Science Teaching Strategies Research Articles

The Relation between Self-Efficacy Beliefs towards Science Teaching and Learning Strategies of Primary School Teacher Candidates

In this research, the relation between primary school teacher candidates' self-efficacy beliefs towards science teaching and learning strategies was investigated. The research group consisted of 314 primary school teacher candidates who are studying in the faculty of education in a public university. “The Science Teaching Efficacy Belief Instrument” was used to determine the self-efficacy of primary school teacher candidates for science teaching; and in order to determine their learning strategies, part of the Learning Strategies Scale (LSS) was used. The data were analyzed with canonical correlation analysis using CANCORR syntax in PASW 21 software. According to the results of the analysis, it was determined that there was a significant relation between the personal self-efficacy belief in science teaching variable in self-efficacy belief in science teaching data set and elaboration strategy (ES), metacognitive self-regulation (MC), effort regulation (ER) and time and study environment management (TSEM) variables in the learning strategies data set.

Concept Mapping Strategy and Academic Performance in Basics Science among Primary School Pupils in Odukpani Local Government Area of Cross River State

This study examined the concept mapping and academic performance in Basic Science of primary school pupils in Odukpani Local government Area of Cross River State. The independent variables examined include gender, problem solving technique, retention and dependent variable is academic performance of student in Basic Science. To achieve the purpose of the study, three research questions and three research hypotheses were posed and formulated respectively to guide the study. Literature was reviewed based on the variables in the study. The research design was adopted for this study was the pre-test post -test control group design. One hundred fifty (150) primary five pupils in five intact classes were selected using stratified and simple random sampling technique for this study. The instrument used for data collection was Basic Science achievement constructed by the researcher. Independent t-test statistic was used as statistical tool for data analysis. Each of the hypotheses was tested at .05 level of significance. The findings of the study revealed The result of this hypothesis revealed that pupils’ gender, problem solving technique, retention differ significantly in Basic Science performance when taught Basic Science using concept mapping among primary five pupils. Based on the findings of the study, it was recommended among others that Basic Science teaching and evaluation strategies should be gender bias free. This will make males and females to see themselves as equal, capable of competing and collaborating in school activities. Thus, enhancing performance in Basic Science

Diferentes estratégias didáticas no ensino de ciências

Este artigo trata-se de um relato de experiência sobre uma das atividades desenvolvidas no Curso de Mestrado em Ensino de Ciências na Universidade do Estado do Amazonas - UEA durante a disciplina Instrumentação para o Ensino de Ciências. O uso de diferentes estratégias pode auxiliar o docente nos processos de ensino e aprendizagem, além de incentivar os alunos a debaterem questões importantes sobre Ciências em sala de aula. A utilização de textos informativos e vídeos educativos são importantes instrumentos para desenvolver a capacidade de leitura e interpretação de um sujeito autônomo no percurso de sua própria aprendizagem. O emprego de estratégias didáticas ao ensino de Ciências, além de atrair mais a atenção dos alunos ao tema discutido em sala de aula, é considerado como alternativa essencial para se alcançar resultados importantes na compreensão do conteúdo ensinado, melhorando assim a aprendizagem dos alunos.

ENHANCING PERFORMANCE AND ATTITUDES TOWARDS INSTRUCTIONAL PLANNING AMONG HIGHER DIPLOMA SCIENCE TEACHERS USING COGNITIVE APPRENTICESHIP MODE

The focus of the expert interaction in a cognitive apprenticeship is on developing cognitive skills of reflection through discourse and application of knowledge. The propose of this study explanatory a method for enhancing the effectiveness of cognitive apprenticeship theory for improving personal science teaching efficacy beliefs of higher diploma preservice teachers. The research is based on the study of the impact of cognitive apprenticeship in studying science materials. The study involved 22 teachers (20-30 years) enrolled in 14-week Science teaching strategies course in the high general diploma in Science and Humanities College-Jubail, Imam Abdulrahman Bin Faisal University, Saudi Arabia. The instrument contained 23 items and divided into two sub-scales: 13 items measuring personal science teaching efficacy PSTE and 10 items measuring science teaching outcome efficacy STOE. The quantitative findings showed a continuous statistically significant linear increase between before and after course measures of PSTE. However, a slight decrease in their PSTE was observed in the final post-course measure that is a commonly observed long-term effect after many educational interventions. A t-test determined that the decline was not statistically significant, indicating that teaching internship had no significant effect on the preservice teachers' science teaching efficacy beliefs. The study provides a significant evidence to suggest that the preservice teachers perceived that their learning experience in the Science teaching strategies course by cognitive apprenticeship methods was unique when compared to before teaching methods courses taken.

THE IMPACT OF A SCIENCE METHODS COURSE ON FEMALE PRE-SERVICE TEACHERS’ BELIEFS WITHIN A SAUDI-ARABIAN CONTEXT

This research examines the impact of a science methods course on the beliefs of female pre-service teachers (PSTs) in Saudi Arabia. Forty-seven female PSTs enrolled in a diploma of education programme at Imam Abdulrahman Bin Faisal University (IAU) took a 16-week science methods course aimed at promoting their beliefs about their own self-efficacy, science teaching strategies, and science content knowledge (SCK). The PSTs completed a 30-item questionnaire on science teaching beliefs (five- point Likert Scale) both before and after taking the course. Data analysis revealed that the PSTs’ beliefs regarding their own self-efficacy changed after the course (statistically significant t=2.792, p 0.01) with scores indicating increased beliefs. Although increases were also observed for beliefs regarding science teaching methods and strategies and science content knowledge, they were very slight and not statistically significant. Overall, mean scores fell within the ‘neither agree nor disagree’ category for all three themes, ranging from 2.98 to 3.24. As one of the first studies in Saudi Arabia on PSTs’ science teaching beliefs, this research filled a gap in the existing literature. Grounded in the moderate scores for all three themes, recommendations for future science education course design are tendered as are suggestions for future research.

Learning biology and geology through a participative teaching approach: the effect on student attitudes towards science and academic performance

ABSTRACT The investigation has demonstrated that the science teaching strategy employed moderates the interest of students in learning the subject, along with academic achievement. In this article we used a mixed method design in a sample of secondary education students (n = 57) to examine the effect of the participative teaching approach in attitudes towards science and student academic performance in the Biology and Geology subject. We also analysed the influence of student learning styles in their academic performance. The statistical results show that the participative methodology has a positive effect on attitude towards student attitudes towards science and academic performance; this finding has been triangulated with class observations and the vision of the teacher participating in the experience. Furthermore, we identified different significances between boys and girls in pre-test academic performance, which disappeared post-test. Despite this, in both measurements the boys showed greater interest in and enjoyment of science learning than the girls. Finally, we are able to conclude that academic performance is positively related to attitude towards science and with reflexive and theoretical learning styles.

Attitudes towards science and views of nature of science among elementary school students in terms of gender, cultural background and grade level variables

ABSTRACTBackground: There is a growing interest in investigating attitudes towards science and views of Nature of Science among elementary grade students in terms of gender, cultural backgrounds, and grade level variables.Purpose: The purpose of this study is to examine the attitudes toward science and views of Nature of Science among Spanish students, Spanish students of gypsy ethnicity and second-generation Spanish students with east-European heritage, and to determine if their attitudes are related to their views of Nature of Science.Sample: Data for this study was gathered from seven elementary schools in Spain, forming a convenience sample of 149 students enrolled from 2nd to 5th grade.Design and Methods: The Nature of Science Instrument (NOSI) and an adaptation of the Test of Science Related Attitudes scale (TOSRA) were used. Follow-up structured interviews were performed with 15 participants.Results: Regarding gender, boys had better attitudes toward Science than girls but more naïve views of the empirical Nature of Science. In relation to cultural background, second generation Spanish students with east-European heritage reported significantly better attitudes toward Science than Spanish students and Spanish students of gypsy ethnicity. No differences in Nature of Science views were found. Concerning grade level, third graders had more positive attitudes toward Science than fifth and sixth graders and more informed views of the tentative Nature of Science. Finally, no relation between Nature of Science views and attitudes towards Science were identified.Conclusion: This study stress the need to address the steady decline in positive attitude toward Science and to improve students’ views of Nature of Science from early elementary grades, and to use gender and culturally inclusive science teaching strategies.

Teaching energy in high school by making use of history and philosophy of science

AbstractHow to improve students' understanding of energy transformation and conservation remains one of the main challenges of energy teaching. To address this challenge, we developed a new teaching strategy suited to high school based on history and philosophy of science (HPS). It involves five key ingredients: study and reproduction of Joule's paddle‐wheel experiment, introduction of Rankine's definition, study of a historical text of Joule, use of an “ID card of energy,” and early introduction and multiple application of the principle of energy conservation. This strategy was built and implemented in the frame of a collaborative and iterative work involving researchers and teachers. We examined the effects of this HPS‐based teaching strategy on students' understanding of energy. We used a quantitative method based on pre‐ and post‐tests (N = 95/87) completed by a qualitative analysis using both video recordings of classroom activities and videos produced by students during one of the teaching sequences. The outcomes show that the teaching strategy had an overall positive impact on students' learning of energy: in particular, Joule's paddle‐wheel experiment seems to favor their understanding of the notion of energy transformation, while the early introduction and multiple application of the conservation principle appears as a relevant option to facilitate its mastering. This study illustrates how HPS might actually be introduced in classrooms and brings to light its usefulness for building new science teaching strategies.

La pensee critique en science: presentation d 'un modele iconique en vue d 'une definition operationnelle

In this paper, a critical review of literature is provided and different ways of defining critical thinking in science are explored: A tentative iconic model and an operational definition are proposed in order to stimulate exploratory observations and, eventually, the development of teaching strategies in science taking into account critical thinking. In our model, three main components of critical thinking are identified: the affective component (dispositions), the cognitive component (knowledge, basic skills, high order skills) , and the behavioral component (contextualised or generalised behaviors). The cognitive component is embedded in the affective component which modifies the development as well as the use of critical thinking skills and knowledge. The links between the environment and these critical thinking components are described as well as their mutual influences. This model emphasizes the key role of affectivity in the development and actualization of critical thinking in everyday life as a critical spirit.

Kinesics as a Science Teaching Strategy for Indigenous Learners

This study aimed to establish how students’ perceived teaching effectiveness with the integration of kinesics teaching strategy affects the Science periodical test performance of indigenous learners. A questionnaire translated in the native dialect was used to gather the perception of indigenous learners on teaching effectiveness as well as their performance on periodical test. Ethical clearance was secured as well as permission from the concerned agencies. Data were statistically treated using the MS excel. Results revealed that a negatively high relationship between periodical test performance and kinesics specifically on emblems, illustrators, and regulators. Hence, further study is recommended to validate the findings and develop a kinesics teaching strategy as an emerging model for indigenous learners.

Effects of Teaching Methods on Basic Science Achievement and Spatial Ability of Basic Nine Boys and Girls in Kogi State, Nigeria

The study investigated the effects of process-oriented instructional strategies on the spatial abilities of basic science students in Kogi state. Spatial ability contributes immensely to the understanding of science. 702 basic nine students, made up of 316 boys and 386 girls were used for the study. While the experimental group was taught topics in basic science using process-oriented instructional strategies, the control group was taught with lecture method. Variables such as gender and teaching strategies informed the direction of the investigation. Four null hypotheses were formulated and tested at the 0.05 level. Three research instruments; Spatial Ability Test (SAT), reliability 0.81, Basic Science Achievement Test I (BSAT I), reliability 0.87, and Basic Science Achievement Test II (BSAT II) with a reliability of 0.85 were used. Data analysis utilized percentages, frequencies, means, and t-test for independent samples. The results showed that no significant differences in basic science achievement between boys and girls taught by lecture method and those of process-oriented instructional strategies were found. Significant differences were found between the spatial abilities of girls taught by lecture and those taught by process-oriented instructional strategies and between boys taught by lecture and those taught by process-oriented instructional strategies. It was recommended that boys and girls could be taught together; thus solving the problem of space and materials/resources often expensive and relatively scarce in many Nigerian schools. Teachers should emphasize the process-oriented instructional strategies in science teaching.

Secondary School Science Teachers’ Knowledge and Implementation of Effective Teaching Strategies in High-performing Schools in Swaziland

This paper investigates the teaching strategies used by secondary school science teachers in Swazi schools that perform well in national examinations. The performance of learners in science in these examinations is generally low, as indicated by the public examination results published by the Examinations Council of Swaziland. However, a few schools have persistently performed very well over the years. This study sets out to identify the perceptions of teachers in high-performing schools on effective teaching strategies in science and to determine the teachers’ actual classroom practices. The study is framed by the classification of effective science teaching strategies developed by Schroeder and colleagues, and by the effective curriculum implementation theory by Rogan and Grayson. The sample comprised all teachers in the 12 schools that performed well during the years 2011–2014 in Junior Secondary School Science, and Senior Secondary School Science Biology and Physical Science. Data were collected through a questionnaire (n = 77) and classroom observations (n = 25). The frequencies with which teachers identified and implemented specific strategies were determined. The results showed that science teachers in high-performing schools were clearly knowledgeable about effective teaching strategies as reported in the literature. However, many of the identified strategies were minimally implemented by the teachers and in most cases, implementation was at a low level of cognitive demand, yet high-performing schools should exemplify the best practices for other schools to emulate. It is suggested that teachers be continually oriented for implementing the demands of any existing curriculum.

The Effectiveness of Blackboard-Based Blended Teaching in the Development of Academic Achievement, Study Skills and Self-Confidence among Students of Princess Nourah bint Abdulrahman University

The present study aimed to investigate the effectiveness of blended teaching, based on the e-learning management system “Blackboard”, in the development of academic achievement, study skills and self-confidence among the students of Princess Nourah bint Abdulrahman University (PNU). The study sample consisted of (38) female students who were specialized in primary classroom at the University. The participants were randomly selected, where the experimental group was (21) female students who were taught the course of “Science Teaching Strategies” by blended teaching based on the e-learning management system “Blackboard”, and the control group was (17) ones who studied the course by the traditional method of teaching. Pre and post tests for academic achievement, the scale of study skills and the scale of self-confidence were applied to the participants. The results showed statistically significant differences at the level of (α ≤ 0.05) between the average scores of the students of the two groups in the academic achievement test in favor of the experimental group. Eta squared (η2) was (0.75) rated very high effect. There were no statistically significant differences in both the degree of university study skills and self-confidence.

Student’s Science Literacy in the Aspect of Content Science?

<p>The fundamental issue is the growing use of scientific information possessed by students to solve problems in daily life and produce useful scientific source from scientific literacy. The purpose of the research was to analyze and describe the ability of a student science concepts from the aspect of scientific literacy that includes aspects of scientific knowledge, scientific competence, scientific context as well as the factors that influence the students’ science literacy skills. This research was quantitative descriptive analysis. The instrument used was a matter of objective 40 along with the reasons of the physics concept and biology concepts that are used to measure aspects of scientific knowledge, scientific competence, and scientific context, while the students’ attitudes towards science and science teaching and learning strategies measured by questionnaire instrument. Instruments used included multiple-choice test questions reasoned and questionnaires (the attitude of science and science teaching and learning strategies). Based on data analysis it was known that the ability of science literacy PGSD UMK students varied, 66.2% of students were at the level of nominal and 33.8% of the students were at the functional level. It showed that 66.2% of students already had a concept for connecting science with other disciplines, could write a scientific term, but students still had misconceptions, while 33.8% of students considered the theory and explained concepts correctly, but they had a limited understanding and were difficult to connect to the concept of his own opinion.</p>

Conocimiento Didáctico Del Contenido sobre el Modelo Cinético Molecular con Profesores Mexicanos de Educación Secundaria

Este trabajo analiza el conocimiento didáctico del contenido sobre el modelo cinético molecular de cuatro profesores de secundaria con experiencias, en los primeros años de enseñanza de un nuevo currículo en ciencias para secundaria en México, a través del análisis de contenido. Nuestros resultados muestran como las categorías relacionaas con las orientaciones sobre la enseñanza de las ciencias, el conocimiento curricular, el conocimiento sobre las estrategias de enseñanza y la evaluación, no dependen de la formación del profesorado y los años de experiencia. Sin embargo el conocimiento sobre el currículo si mantiene relación con la formación del profesorado.

Effective Teaching and Learning Strategies in Science and Mathematics to Improve Students’ Academic Performance in Nigeria

Effective Teaching and Learning Strategies in Science and Mathematics to Improve Students’ Academic Performance in Nigeria

Design, implementation and evaluation of innovative science teaching strategies for non-formal learning in a natural history museum

Background: Museums are useful educational resources in science teaching. Teaching strategies which promote hands-on activities, student-centred learning, and rich social interaction must be designed and implemented throughout the museum visit for effective science learning.Purpose: This study aimed to design and implement innovative teaching strategies for effective science learning from visits to natural history museums and to evaluate these teaching strategies based on feedback from pre-service elementary teachers.Description of the museum visit: A natural history museum visit was designed and implemented in three stages: pre-visit preparations, teaching strategies during the visit and activities after the visit as follow-up learning. The most important characteristic of learning from museum experiences in this study was the teaching strategies implemented during the visit. First, the pre-service teachers completed the worksheets during their museum visit. Next, they performed visual arts activities and produced visual arts products while considering science concepts.Sample: 118 pre-service elementary teachers in Turkey participated in this study.Design and methods: The study examined the pre-service elementary teachers’ views on teaching strategies designed for learning from the museum visit through an open-ended questionnaire. Thematic content analysis was used for data analysis.Results: The results indicated that pre-service elementary teachers generally had positive views on their exposure to the teaching strategies. Also, they stated that the teaching strategies could make various contributions to their professional development.Conclusions: We believe that the pre-visit activities can promote meaningful learning during the museum visit. The teaching strategies which combined worksheets and visual art activities can be good teaching tools for turning museums into learning environments that promote learner-centred learning and hands-on activities. Follow-up activities can also promote transfer of learning in the museum. In addition, this study makes contributions to pre-service elementary teachers’ professional development about effective non-formal science learning in museums.

Primary Science Teaching – Is it Integral and Deep Experience For Students?

Abstract Integral and deep pedagogical content knowledge can support future primary teachers’ ability to follow ideas of education for sustainability in science class. Initial teacher education provides opportunity to learn what and how to teach but still the practical experiences of teaching can reveal uneven development of student teachers’ professionality. The aim of the study is to describe how future primary teachers reflect on their experiences about science teaching and what components of science pedagogical content knowledge they see as meaningful. A questionnaire and interviews were used. The results reveal the deep impact of teaching practice on students’ understanding of the role of a teacher in supporting pupils’ acquisition of scientific skills. The experiences described are related more to teaching and learning in general and less with science-specific factors. Nevertheless, students described changes in mission e.g. how they learned about their role through pupils’ achievements and thinking about science. Changes in professional identity were mentioned rarely but this could point to an underestimated resource issue for teacher education. Positive changes in professional identity may help students to decide to choose more integral strategies in science teaching and thus promote more sustainability oriented teaching.

How teaching science using project-based learning strategies affects the classroom learning environment

This study involved 458 ninth-grade students from two different Arab middle schools in Israel. Half of the students learned science using project-based learning strategies and the other half learned using traditional methods (non-project-based). The classes were heterogeneous regarding their achievements in the sciences. The adapted questionnaire contained 38 statements concerning students’ perceptions of the science classroom climate. The results of the study revealed that students who learned sciences by project-based teaching strategies perceived their classroom learning climate as significantly more Satisfying and Enjoyable, with greater Teacher Supportiveness, and the Teacher–Student Relationships as significantly more positive. The differences between the experimental (project-based learning strategies) and control (non-project) groups regarding their perceptions of the science classroom learning climate could be explained by differences between the two science teaching and learning strategies.

Incorporating face-to-face peer feedback in a group project setting

Abstract We present a teaching strategy in which students provide fellow group project members with face-to-face feedback on their performance over the course of the project. The first step in the strategy is a classroom session covering important elements of the feedback process. Student groups then meet for two face-to-face feedback sessions; the first session occurs midway through the project and the second session occurs after the group has completed the project. Both sessions provide students the opportunity to deliver and receive feedback. Students who take part in this process gain valuable experience that they can apply throughout their professional careers. While we incorporate this strategy into our Master of Accounting Science program, the ideas and teaching strategies are transferable to upper-division and masters-level accounting courses. The process can also be adapted to settings where less time is available. Our goal is to provide educators with information and ideas that will enable them to implement similar strategies in their own courses.