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Qualitative research for education: An introduction to theories and methods

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The Cambridge Handbook Of The Learning Sciences

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

Applications will be welcomed either by individuals for the position of sole Editor or for the position of Co-Editors. JRST is a leading international journal and as such applications are encouraged from international members. The position provides the person(s) chosen, as well as the host institution(s), with international visibility in the area of science education. The JRST Editor provides the world's science educators with the organization's broad views and goals as illustrated by published manuscripts. By providing editorials, the Journal can and should assume a leadership role in science education, as well as influence policy and practice. Upon approval by the NARST Board of Directors, the new JRST Editor(s) will begin working with the current Editors for transition purposes during the calendar year 2009. Full responsibilities as Editor will be from January 2010 through December 2014, with the Editor(s) on the cover of JRST 2011 – 2015. The first issue for which the new Editor is fully responsible (January 2011) would be due to the publisher, Wiley-Blackwell, three months in advance of the publication date. Vision: Each applicant should indicate very clearly the vision, innovation, and creative leadership that will be provided, thereby ensuring JRST continues to be a premier journal. Individual qualifications: Each applicant must be a respected scholar in science education. Please articulate how you will be committed to: 1) publishing a diversity of styles of research; 2) ensuring the review process remains international, so as to reflect multiple perspectives and diversity; and 3) being highly visible and active within NARST and other science education organizations (e.g., being a regular attendee / presenter at conferences). Each applicant should possess a strong research record of publications in high-quality journals, excellent writing and editing skills, and the ability to work with an Editorial Board and reviewers to maintain the high quality of manuscripts published in the Journal. The individual(s) selected must possess the ability to work with the staff of the publisher, Wiley-Blackwell, to assure an efficient manuscript flow and publication process. The Editor must possess skills in computer technology to work within the online submission and review system, ScholarOne, which is maintained by Wiley-Blackwell. Regular, reliable online access is imperative to the success of the Journal.

National association for research in science teaching

Student engagement in online learning enhance students performance and the outcomes of the learning process in online learning environment. The existed literature revealed various factors influencing student engagement in online leaning, however these studies were before the COVID-19 crisis. The purpose of the current paper is to explore the factors that influence student engagement in online learning during the COVID-19 crisis in middle school settings in developing countries where is a lack of studies about the factors influencing student’s engagement in emergency remote learning during the crisis. A qualitative approach was used for data collection and analysis. Semi-structured interviews with 34 participants (14 students, 13 teachers, and 7 parents) were conducted for 20–30 min. Furthermore, online class observations were used for data collection; 13 online classes were observed. Each class was 40 min. A thematic analysis was used to categorize the findings into themes and subthemes. The findings of the study revealed that various factors influence student engagement in online learning during the crisis including infrastructure factors, cultural factors, digital inequality, and the threat to digital privacy. Cultural factors were the important factor that influences females because of parents’ culture and their bias against females using online learning compared to male students. Teachers’ presence and quality of content were the major factors that influence student engagement, where parental concerns, norms, and traditions emerged as the major factors in the crisis, influencing engagement. Most of the participants reported that teaching and learning online during the crisis has broadened the digital inequality and threatened their digital privacy which influenced negatively student engagement. The limitations of this research included the limited number of participants covering a large geographic area, and the research design using diverse and often limited educational software and delivery methods. Future studies could utilize a mixed-method approach and include more participants.

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Emergency remote learning during COVID-19 crisis: Students' engagement.

Development and Validation of the Classroom Observation Protocol for Engineering Design (COPED).

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

This randomised controlled trial used a mixed-methods approach to investigate the frequency and how elementary teachers integrated engineering design (ED) principles into their science instruction following professional development (PD). The ED components of the PD were aligned with Cunningham and Carlsen’s [(2014). Teaching engineering practices. Journal of Science Teacher Education, 25, 197–210] guidelines for ED PD and promoted inclusion of ED within science teaching. The treatment group included 219 teachers from 83 schools. Participants in the control group included 145 teachers from 60 schools in a mid-Atlantic state. Data sources, including lesson overviews and videotaped classroom observations, were analysed quantitatively to determine the frequency of ED integration and qualitatively to describe how teachers incorporated ED into instruction after attending the PD. Results indicated more participants who attended the PD (55%) incorporated ED into instruction compared with the control parti...

/pdf/elementary-science-teachers-integration-of-engineering-1qyn0v6zew.pdf

Elementary science teachers’ integration of engineering design into science instruction: results from a randomised controlled trial

Accessed or latent resources? Exploring new secondary science teachers' networks of resources

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

Shannon L. Navy

Papers

Development and Validation of the Classroom Observation Protocol for Engineering Design (COPED).

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

Elementary science teachers’ integration of engineering design into science instruction: results from a randomised controlled trial

Accessed or latent resources? Exploring new secondary science teachers' networks of resources

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