International journal of science education 

About: International journal of science education is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Science education & Computer science. It has an ISSN identifier of 2154-8455. Over the lifetime, 220 publications have been published receiving 205 citations. The journal is also known as: Communication and public engagement & IJSE (B).

Determining factors influencing students’ future intentions to enroll in chemistry-related courses: integrating self-determination theory and theory of planned behavior

Abstract: ABSTRACT Chemistry-related courses cover a wide range of disciplines focusing on the application of Chemistry. The purpose of this study was to determine factors affecting student’s future intention to enroll in chemistry-related courses in the Philippines. A total of 953 senior high school students from the Philippines answered an online questionnaire consisting of 42 questions. Several factors, such as attitude towards laboratory, attitude towards chemistry, affective, autonomy, relatedness, competency, perceived behavioral control, and future intentions, were analyzed simultaneously utilizing Structural Equation Modeling (SEM). SEM indicated that affective behavior affected by attitude towards chemistry was found to be the most significant factor on student’s future intention to enroll in chemistry-related courses, followed by autonomy, and competence to perceived behavioral control. Interestingly, attitude towards laboratory and relatedness were found not to have significant effects on student’s future intention. This study integrated the self-determination theory and theory of planned behavior among senior high school students to determine factors influencing students to enroll in chemistry-related courses in the Philippines. The findings can be utilized as a theoretical foundation particularly for enhancing the enrollees of chemistry-related courses. In addition, the approach can also be utilized to evaluate other courses for future intentions to enroll.

Can involvement induced by guidance foster scientific reasoning and knowledge of participants of a citizen science project?

Abstract: ABSTRACT Citizen Science projects are continuously growing in popularity as they offer a unique possibility to conduct large-scale research projects as well as allow citizens to broaden their knowledge about the research topic or the process of scientific investigations. However, the benefits for participants vary, depending on the way and the amount of participants’ personal involvement in the project. In this study, we investigated whether additional guidance would improve involvement and hence lead to greater knowledge gains, higher commitment and improved scientific reasoning of participants in a Citizen Science project on birdwatching. A group receiving guidance was compared to a group which took part in the same project without receiving additional support. Results showed that both groups enhanced their knowledge about birds and their commitment to birding, while there were no significant changes in scientific reasoning. However, participants receiving additional guidance observed a higher number of different bird species and reported being able to identify significantly more species. Participation in a Citizen Science project either with or without further guidance can be seen as powerful in supporting birders at the beginning of their initial stages. Thus, both versions should be taken into account when designing future Citizen Science projects.

Citizen science and its potential for science education

Abstract: ABSTRACT Citizen science is an expanding field in public education and learning and can bridge the gap between science and society. This benefits not only just citizen learning and scientific research, but also earlier learning in formal science education. Citizen science can foster an understanding of engagement with science as well as the perception of the relevance of scientific topics. Based on a review of several citizen science projects in school contexts, potential learning outcomes are identified, showing that citizen science can enhance aspects including pupils’ motivation, interest and knowledge as well as their scientific and communication skills. Project designs with a high level of pupil involvement are found to be particularly promising in terms of achieving learning objectives. However, curricular standards require the thorough preparation of citizen science projects to enable the development of their full potential for all participants.

Citizen science projects require agreement: a Delphi study to identify which knowledge on urban ecology is considered relevant from scientists’ and citizens’ perspectives

Abstract: ABSTRACT In citizen science (CS) projects, acquired knowledge about a specific topic is the most frequently acknowledged learning outcome. However, whether both citizens and scientists perceive the same knowledge to be relevant to citizens’ learning in such projects remains unknown. Thus, establishing coherence between citizens’ information needs and scientists’ intentions to inform as well as exploring the reasons for why some knowledge is more relevant from citizens’ and scientists’ perspectives could help to achieve agreement regarding what knowledge is relevant for learning outcomes on the side of the citizens. By using the Delphi technique, we accounted for scientists’ and citizens’ perspectives on the relevance of knowledge in three fields of research on urban ecology. In our Delphi study, an emerging consensus indicated an overlap in relevance among the experts. We then analyzed two dimensions of relevance, that is, to whom and for what the knowledge is relevant. Our analyses of the dimensions revealed that consensus was more likely when we accounted for content-related differences and structural differences such as the communicatory perspective. When we accounted for content-related differences, relevance was higher for problem-oriented knowledge; therefore, this should be the focus of CS projects that are designed to achieve learning outcomes.

Humanising the nature of science: an analysis of the science curriculum in Norway

Abstract: ABSTRACT If students are to acquire deep learning in science, they need to know about the nature of science (NOS), particularly not only the cognitive-epistemic but also the social-institutional aspects of NOS. In this paper, we investigate the content of the Norwegian science curriculum in order to establish how NOS is represented, in particular to the social-institutional aspects of NOS, which have been reported to be underemphasised in science curricula from different parts of the world. We use the Family Resemblance Approach (FRA) to NOS as the theoretical and analytical framework to investigate the science curriculum from Norway where there is a history of emphasising the values human dignity, identity and cultural diversity as well as respect for nature and environmental awareness. The findings show that the dominating aspects of NOS in the science curriculum are scientific practices and social values. The observation about the prominence of social values of science is in sharp contrast to comparable analyses, suggesting a particular orientation to NOS that considers the human element in the Norwegian science curriculum. Implications for science curriculum reform and future studies are discussed.