Nothing in biology makes sense except in the light of evolution, quipped Theodosius Dobzhansky. The theory of evolution argues that each biological species was not suddenly and independently created but that all life forms are interrelated by virtue of having descended from common ancestors through the accumulation of modifications. Indeed, nothing we know about living organisms would make any sense if they were not so interrelated. And the theory that biological species are descended from common ancestors provides an indispensable heuristic to understand why living organisms are what they are and do what they do.

Nothing in Biology Makes Sense Except in the Light of Evolution

PBL Learning Meets Case-Based Reasoning in the Middle School Science Classroom: Putting Learning by Design Into Practice

Background: Assets-based research is becoming more widespread and may be particularly important as we continue to work towards equity within engineering education. It is important to understand how assets-based theoretical frameworks have been taken up in STEM education research in recent years. Purpose: We examine how funds of knowledge (Moll et al., 1992), an assets-based framework, is applied in STEM education and can be used to advance engineering education research. Funds of knowledge was created to help K–12 teachers adapt their classroom teaching and curriculum to better serve their students. Scope/Method: Scoping review procedures resulted in 42 qualifying studies. We analyzed characteristics of the qualifying studies and qualitatively coded the use of the funds of knowledge framework. Codes included the following categories: identification, curriculum, teaching, and learning. Conclusions: Funds of knowledge is prevalent in the STEM education literature. Studies tended to be qualitative, with observations and interviews as the most common research methods. Research often took place both in the classroom and at after-school programs. Most studies centered on K–12 students and teachers, often focusing on how to improve teaching, curriculum and lesson plans, or the connection between the community and schools. Funds of knowledge may assist curriculum change in K–16 if used more widely in engineering education, which could have important implications for equity in engineering. Gaps and opportunities in the application of funds of knowledge in STEM education include assessing the efficacy of funds of knowledge interventions on students by connecting to student learning outcomes or theories of identity, self-efficacy, and belonging.

/pdf/funds-of-knowledge-in-stem-education-a-scoping-review-44fmhkpi8z.pdf

Funds of Knowledge in STEM Education: A Scoping Review

Background: Intercoder reliability is a statistic commonly reported
by researchers to demonstrate the rigour of coding procedures
during data analysis. Its importance is debatable in the analysis of
qualitative interview data. It raises a question on whether researchers should identify the same codes and themes in a transcript or
they should produce different accounts in analyzing the transcript.
Purpose: This study reports how articles in four science education
journals, International Journal of Science Education, Research in
Science Education, Journal of Research in Science Teaching and
Science Education report intercoder reliability in their analysis of
interview data.
Methods: This article explores whether 103 papers published in
these science education journals in a single year (2019) have
reported intercoder reliability test when the authors analyse their
interview data. It was found that 19 papers have reported the test
results.
Findings: The authors of these studies have different interpretation
towards a similar value of intercoder reliability. Moreover, the percentage of data used in the intercoder reliability test and the
identity of intercoder vary across the studies. As a result, this
paper aims to raise an issue on whether a replicability of coding
can show the reliability of the results when researchers analyze
interview data.
Conclusion: We propose two major principles when authors report
the reliability of the analysis of interview data: transparency and
explanatory. We also argue that only when the authors report
intercoder reliability test results that are based on these two principles, the reliability statistics of studies are convincing to readers.
Some suggestions are offered to authors regarding how to carry
out, analyze and report the intercoder reliability test.

The use of intercoder reliability in qualitative interview data analysis in science education

Difficulties in understanding evolution are often rooted in early childhood, arising from naive assumptions and cognitive biases. However, literature reviews mainly focus on school and university s...

https://www.tandfonline.com/doi/pdf/10.1080/03057267.2020.1792678

Identifying precursory concepts in evolution during early childhood – a systematic literature review

PBL as a pedagogical approach for integrated STEM: Evidence from prospective teachers

The beginning years of a teacher's career are among the most challenging and complex. Content-specific induction programmes can help teachers navigate these early years of teaching and build their ...

Beginning secondary science teachers’ implementation of process skills, inquiry, and problem-based learning during the induction years: a randomised controlled trial

“Beyond an acronym, STEM is…”: Perceptions of STEM

The purpose of the study is to understand secondary science teachers’ self-efficacy beliefs and implementation of inquiry to provide information for the improvement of science education in a Midwes...

Secondary Science Teachers’ Self-Efficacy Beliefs and Implementation of Inquiry

Physics and physical science content are essential for many professional fields, and they are an important component of scientific literacy. Yet, students are commonly less engaged in physics learning at all levels.  Funds of knowledge approaches to science instruction build upon learners’ real-world experiences and interests in order to make science learning more relevant and engaging.  This study investigates how college undergraduates’ football experiences elicit physical science content knowledge with a larger goal of developing physical science instruction that better connects to learners.  This exploratory interpretive study utilized individual interviews and a focus groups with 22 college students to elicit their ideas about a variety of common football contexts: kicking, pursuit, throwing, and football deflation.  The analysis identified several physical science concepts elicited by particular football scenarios, particular football experiences that could be utilized in science instruction, and some misconceptions or points of confusion about physical science concepts.  Implications for curricular development, teacher education, and research are provided.

/pdf/sports-experiences-as-funds-of-knowledge-for-science-college-1pvi0qk8u7.pdf

Fatma Kaya

Papers

PBL as a pedagogical approach for integrated STEM: Evidence from prospective teachers

Beginning secondary science teachers’ implementation of process skills, inquiry, and problem-based learning during the induction years: a randomised controlled trial

“Beyond an acronym, STEM is…”: Perceptions of STEM

Secondary Science Teachers’ Self-Efficacy Beliefs and Implementation of Inquiry

Sports Experiences as Funds of Knowledge for Science: College Students’ Ideas about Science in American Football