Participation In Science Education Research Articles

PENGGUNAAN E-MODUL BERBASIS KEARIFAN LOKAL PANTURA DALAM MENINGKATKAN KECERDASAN LOGIS PADA SISWA AUTIS

This study analyzes the effectiveness of interactive e-modules based on Pantura local wisdom in teaching animal and plant body parts to autistic students in a fourth-grade class at SDLB Sunan Kudus. Employing a qualitative descriptive approach, the research utilized structured interviews with the class teacher and direct observations of classroom activities to gather data on the implementation of the e-modules and their impact on student engagement and learning outcomes. Findings reveal that these locally grounded e-modules significantly enhance the logical intelligence and problem-solving skills of autistic students by facilitating a more engaging learning experience that connects educational content with their local environment, thereby increasing motivation and participation in science education. The study highlights the necessity of using concrete and visual learning materials, as autistic students benefit from tangible resources that aid comprehension. Additionally, the integration of technology, such as voice recorders and interactive media, supports the learning process by making it more accessible and enjoyable. The results emphasize the critical role of culturally relevant teaching methods and the need for ongoing guidance and supervision to foster the academic and cognitive growth of students with special needs, contributing to the understanding of effective pedagogical strategies in special education and advocating for the incorporation of local wisdom and technological tools to enhance learning outcomes for autistic students.

Treading carefully: the environment and political participation in science education

Politics and science are inextricably connected, particularly in relation to the climate emergency and other environmental crises, yet science education is an often overlooked site for engaging with the political dimensions of environmental issues. This study examines how science teachers in England experience politics—specifically political participation—in relation to the environment in school science, against a background of increased obstruction in civic space. The study draws on an analysis of theoretically informed in-depth interviews with eleven science teachers about their experiences of political participation in relation to environmental issues. We find that politics enters the science classroom primarily through informal conversations initiated by students rather than planned by teachers. When planned for, the emphasis is on individual, latent–political (civic) engagement rather than manifest political participation. We argue that this is a symptom of the post-political condition and call for a more enabling environment for discussing the strengths and limitations of different forms of political participation in school science.

Girls’ participation in science education: structural limitations and sustainable alternatives

ABSTRACT Efforts to attract and retain women in science are increasing, yet girls and women are persistently underrepresented in science education worldwide, limiting their preparation for, access to, and opportunities in science-related careers as adults. Based on qualitative research conducted in six secondary schools in Tanzania and informed by UNESCO's Ecological Framework for Female Participation in Science, this study explored structural limitations and sustainable alternatives to girls’ participation in science education. The study identified a number of structural limitations, including the dominance of patriarchal ideologies about science, the lack of female science teachers, inadequate resources for science learning and heavy domestic workloads. Similarly, increasing the supply of teaching and learning resources, motivating female students to study science, and raising awareness among students, teachers, parents and community members of the importance of girls’ participation in science education were identified as key sustainable alternatives. Overall, interventions to address cultural and social norms related to gender stereotypes and gender equality in policies, legislation, media and teachers’ pedagogical practices are essential to promote girls’ participation in science education.

Why science education and for whom? The contributions of science capital and Bildung

ABSTRACT Science capital has proved a valuable concept for understanding a person's science-related resources and the inequities linked to participation in science education. The concept was developed in the UK and has since been applied worldwide. In this paper, we investigate the potential of the concept in Denmark. Here science capital meets a concept that is pivotal to the educational tradition: Bildung. We explore these two concepts, illuminate their blind spots, and point to potentials of how they may improve on each other. Our key argument is, that while science capital reveals inequities within participation in science education, the argument for why participation is important is often linked to aspirations, or ‘to become part of science'. Bildung, however enables a focus on the ‘why’ of science participation by adding how engagement with science affects the understanding of who we are and of our relationship with the world. Bildung further helps us reflect on how we may address key problems facing our societies. Based on the concept of science capital we critically reflect on issues of inequities in Bildung, and of who has access to Bildung. In conclusion, we argue for a convergence of these two concepts when understanding science participation.

Lasting Conservation and Science-Related Outcomes Associated with Science Education, Environmental Education, and Outdoor Science Education

Science and environmental education may promote life-long engagement in science and environmental conservation. We used hierarchical multiple linear regression to investigate how childhood participation in science education, environmental education, and outdoor science education interact to encourage long-term participation in science and support for local environments. Our survey of 231 high school students in North Carolina suggests outdoor science education is positively associated with enjoying time outdoors (p = 0.065) and the perception of the value of local natural resources (p = 0.021) four to seven years later. We also found support for science confidence following a science education program (p = 0.004).

A space to study: expectations and aspirations toward science among a low-participation cohort

Widening participation in science is a long-held ambition of governments in the U.K. and elsewhere; however numbers of STEM entrants to university from low-socioeconomic status groups remain persistently low. The authors are conducting a long-term school-based space science intervention with a group of pupils from a very-low-participation area, and studied the science attitudes of the participants at the beginning of the programme. Key findings were that young people from the very-low-SES study cohort were just as interested in science study and science jobs as their peers nationally, and had a pre-existing interest in space science. Some participants, particularly boys, demonstrated a ‘concealed science identity’, in that they perceived themselves as a ‘science person’ but thought that other people did not. Boys tended to score higher on generalised ‘science identity’ measures, but the gender difference disappeared on more ‘realist’ measures. In addition, although participants agreed that it was useful to study science, they had little concrete idea as to why. These findings shed light on how science communicators can best address low-SES groups of young people with the aim of increasing their participation in science education and careers. We conclude that interventions with this group that focus on ‘aspiration raising’ are unlikely to be successful, and instead suggest that activities focus on how young people can see science as a realistic path for their future. It would be helpful for in-school programmes to allow young people an outlet to express their science identity, and to give information about the kinds of jobs that studying science may lead to. Further research into whether the gender split on idealist/realist measures of science identity persists over time would be of use.

Soil-Net

Despite recognition of soil as a major global natural resource and longstanding policy recognition of its importance for understanding environmental systems and stewardship in a rapidly urbanizing world, soil science has been underrepresented in teaching National Curriculum in UK schools. Alongside concerns about declining student participation in science education, a key challenge is how to effectively engage students and address inadequacies in soil education. A UK government–funded initiative led to Soil-Net, an innovative, open, online soil educational Web site resource to support school curricula. Following a decade of online availability, this article analyzes Web site data on the adoption, use, and impact of Soil-Net 2006–2016. First, data analysis based on geoidentification of more than a million and a half users revealed patterns of adoption and usage by territory. Although originally targeted in the United Kingdom, Soil-Net is now being used worldwide in 223 countries and territories. Second, analysis of student scores on soil science knowledge quizzes available to be used alongside school education and curricula assessments provided evidence of student learning supported by Soil-Net resources. Third, analysis based on user ratings and qualitative feedback revealed good satisfaction ratings by primary and secondary school students, teachers, and parents. Usage data analysis offers an initial evaluation of Soil-Net, although further research is required to evaluate support for curricula and student learning. Next steps include development of Web site resources using innovative pedagogies to ensure applicability and sustainability and research to further evaluate how Soil-Net is used in schools and its contribution to soil science teaching and learning.

Scenario of Girls’ Enrolment in Science at Secondary Level in District Bannu

Science education plays a vital role in the development of a county. Economic and social development is based on the advancement in the field of science & technology. Equal participation of female in education can ensure the development in real spirit. Bannu is one of the district of Khyber Pakhtunkhwa Province which still demands more female participation in Science Education. Such ignorance of female in the field of science was the major thrust to undergo the specific research study with objectives to explore the girls’ enrolment towards Science Education, study management and their preferences of opting science group. The research was descriptive in nature and survey design was applied. The target population comprised of all the science female students of ten Govt. Girls Secondary schools in Bannu city. Twenty five students from each school were selected purposively. A structured questionnaire was used as a tool of research. It was found that enrollment in science group for class 9th and 10th remained consistently increasing with growing and positive trend of girls’ enrolment towards science education from year 2009 to 2014. Deficiency in supporting environment at homes was reported by respondents.

Students' Choice of Post-Compulsory Science: In search of schools that compensate for the socio-economic background of their students

It is commonly argued that socio-economic inequalities can explain many of the differences in achievement and participation in science education that have been reported among countries and among schools within a country. We addressed this issue by examining (a) the relationship between variables associated with socio-economic background and application frequencies to the Swedish Natural Science Programme (NSP) in upper secondary school and (b) whether there are lower secondary schools in Sweden that seem to compensate for these variables. Data from Statistics Sweden (SCB) covering the whole population of 106,483 ninth-grade students were used to calculate the probability for each student to apply to the NSP. Our results indicate that the variables, such as parental educational level and grades, have explanatory power, but with varying effect for different subpopulations of students. For example, grades in mathematics have a greater impact than grades in science for females' choice of the NSP. The opposite holds for male students. Out of 1,342 schools, 158 deviated significantly from predicted, that is, the students in these schools applied to the NSP in greater or lesser extent than expected. The number of deviating schools is greater than predicted by pure random variation. This suggests that variables of socio-economic background are only a partial explanation of the application frequencies, and that the deviation needs to be investigated further. Our findings suggest that in order to understand why schools deviate positively and so compensate for the socio-economic background of their students, we need to study their practices more closely.

Altering conditions for student participation and motive development in school science: learning from Helena’s mistake

Previous research on science education has described various factors influencing students’ participation and produced categorizations of students based on e.g. cultural background. In this article it is argued, theoretically and empirically, that an understanding of students’ participation in science education needs to begin with an analysis of what activity students are engaged in. The aim is to explore how altering conditions of classroom work may open up opportunities for students mainly participating in an activity of education or schooling to engage in an activity of science learning. Activity is conceptualized in a Cultural-Historical Activity Theory perspective as object-oriented and transformative. Drawing on an ethnographic study in a Swedish compulsory school, a critical incident of the participation in science education of a 7th grade girl called Helena is analyzed. The results show that altered conditions of classroom practice may produce new possibilities for student participation, and point to the impossibility of determining students as ‘different kinds of students’ based on a priori categories e.g. sex, ethnicity, socio-economic background.

The Need for Visually Impaired Students Participation in Science Education: its Implication for Counselling

This paper examines the counselling implication of the need for the visually impaired students' participation in science education. Descriptive research design was adopted for the study while a validated structured questionnaire tagged visually impaired students perception of science education (VISPSE) was administered to two hundred visually impaired students randomly selected from three special schools in Oyo and Lagos States of Nigeria. T-test statistics was used to analyze the data, and the results showed that there were significant statistical differences in the respondents' perception of both class levels i.e. (Junior Secondary Schools and Senior secondary school) and the living conditions i.e. (Resident and Day School) on the need of science education for the visually impaired. Also, it was discovered that there was no significant difference between the perception of visually impaired students in integrated schools and those in special schools\' on the need for science education for the visually impaired. On the basis of these findings, counselling services are considered essential to elicit and enhance the science aptitude of the visually impaired individuals and to involve them in the world of science.International Journal of emotiaonl psychology and sport ethics Vol. 9 2007: pp. 73-80

Mäori in the Science Curriculum: Developments and possibilities

The aim of this paper is to examine the current state of development of Mäori science curriculum policy, and the roles that various discourses have played in shaping these developments. These discussions provide a background for suggestions about a possible future direction, and the presentation of a new concept for Mäori science education (note that in this paper this phrase refers to science that incorporates Mäori language and/or knowledge, rather than Mäori participation in science education).

Widening participation in science education: the potential for distance learning to deliver programmes of study in foundation level science

The College of Science (COS) at Wits University in South Africa has been running a successful access course to the faculty of Science for over ten years. In this time, more than 370 BSc graduates have emerged from this programme. However, this programme offers access to only 200 students per year. The COS decided to broaden access to its programmes by making its existing courses in physics, chemistry, biology, earth sciences and mathematics available in open learning format. This article provides the rationale and description of the project and presents some early findings on the research into the piloting of this programme in its first year. SAJHE Vol.18(1) 2004: 382-394

GENDER STRATIFICATION IN THE SCIENCE PIPELINE

This study uses a “science pipeline” model and cross-national data to examine women's participation in science education and occupations in seven countries. Gender stratification in later science education and in science occupations is found in every country examined. Young women's participation in science education decreases with each stage in the science pipeline, but there is considerable cross-national variation in the extent of gender stratification in science. Findings show greater gender stratification in science occupations than in science education, suggesting factors other than training help maintain inequality in high-status science occupations.