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Effects of active‐learning experiences on achievement, attitudes, and behaviors in high school biology
Abstract
Active-learning labs for two topics in high school biology were developed through the collaboration of high school teachers and university faculty and staff and were administered to 408 high school students in six classrooms. The content of instruction and testing was guided by State of Texas science objectives. Detailed teacher records describing daily classroom activities were used to operationalize two types of instruction: active learning, which used the labs; and traditional, which used the teaching resources ordinarily available to the teacher. Teacher records indicated that they used less independent work and fewer worksheets, and more collaborative and lab-based activities, with active-learning labs compared to traditional instruction. In-class test data show that students gained significantly more content knowledge and knowledge of process skills using the labs compared to traditional instruction. Questionnaire data revealed that students perceived greater learning gains after completing the labs compared to covering the same content through traditional methods. An independent questionnaire administered to a larger sample of teachers who used the lab-based curriculum indicated that they perceived changing their behaviors as intended by the student-centered principles of the labs. The major implication of this study is that active-learning–based laboratory units designed and developed collaboratively by high school teachers and university faculty, and then used by high school teachers in their classrooms, can lead to increased use of student-centered instructional practices as well as enhanced content knowledge and process learning for students. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 960–979, 2007
... Corn et al. (2004) developed a computer-assisted GAME (Genomics Analogy Model for Educators) to teach genetics and genomic topics through Lego Analogy and Small Town Analogy. Moreover, in teaching biotechnology, Taraban et al. (2007) utilized the active teaching approach that depended on lab experiments within the cycle of guided inquiry-based 5E teaching and reported significant increase in achievement levels for students who participated in lab-based active learning approach. Mueller et al. (2015) used a web-based active learning material named The Apple Genomics Project to teach biotechnology genomic processes by taking the apple plant as a model. ...
... The aim of the classrooms where active learning is implemented is to train individuals who are life-long learners, are creative and can solve problems, effectively communicate, and make their own decisions; in that, active learning classrooms suggest using techniques and tactics such as discussions to ease storing the knowledge, experiential learning, teaching others and putting the knowledge into practice (Ün Açıkgöz, 2014). The research in the literature indicated that active learning, in comparison with traditional learning, significantly increases achievement (Biricik, 1999;Kalem & Fer, 2003;Taraban et al., 2007). ...
This study aimed at designing instructional material named Biotechnology Instruction Module (BIM) which is enriched with active learning methods to enhance the 8th grade students’ learning of the topic. The development of the teaching materials proceeded within the stages of the ADDIE instructional design model. The final form of the instructional module comprised active learning materials of DNA Isolation Experiment, Bulletin Boards, 4x2 Biotechnology Learning Station, Case Studies Text, and “What Would You Do If You Were…?” activities. Instructional module covers the topics such as genetically modified organisms (GMO), gene therapy, cloning and bioremediation. The “Biotechnology Instruction Module” is expected to help students to learn in a meaningful way the rapidly changing and renewed biotechnology issues, to foster knowledge and understanding of key issues, to promote socioscientific discourse in class, and to encourage higher order thinking skills. All the data show that the instructional module applied in the real classroom environment is successful in realizing the learning objectives of the subject of biotechnology.
... Active learning is believed to contribute to student learning. It helps students develop their personal skills, as well as, social skills (Braxton, Jones, Hirschy & Hartley, 2008;Coorey, 2016;Taraban et al., 2007), enhance students' motivation and participation (Harizaj, 2015), and promote critical thinking (Banerjee, Murthy & Iyer, 2015;Cadima, Barros, Ferreira, Serra-Lemos, Leal & Verschueren, 2018;Wu, Marek, & Chen, 2013). In addition to this, active learning facilitates students to improve their academic achievement (Slavin et al., 2003;Taraban et al., 2007). ...
... It helps students develop their personal skills, as well as, social skills (Braxton, Jones, Hirschy & Hartley, 2008;Coorey, 2016;Taraban et al., 2007), enhance students' motivation and participation (Harizaj, 2015), and promote critical thinking (Banerjee, Murthy & Iyer, 2015;Cadima, Barros, Ferreira, Serra-Lemos, Leal & Verschueren, 2018;Wu, Marek, & Chen, 2013). In addition to this, active learning facilitates students to improve their academic achievement (Slavin et al., 2003;Taraban et al., 2007). The effect of active learning on students' life is everlasting since it helps students acquire skills, in addition to knowledge. ...
The implementation of active learning in junior high schools, particularly on how students respond to it is interesting to examine. The active learning program is extensively implemented in randomly selected seven provinces, at state schools in Indonesia. This research aims to investigate the implementation of EFL (English as a Foreign Language) active learning in classroom settings and to identify how the implementation is perceived by the students. To examine the implementation, 12 classroom observations at 8 purposely selected schools were carried out. Meanwhile, to identify how the implementation was perceived by the students, a number of students were interviewed, and 12 field notes were confirmed for validation. After the data were intensively analyzed, it was found that (1) active learning was evident in most classrooms in which group work was selected as the main learning strategy; (2) strategies were employed to perform different tasks and activities within ELT (English Language Teaching) sequences; and (3) most students positively responded the implementation of active learning with some suggestion for better implementation. This research recommends that the active learning approach be implemented in EFL classrooms since it potentially promotes skills other than English language skills.
... Active learning includes a variety of specific learner-centered instructional strategies to teach science. For instance, students are required to do hands-on, inquiry-oriented activities, and analyze problem-oriented scenarios (Taraban et al. 2007). The theoretical roots of active learning can be traced back to Jerome Bruner's work, which has served as an essential basis for constructivism, stressing learners' active role in learning and constructing their knowledge base (Niemi et al., 2016). ...
... We can see research on different science topics in the literature (Acar Sesen and Tarhan 2011;Burrowes 2003;Chiu and Cheng 2017;Kim et al. 2013;Marbach-Ad and Sokolove 2002;Taraban et al. 2007;Towns and Grant 1997) that showed the positive impact of an active learning environment on student learning. Many studies investigate students' pressure concepts, but studies that comparatively examine the effect of learning environments to learn this topic, such as present work, are quite limited. ...
One of the topics students have understanding difficulties in science is pressure. The study investigates the effectiveness of an active-learning environment on the students' understanding of the concept of pressure. The sample consisted of 30 students from a public secondary school in Turkey. This study used a pre-test, post-test, quasi-experimental research design with a control group. Ten lessons were conducted with both groups. The control group was taught using the coursebook's two activities, while the experimental group was taught using additional activities and models. After the treatment, a post-test was given to both groups to determine the active-learning environment's effectiveness on the students' understanding of the concept of pressure. Interviews were also conducted with the experimental group. The post-test results showed a significant difference in favor of the experimental group. It was determined that students in both groups had misunderstandings of the topic before and after instruction. The interviews showed that the experimental group students perceive that the active learning environment facilitated better and easier learning. The conclusion that can be drawn is that the active learning environment was more effective for the students in the experimental group to learn about the concept of pressure.
... The State/Representative Soil Project falls into the categories of "active learning" and "project-based pedagogy" (Taraban et al., 2007;Barak and Raz, 2000;Krajcik et al., 2007). "Active learning" is a "student-centered" instruction where learning is active and constructive, involving inquiry, and hands-on activities as opposed to "teacher-centered" instruction in which learning is based on mastery of content with little development of the skills necessary for scientific inquiry (Taraban et al., 2007). ...
... The State/Representative Soil Project falls into the categories of "active learning" and "project-based pedagogy" (Taraban et al., 2007;Barak and Raz, 2000;Krajcik et al., 2007). "Active learning" is a "student-centered" instruction where learning is active and constructive, involving inquiry, and hands-on activities as opposed to "teacher-centered" instruction in which learning is based on mastery of content with little development of the skills necessary for scientific inquiry (Taraban et al., 2007). Project-centered pedagogy is a nonprescriptive, nonlinear approach to science instruction, which makes science learning meaningful and more focused on learning science by doing science (Barak and Raz, 2000;Krajcik et al., 2007). ...
... According to the ICAP framework, passive learning leads to limited understanding and is least effective when students need to integrate prior knowledge to go beyond rote memorization and transfer their knowledge to new situations (Chi & Wylie, 2014). Consistent with this prediction, studies on active learning have provided evidence of its effectiveness in a wide range of student grade levels such as middle school (e.g., Akinoglu & Tandogan, 2007) and college (e.g., Wieman, 2014) and disciplines such as environmental engineering (e.g., Kinoshita, Knight, & Gibbes, 2017), chemistry (e.g., Eichler & Peeples, 2016), and biology (Taraban, Box, Myers, Pollard, & Bowen, 2007). Examples of ways in which students can transfer their knowledge to new situations include students learning chemistry concepts and applying them to problem solving questions (Eichler & Peeples, 2016) or students learning biology concepts and applying this knowledge during lab experiments/experiences and on exam questions (Taraban et al., 2007). ...
... Consistent with this prediction, studies on active learning have provided evidence of its effectiveness in a wide range of student grade levels such as middle school (e.g., Akinoglu & Tandogan, 2007) and college (e.g., Wieman, 2014) and disciplines such as environmental engineering (e.g., Kinoshita, Knight, & Gibbes, 2017), chemistry (e.g., Eichler & Peeples, 2016), and biology (Taraban, Box, Myers, Pollard, & Bowen, 2007). Examples of ways in which students can transfer their knowledge to new situations include students learning chemistry concepts and applying them to problem solving questions (Eichler & Peeples, 2016) or students learning biology concepts and applying this knowledge during lab experiments/experiences and on exam questions (Taraban et al., 2007). Additionally, active learning is commonly viewed as an essential feature of problem-, project-, inquiry-, case-, experiential-, and discovery-based learning (e.g., Akinoglu & Tandogan, 2007;Cattaneo, 2017;Kolb & Kolb, 2005). ...
“Active learning” has been used to describe classrooms that have varied widely with respect to instructional topics, age of learners, and the procedures used to operationalize the general notion of the term. In most cases, the specific variant of active learning under investigation has been more effective than the particular control used for comparison. The goal of the current study was to unambiguously describe, implement, and assess 4 different active learning implementations that varied based on the instructional technique employed by the teacher. The specific topic taught was the procedure for constructing experiments in which a single causal factor is clearly identified and there are no confounds. The procedure is commonly known in the literature on early scientific thinking as the “control of variables strategy” (CVS). The sample consisted of 145 3rd- and 4th-grade students from 3 schools. Students in each grade at each school were randomly assigned to 1 of 4 active learning conditions. Learning of CVS was measured through a hands-on, active learning activity and a written pre- and posttest. Results indicated that compared to minimal guidance/minimal guidance/activity, modeling/direct guidance/activity resulted in significantly higher levels of CVS knowledge on the hands-on activity. When examining student learning from pre- to posttest, students in all conditions had significant learning gains. However, the largest effect sizes were for modeling/direct guidance/activity followed by modeling/modeling/activity, and the weakest effect size was for minimal guidance/minimal guidance/activity. Thus, more direct/explicit forms of active learning promoted higher learning of CVS than more inquiry-based forms.
... Students in the science practices group performed significantly better than those in the control group on science achievements. This result is consistent with another study (Taraban et al. 2007) that assessed the achievement of 408 high-school students from six classrooms in Texas. Among the six classrooms, some were characterized with science practices focusing on lab activities, while others were traditional teaching classrooms with the characteristics of teachers' direct transmission of information, whole-class activities, and "cookbook" experiments. ...
... This lack of significant effects also suggests that implementing a complex science activity to achieve meaningful goals in the classroom might require supports from resources beyond and above teaching. The literature showing positive relationships between practice-based science teaching and student achievement (Wilson et al. 2010;Taraban et al. 2007) usually involved effective professional development, curriculum materials, and specific practice guides to support teacher and student learning (Windschitl and Calabrese Barton 2016). Therefore, more factors that potentially support teachers to implement science practice-based teaching need to be further examined in future studies. ...
Over the past two decades, researchers consistently demonstrated the importance of science teaching approaches and student self-efficacy in influencing their science achievement. These findings have become the foundation of science education reform. However, empirical supports of these relationships are limited to direct relationships and small-scale studies. Therefore, little is known about the mechanism of how teaching approaches and student self-efficacy affect student achievement. In order to fill these gaps, this study used a multilevel structural equation modeling approach to analyze the direct and indirect relationships between teaching approaches, student self-efficacy, and science achievement by using the data of US eighth grade students in the 2011 TIMSS assessment. The results indicated that none of the teaching approaches identified in this study were directly associated with student science achievement, but significant mediation effect was found between generic teaching and student science achievement through student self-efficacy. Implications of these results for US educational system and reform were discussed.
... They consider this model useful and conducive to enhancing their understanding (Ridwan et al., 2020). However, both traditional and blended models can limit students' ability to develop initiative in scientific research due to their face-to-face nature (Taraban et al., 2007). ...
This study investigates the impact of Team-Based Learning (TBL) on Information Systems students. A total of 61 participants, majoring in the Information Systems program at Bina Nusantara University, Indonesia, were included. The research employed a quasi-experimental design, with the first assessment derived from midterm test results, and the second assessment obtained from final test results. Data were analyzed using descriptive statistics, while mean differences were examined using t-tests. In contrast to most TBL research, the mean students' test scores were found to decrease in the final test compared to the midterm test. This outcome may be attributed to three factors: (1) an unidentified adjustment period transitioning from regular learning activities to TBL classroom activities, (2) insufficient time for the full implementation of TBL, and (3) differences in difficulty between pre-and post-midterm course materials. This finding is crucial for the TBL research knowledge base, as it presents a divergent and contradictory result that warrants further exploration in future studies.
... επιτρέπουν στους μαθητές να απομυθοποιήσουν τη βεβαιότητα με την οποία, συνήθως, περιβάλλουν τις φυσικές επιστήμες και να συνειδητοποιήσουν ότι η ανακάλυψη στις επιστήμες αυτές δεν είναι χωρίς προβλήματα, ούτε οδηγεί πάντοτε σε αδιαμφισβήτητο αποτέλεσμα. Με άλλα λόγια, οι μαθητές με την εκτέλεση πραγματικών πειραμάτων θα εκτιμήσουν την πολυπλοκότητα της πραγματικότητας και θα αντιληφθούν μαζί με τις διαδικασίες των φυσικών επιστημών, τη θετική τους συνεισφορά και τα όριά της έτσι ώστε να συμμετέχουν και να δρουν ως ενεργοί πολίτες (Taraban et al., 2007;Zacharia & Constantinou, 2008;Λευκοπούλου, 2008) οι χειροπιαστές εμπειρίες αφής με πραγματικά υλικά μπορούν να μειώσουν το γνωστικό φορτίο στην εργαζόμενη μνήμη ενός ατόμου κατά τη διεξαγωγή της μάθησης και κατά συνέπεια να υποστηρίξουν πιο πολύπλοκη και σύνθετη κατανόηση (Ολυμπίου, 2012) παρεμποδίζουν τους μαθητές να χειρίζονται τα πειράματα ως τεχνητά παιχνίδια τα οποία σχετίζονται ελάχιστα με τον πραγματικό κόσμο (Ολυμπίου, 2012) παρέχουν επιπρόσθετες πηγές ενεργοποίησης του εγκεφάλου μέσα από τη φυσικότητα που τα χαρακτηρίζει (Newell et al., 2005;Ολυμπίου, 2012) συμβάλλουν στην αναδιοργάνωση της προϋπάρχουσας γνώσης μέσα από πραγματικές εμπειρίες ενεργούς. Για παράδειγμα, η επίμονη προϋπάρχουσα γνώση η οποία σχετίζεται με πραγματικές παρατηρήσεις στην καθημερινότητα μπορεί να αναδιοργανωθεί μέσα από ειδικά σχεδιασμένες εργαστηριακές παρεμβάσεις οι οποίες στηρίζονται στην ενεργό αφή και έχουν ως στόχο την προσφορά αυθεντικών εμπειριών που να αντιπαρέρχονται προηγούμενων εμπειριών και παρατηρήσεων στον πραγματικό κόσμο (Minogue & Jones, 2009;Ολυμπίου, 2012) Μειονεκτήματα πραγματικών πειραμάτων Μέσα από την ενδελεχή βιβλιογραφική επισκόπηση ερευνών και από τη συζήτηση, τη «διαμάχη» των ερευνητών για την αποτελεσματικότητα των πραγματικών πειραμάτων έναντι των εικονικών, προκύπτουν τα μειονεκτήματα των πραγματικών πειραμάτων που είναι δυνατόν να κωδικοποιηθούν ως εξής: οι μαθητές, πολλές φορές, κατά την εκτέλεση πραγματικών πειραμάτων επικεντρώνονται και έρχονται αντιμέτωποι με δυσκολίες χειρισμού των πραγματικών οργάνων και διατάξεων, με αποτέλεσμα να μειώνεται η αποτελεσματικότητα της διδασκαλίας. ...
This paper analyzes the importance of doing real and virtual experiments to achieve conceptual understanding in teaching and learning science. The main purpose of this paper is through a comprehensive literature research review to identify the advantages and disadvantages of real and virtual experiments in teaching and learning science, so as to come useful conclusions for the exploitation of both kinds of experiment or their combination in teaching and learning of science.
... A form of lecture most likely to be unsuitable for all types of learners is a exclusive 'magister dixit' lecture in which the class is passive and the teacher gives a monologue Felder et al. (1988). Thus, teaching educational content with a hands-on experience became a crucial part of chemical process engineering curricula in the last decades (Felder and Brent, 2009;Taraban et al., 2007;Prince, 2004;Hinde and Kovac, 2001). This active way of learning helps students retain knowledge for a longer period of time and pass exams more easily, as shown by Freeman et al. (2014). ...
Hands-on experience in the laboratory is essential in chemical engineering education to enhance the understanding of abstract theories and their effect on chemical processes. In this work, we describe a laboratory class, which combines some of the main engineering concepts into a set of hands-on experiments and simulations. Students are introduced to an iodine clock reaction performed in multiple different reactor types and are instructed to determine the reaction kinetics. Subsequent analysis of the experimental data in Python teaches basic programming skills and the concepts of numeric integration and optimization. Finally, a digital twin of one of the reactors is developed in COMSOL Multiphysics to give the students an application-focused introduction to more-dimensional multiphysics modeling. The students thereby get practical insights into the different methods and stages of reactor and reaction engineering. Based on the students’ assignments, we consistently see a deeper understanding of reaction kinetics and reactor engineering than in the accompanying traditional lecture.
... Furthermore, Carbonneau et al. (2013) reported that manipulatives in mathematics instruction produce a small to medium-sized effect on student learning compared with instruction that uses abstract symbols alone. Studies by Lazonder and Ehrenhard (2014) and Taraban et al. 2007 found that students perceived that knowledge level had increased after they were engaged in content-based inquiry science and hands-on activities. ...
The Benguet State University high school students perceive that their exposure to interactive manipulatives in mathematics can influence their interest to pursue a career path in Mathematics. They claimed that their interest and curiosity in the interactive manipulatives were increased after handling the different manipulatives. Further, the students also claimed that their academic performance in Mathematics could be enhanced, should these interactive manipulatives be used in their classes. Results are true to all students whether they intend to pursue a mathematics-related course or not. These results stemmed from 71 high school students who were asked, through a questionnaire, to give their views after their exposure to the different manipulatives. They were first asked to watch a demonstration of the mathematics manipulatives and were given time to manipulate the devices given some procedures and mathematical concepts as guides. The study suggests that students be exposed to interactive devices to enhance their academic performance in Mathematics and stimulate their interests in pursuing Mathematics related degrees. Likewise, in a setting where the availability of manipulatives is limited, educators should devise practical materials that students can use. Lastly, a quasi-experimental study may be done to verify the respondents' claim that their Mathematics performance can be enhanced when manipulatives are utilized in their classes.
... In STEM studies, PBL and investigation are significant. The traditional approach also depends on teachers (Taraban et al. 2006). The instructors determine what the learners are going to learn and addresses the questions or problems. ...
This study has developed a digital mathematics handbook that helps students to strengthen their mathematical skills at the elementary level of education. A survey of mathematics teachers collected data. In developing an integration manual on technology based on a survey of the state of technological integration in schools, it employed a research and development (R&D) approach. A number of 24 teachers participated in the material creation. The multimedia materials produced during the trial were developed and used. Participants consisted of primary learning children. Results have shown that the trainers' preferred theory is undergraduate, and most of them have a poor capacity to integrate creativity into a research analysis. In the presentation of the under-graduates in mathematics the material produced was extremely good. © 2021 International Journal of Education in Mathematics, Science and Technology. All rights reserved.
... In accordance, as one pedagogical strategy to support students' meaningful knowledge construction, active learning has been suggested as a means for teaching complex problem-solving in mathematics (Braun et al., 2017) and for engaging students with the scientific and engineering practices (National Research Council, 2012). Several experimental studies have demonstrated students' increased achievement across all STEM disciplines in courses that used active learning as the primary instructional approach compared to traditional lecturing focusing on knowledge transmission (Freeman et al., 2014;Prince, 2004;Taraban et al., 2007). More importantly, research shows that active learning is more effective for underserved students including economically disadvantaged students, students of colour, and first-generation college students, and thus contributes to closing their achievement gaps, especially in science and maths (Haak et al., 2011;Kogan & Laursen, 2014). ...
One response to a pedagogical shift towards student-centred and active learning approaches to promote student learning in STEM is the flipped classroom. However, there has been inconsistency in the design and implementation of the flipped classroom and its impact on student learning. This review systematically analysed 30 empirical studies on flipped classrooms in formal, K-16 science and maths classrooms to understand theoretical underpinnings leading to dif- ferent approaches to flipped classrooms and the impact of flipped classrooms on student learning in science and maths classrooms. The selected studies were qualitatively analysed, and the results showed that: (1) there is more published literature on the flipped classroom identified in post-secondary science and mathematics classrooms, (2) the design of the flipped classroom is rarely grounded in theoretical frameworks especially in science classrooms, and (3) the flipped classroom has an overall positive effect on students’ science and maths learning. This study highlights the importance of using explicit theoretical frameworks aligned with contemporary learning theories to guide the design, implementation, and evaluation of the flipped classroom. Additionally, there is a need for future research to utilise design-based methodologies to maximise the positive impact of the flipped classroom on student learning.
... According to Bhattacharyya et al. (2009) the inquiry approach permits students to learn through direct personal experience by connecting their prior knowledge with new information while they become more capable of understanding data. Furthermore, the inquiry-based activity can engage students, stimulate their interest and increase their enthusiasm (Taraban et al., 2007). Yoon et al. (2012) suggest that in order to develop inquiry-based learning correctly, preservice teachers need to understand the different domains of teachers' knowledge, such as "subject matter knowledge", "nature of inquiry" and "pedagogical knowledge". ...
Purpose
Scientific inquiry is a leading methodology that promotes science process skills to acquire scientific knowledge. There is evidence that primary school teachers have difficulties introducing inquiry-based activities in their classrooms. Hence, adequate teacher instruction in inquiry methodology is important to apply inquiry-based activities in school science lessons. This work aims to analyse if pre-service teachers succeeded in developing scientific knowledge and scientific skills through the application of an inquiry laboratory activity.
Design/methodology/approach
This article is presented as a case study developed in a group of 82 pre-service teachers. This research methodology involved qualitative and quantitative data.
Findings
The results demonstrate that pre-service teachers could improve their scientific skills and knowledge through inquiry-based laboratory activity.
Originality/value
The present study assesses not only the scientific knowledge but also if students can acquire scientific skills by doing the inquiry laboratory activity and if these skills are related to low-order cognitive skills or high-order cognitive skills.
... re the teacher is the primary source of information. In a traditional, teacher-centered classroom, the instructor often unloads information on students in a lecture format with little attention paid to skill development. Students learn a collection of facts disconnected from each other and memorization is emphasized instead of meaning construction (Taraban et. al, 2007). In a study by Kim (2005), it was determined that students being instructed in a constructivist classroom environment performed significantly better than their peers in the traditional learning environment on an academic test. Sagge (2016) confirmed these results. Nayak (2007) and Kim (2005) both advocate the student-centered approach t ...
This study reports the effectiveness of problem-based learning (PBL) on the interest and Advanced Placement (AP) Biology exam scores of high school students. The experimental group was exposed to a constructivist PBL environment using an overarching unit problem, inquiry style lab investigations and white board discussions while the comparison group received direct instruction in the same curriculum. AP Biology exam scores were collected for two years with direct instruction and two years with PBL instruction. An interest survey was given to a subset of the experimental group and included students enrolled in the course during the 2019-2020 school year. Analysis of the data revealed no significant difference between the AP exam scores of the experimental and comparison groups indicating that PBL did not affect the experimental group negatively or positively. While students reported that lab investigations were interesting, the overarching unit problem and white board discussions did little to increase their interest and motivation in class.
... Background Remote access technology coupled with active learning pedagogy was investigated in a middle school (students age eleven to twelve) with 99% underrepresented student population. Handson activities and activities that engage technology have elicited higher interest and engagement from students (Swarat et al. 2012 andBen-Zvi andOrion 2005), leading to improved student performance and content understanding compared with traditional teaching method (Harris et al. 2015;Taraban et al. 2007). Innovative pedagogy with real-world applications is also found to promote student success (Engberg and Wolnack 2013). ...
Remote access technology in STEM education fills dual roles as an educational tool to deliver science education (Educational Technology) and as a means to teach about technology itself (Technology Education). A five-lesson sequence was introduced to 11 and 12-year-old students at an urban school. The lesson sequences were inquiry-based, hands-on, and utilized active learning pedagogies, which have been implemented in STEM classrooms worldwide. Each lesson employed a scanning electron microscope (SEM) and energy dispersive spectroscopy (EDS) accessed remotely. Students were assessed using multiple-choice questions to ascertain (1) technology education learning gains: did students gain an understanding of how electron microscopes work? and (2) educational technology learning gains: did students gain a better understanding of lesson content through use of the electron microscope? Likert-item surveys were developed, distributed, and analyzed to established how remote access technology affected student attitudes toward science, college, and technology. Participating students had a positive increase in attitudes toward scientific technology by engaging in the lesson sequences, reported positive attitudes toward remote access experiences, and exhibited learning gains in the science behind the SEM technology they accessed remotely. These findings suggest that remote experiences are a strong form of technology education, but also that future research could explore ways to strengthen remote access as an educational technology (a tool to deliver lesson content), such as one-on-one engagement. This study promotes future research into inquiry-based, hands-on, integrated lessons approach that utilize educational technology learning through remote instruments as a pedagogy to increase students’ engagement with and learning of the T in STEM.
... When students learn with understanding, they can then apply this knowledge to new situations 2 . On the other hand, research has shown that in traditional cookbook-style laboratories, where students follow step-by-step instructions and collect data, the fundamental concern of many students is completion of the task, rather than developing broader understanding or problem-solving skills 11 . Furthermore, they see the scientific process as steps toward anticipated "right answers" rather than as a method for solving a problem or answering a question 12 . ...
... The questions were adapted from the Student Perceptions in Chemistry Evaluation (SPiCE), 27 biology laboratory practices survey instrument, 13,28 and Attitudes Toward Chemistry Laboratory Scales (ATCLS). 29,30 The questionnaire included 12 items that prompted students to rate how accurately each statement described a given situation on a six-point Likert scale (6 = strongly agree; 5 = agree; 4 = slightly agree; 3 = slightly disagree; 2 = disagree; 1 = strongly disagree). Questions 1-3 were used to determine the students' interests toward biology. ...
Volatile‐mediated impacts of microbes on plants have aroused interest among scientists in the life science field. This study describes an inquiry‐based laboratory module named “Microbial Talk”, which related to microbial volatile‐mediated communication, including the process of design, implementation, and assessment. First‐year biology students in this course were allowed to complete authentic microbiology research using both typical experimental techniques and knowledge related to interspecies communication. The instructor provides continued guidance and support to ensure that students are aware of their knowledge and of the choices they encountered. Pretests and posttests were implemented to evaluate the efficacy of the “Microbial Talk” and the students' experimental design ability. Assessment of the module showed that students gained self‐efficacy in executing experiments and interpreting data. In conclusion, this module is cost‐effective and it can be used to help guide students in their future when they encounter situations that need these scientific skills.
... Laboratory work based on active learning could provide a meaningful learning for students (Taraban et al., 2007) The active learning-based laboratory units designed and developed collaboratively by high school teachers and university faculty could lead to increased use of studentcentered instructional practices as well as enhanced content knowledge and process learning for their students. ...
... Öğrenme kutularındaki yazılı, görsel, işitsel materyaller hem genel bakış açısı hem de derinlemesine bilgi içermektedir. Literatürde fen eğitiminde buluş yoluyla öğrenmenin fen başarısını arttırdığını (Taraban, Box, Myers, Pollard, & Bowen, 2007;Gijlers & Jong, 2005), gösteren çalışmaların yanında fen eğitiminde öğretim materyali kullanımının fen başarısını (Şahin, 2000;Çiftçi, 2002;Sönmez, 2006), arttırdığını gösteren çalışmalar mevcuttur. Fakat öğretim materyallerini öğrenme kutusu formatında düzenleyerek buluş yoluyla öğrenmeye entegre eden akademik çalışmaya rastlanmamıştır. ...
Bu çalışmanın amacı öğrenme kutuları destekli buluş yoluyla öğretim stratejisinin ortaokul 5. sınıf öğrencilerinin fen başarılarına ve öğrenilenlerin kalıcılığına etkilerini belirlemektir. Bu amaç doğrultusunda nicel araştırma yöntemlerinden deneysel desen kullanılmıştır. Deney grubu öğrencileri ile “Vücudumuzun Bilmecesini Çözelim” ünitesi öğrenme kutuları ile desteklenmiş buluş yoluyla öğrenme ile işlenirken, kontrol grubunda mevcut programın öngördüğü öğretim yöntemi kullanılmıştır. Araştırmaya 2016-2017 Eğitim-Öğretim yılı güz döneminde Diyarbakır-Çınar ilçesindeki bir devlet ortaokulunda öğrenim gören 48 (Deney:24, Kontrol:24) öğrenci katılmıştır. 10 haftalık deneysel öğrenme süreci sonunda deney grubu öğrencilerinin fen başarılarının ve kalıcılık düzeylerinin kontrol grubu öğrencilerinkinden anlamlı düzeyde yüksek olduğu saptanmıştır. Deney grubu son test cinsiyet karşılaştırmalarında erkek ve kız öğrencilerin başarıları arasında kız öğrencilerin lehine anlamlı farklılık olduğu görülmüştür. Fen öğretiminde kullanılan araç gereçlerin öğrenme kutusu formatında düzenleyerek yapılandırmacı yaklaşım uygulamalarına entegre edilmesi araştırmanın önerileri arasındadır.
Yüzey alanı/hacim oranı sadece basit bir matematiksel hesaplama değildir. Doğada bulunan birçok canlıda bu fenomene rastlamak mümkündür. Vücut sıcaklığını korumak, akciğerlerde gaz değişimi, cisimlerin ısınıp soğuması, besinlerin emilmesi gibi birçok olay yüzey alanı-hacim oranına göre işlemektedir. Budan dolayı hücre boyutu ile difüzyon hızı arasındaki ilişkiyi göstermek için bu deney tasarlanmıştır. Arduino temelli alınarak hazırlanan materyal ile ölçümler yapılmıştır. Ölçüm sonuçları iki şekilde hesaplanmıştır. Elde edilen sonuçların matematiksel hesaplamalar ile uyumlu olduğu belirlenmiştir. Bununla birlikte Arduino kullanılarak deneyin tasarlanması öğretmen ve öğrencilerin teknoloji ve fen bilimlerini bir arada uygulama imkanı sunmaktadır. Ayrıca veriler iki farklı grafikle sunulmuştur. Böylelikle öğrencilerin grafikleri düzenleme ve yorumlama becerilerini geliştireceği düşünülmektedir. Bununla birlikte elde edilen veriler fizik, kimya, matematik ve günlük yaşamla ilişkilendirilerek öğrencilerin öğrendikleri bilgileri farklı alanlarda uygulamaları açısından fayda sağlayacaktır.
Some indicators of the emergence of learning motivation include the desire to succeed, encouragement and need in learning, future hopes and aspirations, appreciation in learning, interesting activities in learning and a conducive learning environment that allows students to learn well, the learning outcomes of class X students have not yet reached with a completion limit value of 70. One of the lessons learned to overcome this problem is to apply the exploration-based Team Games Tournament (TGT) learning model.The research was conducted using an experimental method with a one shot case study design. The population of the study was grade X students of SMAN. The research sample was taken by using convenience sampling technique. While the data analysis is quantitative and descriptive qualitative. The results showed that the level of student activity in the three meetings were 96.76%, 96.77% and 100% of X MIPA 1 class students in the high and very high activity categories. In class XMIPA2 the percentage of activity in three meetings was 68.75%, 78.15% and 97.25% in the high and very high activity categories. Meanwhile, in the XMIPA3 class the percentages of activity were 62.27%, 76.03% and 97% in the high and very high activity categories. The results of the analysis of learning outcomes showed the average value of learning outcomes in class X MIPA1 reached 84.2; class X MIPA 2 reached 78.08 and class X MIPA 3 reached 79.15.Based on the results of the study, it was concluded that the application of the exploration-based TGT learning model on Virus material on the learning outcomes of class X students at SMAN 1 Tanggul was effective in optimizing student learning outcomes and activities.
The effects on the success of students in examination by using a three-dimensional plastic model and a three-dimensional digital computer application for the teaching of the subject of "Eye anatomy" under the title of "Sensory organs" were aimed in the study. The study was conducted on the three groups of high school students (N=43). The groups were split into different laboratories for freelance work. The first group was given standard lecture notes, the second group was given 3D plastic eye models and the third group was given a 3D digital eye model application in the computer environment and they were left to work for equal periods. Pre-test and post-test achievement exams were used as data collection tools to measure the achievement levels of the students on the subject of "Eye anatomy". At the end of this study, no significant difference was found between the groups according to the results of the statistical analysis. It is assumed that the results may be related to the study habits of the students for the university entrance exam in Turkey; the characteristics of the three-dimensional models used; or the fact that only short-term memory has been tested. So, extensive research is needed considering these issues.
Germinating a seed is presumably the first experiment made by a child in his life. So, it has an important place both in child’s scientific experience and understanding. Despite the significance of the experiment, the literature indicates that students possess various misconceptions related to the concepts of seed and seed germination. So, it is thought that this experiment should be focused on in more detail. The purpose of this paper is presenting a proper activity sheet for middle school students to perform this experiment effectively. Science teachers might follow it as an instructional tool in their courses. Thus it is expected to assist students explore the factors which are affective on bean seed germination.
Discipline‐based educational researchers and institutions that provide guidance on Science, Technology, Engineering, and Mathematics instruction have long documented the impact of active learning strategies on student learning and achievement, the lack of incorporation of active learning into undergraduate instruction, and the languishing rates of progression through and completion of undergraduate degree programs. Most research on improving active learning has been found to focus on instructors and the ways they have promoted active learning in their course design. Our aim was to consider the ways that textbook publishers and the online learning platforms they have produced have provided resources to promote active learning. This content analysis has documented the degree to which the digital platform companions to four highly subscribed introductory biology textbooks have provided resources that promote (1) highlighting of informational texts, (2) self‐testing, and (3) generative strategies for learning, including self‐explanation, summarization, and elaboration. Digital platforms largely supported highlighting and self‐testing, but the features of these tools could have been improved to promote more productive engagement in the learning strategies and to provide more explicit instruction about and scaffolding of the practices. Resources that promoted additional generative strategies were more limited. Implications relevant to developers and instructors who wish to leverage digital resources to promote active learning are included and are grounded via empirical support of design and implementation choices.
This paper analyzes the impact of innovative education tools-in this case, based on experimental methodology-on the acquisition of theoretical knowledge among management students. The study incorporates a clear split-sample design using two equivalent, randomly created groups. One group participates in a classroom experiment designed to illustrate the concept of the Phillips Curve, while the other participated in a traditional non-experimental lesson. The experiment is implemented under a strict protocol, while results evaluation is based on the comparison of post-experiment academic performance, which guarantees full anonymity and privacy of decisions. This design analyzes the impact of the classroom experiment between the two groups. Students who participated in the Phillips Curve experiment demonstrated superior academic performance, thus confirming that innovative management tools are conducive to superior academic performance. Educators should consider this type of pedagogical tool as an integral part of their teaching method. The clear design and robust findings of this article confirm the role of innovative management education on academic performance.
Laboratory work is an active educational activity, coordinated with strategies, oriented to students in constructivist approach of teaching. This is an important part of learning and research science. It includes students who conduct experiments with specific objects and concepts. Not only develops scientific content, but also contributes to the development of skills of the scientific process, creative thinking, the ability to solve problems and scientific approach. In this study, the effectiveness of laboratory work in constructive learning in the formation of research competence of bachelor students in the field of biology was studied. To assess the achievements and attitudes of students, the following methods were used: concept test, questionnaires, interviews. As a result of testing conceptual understanding and conceptual mapping students formulated knowledge about the importance of biologically active substances. In addition, students ' reports on their
projects showed the development of critical thinking skills, the scientific process, the accumulated knowledge of biologically active substances and applications in industry. In laboratory work, the achievement of the research group may be related to the context of interest to students, as well as teaching methods. The biology
laboratory, based on the identification of biologically active substances, is important for the study and teaching of science to students. Here, questions, forecasting, problem solving, summing up and the formation of knowledge and skills in communication.
There is a clear need for more high-quality studies of practical work that have a tightly-defined focus and a rigorous methodological approach. We are confident that this finding would persist in a more extended review than a Rapid Evidence Assessment (REA), which is necessarily limited in scope. We would not recommend conducting a more in-depth, more traditional systematic review at this stage. There is a wealth of commentary on the purpose and usefulness of practical science, but very few robust studies. A more extensive search encompassing the grey literature would undoubtedly identify more studies, but they are unlikely to add significantly to the current knowledge base. This REA has highlighted the need for more evaluations of practical science in its various guises. There is a requirement for research that is clear in its aims, focus and definitions; has a sound methodology with adequate sample sizes and appropriate outcome measures; and is designed to shed light on the usefulness of practical science work across different contexts and for different purposes. Drawing from the literature, the report identifies five main purposes of practical science.These are to enhance student performance in conceptual understanding; practical skills; non-subject specific intellectual and personal attributes; attitudes towards science; and understanding of how science and scientists work. There is currently a much greater evidence base around practical work improving physical skills and dexterity compared with the other four purposes of practical work defined in this report.
We present a simulation microscope device called GiantScope, which combines virtual microscope, cloud computing, and embedded technologies. Users can complete most of the microscope‐based experiments in biology courses by operating our device, while learning the operating skills of microscopes at the same time. Our device supports most of the operation functions of optical microscopes, including quasifocus screw adjustment, slide movement recognition and so on, and also has auxiliary enhancement functions including manual measurement, annotation and so on. In addition, we have built a cloud‐based digital slide database, which enables users to select experimental observations through digital slides, including static cell specimens or dynamic cell activities. After user study, we found that using GiantScope for biological experiments has better learning efficiency and user experience than traditional microscopes. A simulation microscope device called GiantScope, which combines virtual microscope, cloud computing and embedded technologies. Users can complete most of the microscope‐based experiments in biology courses by operating our device, while learning the operating skills of microscopes at the same time.
The relationship between inquiry-based learning and science self-efficacy was analysed using data from 57 countries and economics participating in the 2015 Programme for International Student Assessment (PISA). This analysis generated a mediating–moderating model, which involved the mediating role of science interest and the moderating role of teacher support. The results indicated that (1) inquiry-based learning had a significant positive correlation with science self-efficacy; (2) science interest partially mediated the relationship between inquiry-based learning and science self-efficacy, with an indirect effect accounting for 20.1% of the total effect; and (3) teacher support moderated the direct effect positively while moderating the indirect effect negatively. These details of the link between inquiry-based learning and science self-efficacy provided theoretical guidance and practical support to improve the application of inquiry-based learning in science education.
Science achievement and the factors related to it are frequently discussed in science education community. However, less researchers tend to consider student achievement in other subjects, especially reading and mathematics as included in the Programme for International Student Assessment (PISA). This research examined the relationship between student achievement in reading, mathematics, and science. Based on the theoretical analysis, we proposed several hypotheses that students’ reading achievement can influence their mathematics achievement, reading achievement can influence science achievement, and mathematics achievement can influence science achievement, and we can use a triangular model to represent such relationship. To test the hypotheses, we used the dataset of PISA 2018 as the data source, selected 12,058 Chinese students as the participants, and employed Structural Equation Modelling (SEM) for data analysis. The results confirmed the hypotheses. Our findings indicated that reading and mathematics were important predictors of science achievement, and the effects of reading significantly exceeded mathematics. We, therefore, concluded that reading should be more important than mathematics and received with more concern in science learning. The inconsistency of the results in this research with previous works is also discussed below.
This study focuses on the effectiveness of two types of teaching practices (i.e., inquiry-based and teacher-directed) on students' science achievement, an ongoing contentious issue in science education. It examined the direct and indirect effects of the two types of teaching practices, enjoyment of science, and students' science achievement with the US data of the 2015 Programme for International Student Assessment (PISA). Results indicated that both inquiry-based and teacher-directed teaching practices were significant and positive predictors of enjoyment of science. These three variables also significantly predicted science achievement. However, inquiry-based teaching practices were a negative predictor, whereas teacher-directed teaching practices and enjoyment of science were positive predictors of science achievement. The effects of the two types of teaching practices on science achievement were partially mediated through enjoyment of science but the path of inquiry-based teaching practices to achievement via enjoyment of science suggested a suppression effect. These results were further discussed in the US educational context.
Highlights
• Inquiry-based and teacher-directed teaching practices significantly and positively predict enjoyment of science.
• Inquiry-based teaching practices negatively predict students' science achievement.
• Enjoyment of science mediates the relationship between teaching practices and students' science achievement.
The United States preK-12 educational system is uniquely positioned to assist elementary students, especially girls and minorities, in experiencing achievement and developing a self-efficacy in STEM, and consequently producing students who pursue STEM degrees in college and STEM careers. Thus, this chapter uses Gottfredson's Theory of Circumscription and Compromise and Bandura's concept of self-efficacy to identify barriers to STEM career aspirations that girls and minorities face in urban settings. These theories and research are also used to identify strategies for urban teachers and professional school counselors to improve elementary girls and minorities' STEM career aspiration.
Science teaching is one of the essential elements that can ensure the training of individuals who know scientific knowledge and scientific processes and use scientific methods in defining and solving the problems encountered. Within science lessons, the factors affecting the scientific process should be examined and presented. It was aimed to determine the opinions of prospective science teachers on this issue, since it is thought that the opinions of teachers, who are the most effective individuals in gaining the intended characteristics to students, on the factors affecting the scientific development process may affect the way they do their jobs. The study was conducted in the phenomenology model, which is one of the qualitative research methods, and the study group consisted of 37 prospective senior teachers. An open-ended questionnaire a data collection tool and a content analysis method were used in the analysis of the data. In the research results, it has been determined that prospective teachers mentioned social and cultural factors that affect the science and science-making process most frequently and emphasized the importance of raising individuals with inquirer minds. They structured their views on the purpose of scientific studies on producing information and carrying out activities for the benefit of the society; furthermore, they stated that the family and education system affected the scientific development process.
School-based drug prevention programs represent a widely endorsed public health goal, with an important aspect of knowledge-based curricula being education about the physiological effects of drugs. Nicotine is one of the world’s most addictive substances and in this program we have used nicotine-induced mammalian-like behaviors in flatworms called planarians to successfully teach students (4th-12th grade; n = 1,616 students) about the physiological and addictive effects of nicotine. An initial study tested the change in knowledge about addictive substances in 6th-12th grade students after they completed a lab examining the effects of two concentrations of nicotine on the number of stereotypies (C-shaped spasms) planarians demonstrate in a 5-minute period of time. Lab discussion focused on developing and testing hypotheses, measurement reliability, and mechanisms of nicotine action. Surveys given pre- and post-lab experience showed that 6th grade students have significantly lower knowledge about nicotine than 7th-12th grade students (6th grade: 40.65 ± 0.78% correct, 7th-12th grade: 59.29 ± 1.71%, p < 0.001) pre-lab, but that students in all grades showed a significant increase in knowledge post-lab (p < 0.001). In 6th grade the lab was effective in improving knowledge about nicotine in urban, suburban and rural schools, p < 0.001, with students in suburban schools showing significantly greater knowledge both pre-test (urban: 37.62 ± 1.45%; suburban: 48.78 ± 1.62%; rural: 37.33 ± 0.99%; p < 0.001) and post-test (urban:60.60 ± 1.85%; suburban: 67.54 ± 1.82%; urban: 61.66 ± 1.18%; p < 0.001).
A second study, modifying the lab so that the time spent observing the planarians is reduced to a 1-minute period, showed that students in both 4th and 5th grades had a significant increase in knowledge about the physiological and addictive effects of nicotine post-lab (p < 0.001).
Active learning strategies (including simulations) have been promoted by engineering education reformers as an effort to move traditional STEM teaching toward more constructivist practices. In this study chemical engineering students were studied during the implementation of simulators to promote critical thinking. While many have studied achievement and perceptions of students to measure engineering tools and their development, this study specifically examined students’ outcomes connecting the tool to specific teaching and learning strategies. A case study was conducted using pre- and post-test, survey questionnaire, individual interviews, and classroom observations. Results showed the use of simulator was associated with increases in students’ scores but the novelty of innovation was not the single explanation for increased scores or favored technology usage. Interviews and other qualitative data suggested that outcomes may closely tie teaching strategies to the effectiveness of the tool rather than the focus on the tool itself. Implications for teaching and future research are discussed.
The purposes of this research were to develop coaching and mentoring skills through the GROW technique for the student teachers studying at the Faculty of Education, Ubon Ratchathani Rajabhat University, to study the students’ coaching and mentoring behaviors, to compare the students’ coaching and mentoring concepts before and after the study, and to compare the students’ learning achievement on the course of learning organization before and after the study. The sample consisted of 26 juniors studying in the first semester of academic year 2013, gained by cluster sampling. The instruments included a performance test, a behavior observation form of check-list type, a test of coaching and mentoring concepts, and an achievement test. The collected data were analyzed by using percentage, mean, standard deviation, and t-test. The findings revealed that the students’ coaching and mentoring skills were positive at the percentage of 65.00, the students’ coaching and mentoring behaviors were positive at the percentage of 53.00, the students’ coaching and mentoring concepts after the study were significantly higher than those before the study at the .01 level, and the students’ achievement after the study was significantly higher than that before the study at the .01 level.
У монографії здійснено узагальнення проблеми професійної
підготовки учителів біології у педагогічних закладах вищої освіти щодо
формування їх готовності до майбутньої професійної діяльності у процесі
практичної підготовки. Виокремлено структурні компоненти, показники
й рівні сформованості готовності до професійної діяльності студентів-
біологів, запропоновано структурно-функціональну модель формування
досліджуваної якості, теоретично обґрунтовано й експериментально
апробовано організаційно-педагогічні умови, які складають основу
розвивальної програми формування досліджуваного феномена.
Дослідження спрямоване на підвищення якості фахової підготовки
майбутніх педагогів-біологів і може використовуватися в освітньому
процесі педагогічних закладів вищої освіти, що здійснюють професійну
підготовку бакалаврів за освітньою програмою 014.05 Середня освіта
(Біологія та здоров’я людини), 6.040102 Біологія*.
Для студентів, аспірантів, науково-педагогічних працівників
закладів вищої освіти.
Long-standing calls have been initiated to attend to equity in student achievement in and through science. Science teacher educators can aid these efforts by identifying effective science teaching strategies and supporting K–12 science teachers in integrating those into their practice. Scholars argue for an equity-driven lens to be central in teacher education for reform efforts to be fully effective in ensuring high quality education for all students. The Next Generation Science Standards (NGSS) undergird current U.S. reform efforts and are noted for more explicitly addressing issues of equity than past standards, but still noted as limited as equity is not sufficiently central. Additionally, reflexivity is encouraged with reforms, where thorough understanding is derived of effectiveness and challenges of past and current practices before implementing changes. Altogether, these issues inform the current study: an exploration of the ways in which science teachers work to implement NGSS-aligned instruction within a professional development context where an equity-driven lens is not explicit, seeking to identify evidence of how current practice facilitated or aligned with equity-driven practices. This inquiry will serve to guide future efforts to build on and transform current practice to more centrally address equity in science education.
This study analyzed 2008–2017 articles in primary science education journals to explore the features and trends of teaching strategies for scientific practices. Five criteria were used to select the articles: (1) emphasizing inquiry teaching in either the theoretical framework or the findings section, (2) incorporating teaching strategies into inquiry teaching or professional development, (3) selecting science as subject matter, (4) being empirical research, and (5) not including special needs or ESL (English as Second Language) students as participants. Based on the above criteria, 310 articles were selected for further coding in the dimensions of teaching strategies and teaching goals. The teaching goals for the usage of the teaching strategies for scientific practices include affective, epistemic and sociocultural goals. Two categories of teaching strategies were coded for scientific practices including student-centered and teacher-centered strategies. The results showed that student-centered teaching strategies were adopted more than teacher-centered strategies; and experimenting, discussing, and a combination of experimenting and discussing were the most used teaching strategies, which were mostly used to achieve the cognitive and affective teaching goals. This was an increasing trend over the past 10 years. Moreover, teaching strategies for scientific practice have large, positive effects on the cognitive aspect.
PISA offers a framework for assessing scientific knowledge, which consists of knowledge of and about science. In Japan, traditional education has tended to emphasize the knowledge of science. However, Japanese government will revise the national curriculum in order to foster the more innovative persons in five years time. The next generation of curriculum will aim to promote more active learning and scientific methods or mindsets, but it will be difficult to advance the reform because of the lack of suitable teaching methods, contents or materials on knowledge about science developed in Japan, or even world-wide. In this situation, we developed a two-day inquiry-based hands-on program, and used it to assess participants’ scientific knowledge. We showed that participants in the program can acquire knowledge of science, especially in the stem cells research field. On the other hand, we found the limitation that participants could not increase their knowledge about science under the PISA framework. This suggests that longer or higher-frequency programs may be needed for students to acquire knowledge about science. Moreover, in order to assess students’ knowledge about science, simple but effective qualitative evaluation methods need to be developed, in parallel with improving quantitative evaluation methods.
The science of learning has made a considerable contribution to our understanding of effective teaching and learning strategies. However, few instructors outside of the field are privy to this research. In this tutorial review, we focus on six specific cognitive strategies that have received robust support from decades of research: spaced practice, interleaving, retrieval practice, elaboration, concrete examples, and dual coding. We describe the basic research behind each strategy and relevant applied research, present examples of existing and suggested implementation, and make recommendations for further research that would broaden the reach of these strategies.
Most research on personal epistemologies has conceived them as made up of relatively large, coherent, and stable cognitive structures, either developmental stages or beliefs (perhaps organized into theories). Recent work has challenged these views, arguing that personal epistemologies are better understood as made up of finer grained cognitive resources whose activation depends sensitively on context. In this article, we compare these different frameworks, focusing on their instructional implications by using them to analyze a third-grade teacher's epistemologically motivated intervention and its effect on her students. We argue that the resources framework has more predictive and explanatory power than stage- and beliefs-based frameworks do.
We describe a set of design principles that, when used to create standards-based curriculum materials, could engage students in inquiry, make use of new learning technologies, and promote student learning. These design principles are derived from 4 salient features fundamental to social constructivism: active construction, situated cognition, community, and discourse. Expanding on this foundation, examples are provided for how the design principles are evinced in an actual project. We conclude with a description of challenges associated with the enactment of our curriculum materials.
Working in research laboratories to generate new scientific information can give high school students a taste of real scientific investigation.
This study summarizes the results of a quantitative synthesis of the retrieval primary research dealing with the effects of new science curricula on student performance. This study synthesizes the results of 105 experimental studies involving more than 45,000 students and utilizes the quantitative synthesis perspective to research integration known as meta-analysis (Glass, 1976). A total of 27 different new science curricula involving one or more measures of student performance are included in this meta-analysis. Data were collected for 18 a priori selected student performance measures. The results of this meta-analysis reveal definite positive patterns of student performance in new science curricula. Across all new science curricula analyzed, students exposed to new science curricula performed better than students in traditional courses in general achievement, analytic skills, process skills, and related skills (reading, mathematics, social studies and communication), as well as developing a more positive attitude toward science. On a composite basis, the average student in new science curricula exceeded the performance of 63% of the students in traditional science courses.
A self-contained introduction to the theory and methods of non-parametric statistics. Presents a review of probability theory and statistical inference and covers tests based on binomial and multinomial distributions and methods based on ranks and empirical distributions. Includes a thorough collection of statistics tables, hundreds of problems and references, detailed numerical examples for each procedure, and an instant consultant chart to guide the student to the appropriate procedure.
Despite the educational limitations of cookbook verification experiments, the majority of undergraduate organic chemistry laboratores are still based on them. What is so often missing in these labs is the opportunity for students to interpret their experimental results in the context of a real problem. We need to recast our projects and experiments so that questions serve as the basis for lab investigations. This question-driven, guided-inquiry approach to laboratory teaching will allow students to participate effectively in the process of experimental organic chemistry. Keywords (Audience): Second-Year Undergraduate
Recently, educators have focused on students' internal control of learning. Epistemological commitments, metacognition, and critical thinking are relevant considerations when addressing this topic. This paper explores the relationships among these domains as a theoretical framework for enhancing chemistry education. The framework shows that these domains share many commonalities. For example, they all focus on learners' self-reflection and they all are rooted in the constructivist theory. This paper further proposes a role for Internet technology in helping students develop appropriate epistemological commitments, metacognitive skills, and critical thinking. Keywords (Audience): Elementary / Middle School Science
Recent policy documents from the Ontario Ministry of Education called for teachers to present a more authentic view of the nature of scientific practice at all levels of education. Sadly, this call for substantial curriculum change coincided with severe cuts in the education budget. The authors describe how two teachers collaborated with a university-based researcher/teacher educator to design and implement more authentic science in a Grade 7 classroom. The ways in which the teachers changed their views about science and science teaching, the anxieties they experienced, and the institutional constraints that impacted on their practice are discussed, and some more general features of the action research experience are described. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 521–539, 1999
The present study compared the relative effects of hands-on and teacher demonstration laboratory methods on declarative knowledge (factual and conceptual) and procedural knowledge (problem-solving) achievement. Of particular interest were (a) whether these relationships vary as a function of reasoning ability and (b) whether prior knowledge and reasoning ability predict student achievement. Ninth-grade physical science students were randomly assigned to classes taught by either a hands-on or a teacher demonstration laboratory method. Students' reasoning ability and prior knowledge of science were assessed prior to the instruction. The two instructional methods resulted in equal declarative knowledge achievement. However, students in the hands-on laboratory class performed significantly better on the procedural knowledge test than did students in the teacher demonstration class. These results were unrelated to reasoning ability. Prior knowledge significantly predicted performance on the declarative knowledge test. Both reasoning ability and prior knowledge significantly predicted performance on the procedural knowledge test, with reasoning ability being the stronger predictor.
Learning physics is a complex phenomenon. In this article, we use concepts from the theory of nonlinear systems to study the development of language in classroom science in an experimental unit on chaos theory in a German 10th-grade physics classroom. In ongoing activity, the explanations students developed for phenomena emerged through interactive stabilization and material constraints on the interpretive flexibility of material (artifacts) and discursive representations (talk). Interpretive flexibility both enables novel understandings and differences between private and common public use of these representations. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 869–897, 2003
This study is a meta-analysis of the question “What are the effects on achievement of different teaching techniques?” Twelve categories of teaching techniques were specified. Among these are questioning, wait-time, testing, focusing, manipulative, presentation approach, inquiry or discovery, audio-visual, and teacher direction. A coding form was then developed to allow for the uniform examination and recording of 76 variables from each study. One or more effect sizes were calculated and coded for each study. Over 300 microfilmed dissertations covering the past 30 years were examined. Some 2000 ERIC science abstracts were reviewed and suitable studies obtained. Finally, journal articles were reviewed. A total of 400 effect sizes representing 160 studies were produced. The main effect size overall was 0.34. Thus, for all samples considered the experimental science teaching techniques on the average resulted in one-third of a standard deviation improvement over traditional techniques. Mean effect sizes also were calculated for each technique. More than 20 other variables such as class size, community type, and science subject area were cross-tabulated with effect size.
Classrooms are complex environments in which curriculum, students, and teachers interact. In recent years a number of studies have investigated the effect of teachers' epistemologies on the classroom environment, yet little is known about students' epistemologies and how these interact with those of teachers. The purpose of this study was to document students' epistemologies and their concurrent views about knowing and learning. Using a written essay, short-answer responses to statements, a preferred classroom environment inventory, and interviews, students' views on scientific knowledge and their own knowing and learning were collected from 42 students in three sections of an introductory physics course. Our rather broad, qualitative inquiry provides a dynamic view of students' understanding of knowing and learning in high school physics. Our analyses reveal a spectrum of epistemological commitments commensurable with positions from objectivism to relativism, most of them with experientialist coloring. Even within individuals, these commitments could be at once commensurable and incommensurable with the same epistemological position. We also find rather significant inter- and intra-individual differences with respect to the consequences of a specific epistemological stance to learning, the learning strategies employed, and the learning environment preferred. Students' views on knowing and learning in physics are presented in the form of an emergent theory. The findings are discussed in terms of their application to classroom environments.
The effects of discovery and expository instructional methods on the attitude of students to biology was investigated. The sample consisted of 240 Form IV biology students randomly drawn from six selected secondary schools in the Oyo state of Nigeria. They were assigned into two groups—experimental and control. The experimental group was exposed to the discovery method, and the control group was taught using the expository method. The science class of Form IV in each of the six schools was selected intact for the study. A nonrandomized pretest-posttest control group design was employed. The major instrument was the 40–item Scientific Attitude Questionnaire (SAQ). It is a Likert-type questionnaire using five scales. Two hypotheses were tested. Analyses of the results showed that the experimental group evinced a significantly more favorable attitude to biology than the control group (t = 8.87, p < 0.01). It was also found that the high, average-, and low-ability groups in the experimental class evinced a more favorable attitude to biology than their counterparts in the control class. However, there was no significant difference in the attitude of male and female students exposed to the discovery and expository methods (F1,227 = 0.07, p > 0.999). The article concludes with a recommendation that science learning using the discovery method may enable the learner to evince more a favorable attitude toward problem recognition and problem solving than when learning is done by the expository method.
In this project a re-synthesis of the research dealing with student performance in new science curricula was conducted using the refined statistical procedures proposed by Hedges (1981, 1982a, 1982b, 1982c) and Hedges and Olkin (1985). The results of the re-synthesis generally supported the conclusions drawn in the earlier meta-analysis by Shymansky, Kyle, and Alport (1983); i.e., that the new science curricula of the 60's and 70's were more effective in enhancing student performance than traditional textbook-based programs of the time. But the re-synthesis also revealed some notable differences as well. For example, in the re-synthesis mean effects were significantly positive on four performance clusters (achievement, process skills, problem solving, and attitude) compared to seven clusters in the earlier analysis, and then by a smaller margin (the 1981 mean was 0.34 and the 1986 mean was 0.25). In one case (related skills), the mean effect changed from a +0.25 (significant at the 0.05 level) to –0.10. But perhaps more important than any particular change in the many analyses performed, the application of refined statistical procedures in the re-synthesis yielded results of greater precision than those generated in the original study. Thus, it is recommended that the data generated in this re-synthesis be used in any discussion of the effects of the new science curricula on student performance.
The purpose of this study was to explore how science teachers' epistemological beliefs and teaching goals are related to their use of lab activities. Research questions include (a) What are the teachers' epistemological beliefs pertaining to lab activities? (b) Why do the science teachers use lab activities? (c) How are the teachers' epistemological beliefs and instructional goals related to teaching actions? Two major aspects of epistemologies guided this study: ontological aspect (certainty/diversity of truth) and relational aspect (relationship between the knower and the known). The ontological aspect addresses whether one views knowledge as one certain truth or as tentative multiple truths. The relational aspect addresses whether one views him/herself as a receiver of prescribed knowledge separating self from knowledge construction or as an active meaning maker connecting self to the knowledge construction processes. More sophisticated epistemological beliefs include the acknowledgement of multiple interpretations of the same phenomena and active role of the knower in knowledge construction. Three experienced secondary science teachers were interviewed and observed throughout an academic course. The findings illustrate that a teacher's naïve epistemological beliefs are clearly reflected in the teacher's teaching practices. However, a teacher's sophisticated epistemological beliefs are not always clearly connected to the practice. This seems to be related to the necessary negotiation among their epistemological beliefs, teaching contexts, and instructional goals. Ontological and relational beliefs seem to be connected to different facets of teaching practices. Findings indicate that various syntheses of different aspects of epistemological beliefs and instructional goals are linked to teachers' diverse ways of using lab activities. Implications for research and teacher education are discussed. © 2004 Wiley Periodicals, Inc. Sci Ed89:140–165, 2005
Science education standards established by American Association for the Advancement of Science (AAAS) and the National Research Council (NRC) urge less emphasis on memorizing scientific facts and more emphasis on students investigating the everyday world and developing deep understanding from their inquiries. These approaches to instruction challenge teachers and students, particularly urban students who often have additional challenges related to poverty. We report data on student learning spanning 3 years from a science education reform collaboration with the Detroit Public Schools. Data were collected from nearly 8,000 students who participated in inquiry-based and technology-infused curriculum units that were collaboratively developed by district personnel and staff from the University of Michigan as part of a larger, district-wide systemic reform effort in science education. The results show statistically significant increases on curriculum-based test scores for each year of participation. Moreover, the strength of the effects grew over the years, as evidenced by increasing effect size estimates across the years. The findings indicate that students who historically are low achievers in science can succeed in standards-based, inquiry science when curriculum is carefully developed and aligned with professional development and district policies. Additional longitudinal research on the development of student understanding over multiple inquiry projects, the progress of teacher enactment over time, and the effect of changes in the policy and administrative environment would further contribute to the intellectual and practical tools necessary to implement meaningful standards-based systemic reform in science. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1063–1080, 2004
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