Basics of qualitative research: Grounded theory procedures and techniques

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Qualitative research for education: An introduction to theories and methods

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Experience and Education.

http://repository.hyogo-u.ac.jp/dspace/bitstream/10132/3239/1/AN100700980160017.pdf

“Science for All Americans”が語る科学とは何か

Science as Social Knowledge. Values and Objectivity in Scientific Inquiry

Current science education reforms and policy documents highlight the importance of environmental awareness and perceived need for activism. As “environmental problems are socially constructed in terms of their conceptualized effects on individuals, groups, other living things and systems research based on constructivist principles provides not only a coherent framework in which to theorize about learning, but also a context for understanding socially constructed issues” (Palmer and Suggate in Res Pap Educ 19(2), 2004, p. 208). This research study investigated the impacts of the learning processes structured based on the theories of constructionism and social constructivism on students’ environmental awareness and perceived need for activism. Students constructed multimedia artifacts expressing their knowledge, attitudes, awareness, and activism about environmental issues through a constructionist design process. In addition, a social networking site was designed and used to promote social interaction among students. Twenty-two high school environmental science students participated in this study. A convergent mixed methods design was implemented to allow for the triangulation of methods by directly comparing and contrasting quantitative results with qualitative findings for corroboration and validation purposes. Using a mixed method approach, quantitative findings are supported with qualitative data (student video projects, writing prompts, blog entries, video projects of the students, observational field notes, and reflective journals) including spontaneous responses in both synchronous and asynchronous conversations on the social network to provide a better understanding of the change in students’ environmental awareness and perceived need for activism. The findings of the study indicated that students’ environmental awareness and perceived need for activism were improved at different scales (personal, community, global) throughout the constructionist and social constructivist learning processes.

Constructing Media Artifacts in a Social Constructivist Environment to Enhance Students’ Environmental Awareness and Activism

Problem Statement :Science, technology, engineering and mathematics (STEM) education aims at improving students’ knowledge and skills in science and math, and thus their attitudes and career choices intheseareas. The ultimate goal in STEM education is to create scientifically literate individuals whocan survive in the global economy. The identification of new learning outcomes, curriculum programs, and teaching practices needs to be clarified by the STEM education community. Media design processes are a potential teaching method in STEM education that requires learners to designdigital media artifacts using a variety of technological tools. Purpose of the Study : This study investigatesthe impactof science, technology, engineering, and mathematics (STEM) integrated media design processes on 8th grade students’ attitudes towardscience and technology classes, as well as their views about these design processes in after-school science activities. In addition, it demonstratesthe opinions of the classroom teacher regardingthe integration of media design processes in science classes. Method : Using anaction research design, 21 secondary students from a public school participated in this 14-week study. The quantitative data that was collected from the student attitude survey for science and technology classes was analyzed using the Wilcoxon signed-rank test, while the qualitative data (student artifacts, PSA forms, semi-structured interviews, and field notes) was analyzed through open coding and thematic analysis respectively. Findings and Results: The findings indicated that STEM-integrated media design processes positively impacted the participating students’ attitudes toward science and media design activities. In addition, students were more motivated and engaged in the media design processes, which improved their learning ofscience content and participation in class discussions. Conclusion and Recommendations: The literature in STEM education calls for new curricular activities and teaching practices as well as the integration of art in STEM. In addition, the visual technology industry in this century creates a job market for the STEM-literate people who are able to apply their knowledge of STEM fields in visual technologies and art. In response to these demands, the positive outcomes of media design processes used in this study offer an encouragingpremise in meeting the objectives of STEM education. Keywords: science, technology, engineering, andmathematics (STEM) education, media design, public service announcements (PSAs), action research, after-school activities

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Integration of Media Design Processes in Science, Technology, Engineering, and Mathematics (STEM) Education.

As the learning paradigms are shifting to include various forms of digital technologies such as synchronous, asynchronous, and interactive methods, social networking technologies have been introduced to the educational settings in order to increase the quality of learning environments The literature suggests that effective application of these technologies in education can provide a means of addressing the lack of uptake and sharing of learning and teaching ideas and designs This study investigated the effects of integrating social networking technologies on students’ interaction, motivation, and engagement in an alternative learning school environment Twenty-two 10th to 12th graders in an alternative school were recruited from their environmental science class to participate in this study An online learning environment was designed to assist in-class instruction to promote student learning and engagement around the topic of climate change Students’ reflections that emerged from their interactions and posts on the social network indicated the relationship between the use of social networks and student motivation and engagement

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Use of Web 2.0 Technologies to Enhance Learning Experiences in Alternative School Settings

Research in socioscientific issue (SSI)-based interventions is relatively new (Sadler in Journal of Research in Science Teaching 41:513–536, 2004; Zeidler et al. in Journal of Research in Science Teaching 46:74–101, 2009), and there is a need for understanding more about the effects of SSI-based learning environments (Sadler in Journal of Research in Science Teaching 41:513–536, 2004). Lee and Witz (International Journal of Science Education 31:931–960, 2009) highlighted the need for detailed case studies that would focus on how students respond to teachers’ practices of teaching SSI. This study presents case studies that investigated the development of secondary school students’ science understanding and their socioscientific reasoning within SSI-based learning environments. A multiple case study with embedded units of analysis was implemented for this research because of the contextual differences for each case. The findings of the study revealed that students’ understanding of science, including scientific method, social and cultural influences on science, and scientific bias, was strongly influenced by their experiences in SSI-based learning environments. Furthermore, multidimensional SSI-based science classes resulted in students having multiple reasoning modes, such as ethical and economic reasoning, compared to data-driven SSI-based science classes. In addition to portraying how participants presented complexity, perspectives, inquiry, and skepticism as aspects of socioscientific reasoning (Sadler et al. in Research in Science Education 37:371–391, 2007), this study proposes the inclusion of three additional aspects for the socioscientific reasoning theoretical construct: (1) identification of social domains affecting the SSI, (2) using cost and benefit analysis for evaluation of claims, and (3) understanding that SSIs and scientific studies around them are context-bound.

Secondary School Students’ Understanding of Science and Their Socioscientific Reasoning

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Engin Karahan

Papers

Constructing Media Artifacts in a Social Constructivist Environment to Enhance Students’ Environmental Awareness and Activism

Integration of Media Design Processes in Science, Technology, Engineering, and Mathematics (STEM) Education.

Use of Web 2.0 Technologies to Enhance Learning Experiences in Alternative School Settings

Secondary School Students’ Understanding of Science and Their Socioscientific Reasoning

Sınıf Öğretmenliği Lisans Öğrencilerinin Pandemi Sürecindeki Çevrim İçi Öğrenme Deneyimlerinin İncelenmesi