and strategies that were adopted by students during their information seeking interactions with the Internet were examined. It was found that students generally lacked robust Internet information searching skills and require instructional mediation in enhancing these critical skills essential for the electronic information-rich age that is now prevalent.

The Student as Philosopher-Scientist: Dewey's Conception of Scientific Explanation In Science Education

Dewey’s conception of scientific explanation, which has been neglected by both philosophers of science and philosophers of education, facilitates overcoming the seeming divide between teaching a highly technical and specialized subject matter and encouraging students to successfully engage in the experience of being philosopher-scientists. By analyzing Dewey’s philosophy of science as it pertains to science education, we gain the insight that scientific explanation is a tool that may be used by students and supported by faculty to facilitate scientific investigation that is philosophical. Here I present Dewey’s conception of scientific explanation as it relates to science education by providing an overview of this conception as it relates to the student, followed by Dewey’s ideas with specific regard for science education, as well as an example illustrating how scientific explanation is utilized as a self-em powering, philosophical tool within the context of science education.

An Australian Science Curriculum: Competition, Advances and Retreats

Science schooling enjoys high status. Scientific capability is perceived as critical in underpinning economic success in advanced societies. Science achievement, at all levels, has become a global competition in which nations want to be seen to triumph. Governments periodically pay close attention to science education with a view to ensuring it does its work for our society and that we perform in the international contest. This is a mixed blessing, because, while it provides occasional injections of funds, it also brings intrusive scrutiny, criticism and demands for change. Typically there are calls for better science, more scientists and a more scientifically literate society. Consequently, from time to time, ideal outlines for school science are generated for translation into curriculum. This article briefly locates the Australian science curriculum in this broad context of science education. It then reports analyses of conversations with leaders in science education research from five Australian states. These explore curriculum development and implementation, strengths and weaknesses of the Australian science curriculum, and missed and realised opportunities. This leads to a conclusion that describes alternative future school science scenarios.