Showing papers in "Science Education in 2012"
TL;DR: For example, the authors found that the percentage of males interested in a STEM career remained stable (from 39.5 to 39.7), whereas for females it declined from 15.7 to 12.7.
Abstract: This retrospective cohort study characterizes how interest in science, technology, engineering, mathematics (STEM) careers changes during high school for more than 6,000 students in a representative national sample of 34 two- and four-year colleges taking mandatory college English courses. Overall, large gender differences in career plans were found, with males showing far more interest particularly in engineering, whereas females were more attracted to careers in health and medicine during their high school years. The key factor predicting STEM career interest at the end of high school was interest at the start of high school. There was an additional effect of gender, indicating both a lower retention of STEM career interest among females and a greater difficulty in attracting females to STEM fields during high school. During the high school years, the percentage of males interested in a STEM career remained stable (from 39.5 to 39.7), whereas for females it declined from 15.7 to 12.7. The students' initial specific (disciplinary) career interests were found to influence the stability of their interest in a STEM career, with those interested in physics careers at the start of high school having the highest retention in STEM. © 2012 Wiley Periodicals, Inc. Sci Ed 96:411–427, 2012
520 citations
TL;DR: In this paper, the authors argue that if a defined set of subject-specific high-leverage practices could be articulated and taught during teacher preparation and induction, the broader teacher education community could collectively refine these practices as well as the tools and other resources that support their appropriation by novices across various learning-to-teach contexts.
Abstract: Recent calls for teacher preparation to become more grounded in practice prompt the questions: Which practices? and perhaps more fundamentally, what counts as a model of instruction worth learning for a new professional—i.e., the beginner's repertoire? In this report, we argue the following: If a defined set of subject-specific high-leverage practices could be articulated and taught during teacher preparation and induction, the broader teacher education community could collectively refine these practices as well as the tools and other resources that support their appropriation by novices across various learning- to-teach contexts. To anchor our conversation about these issues, we describe the evolution, in design, and enactment, of a "candidate core" and a suite of tools that supported the approximation of equitable and rigorous pedagogy for several groups of beginning science teachers. Their struggles and successes in taking up ambitious practice informed not only our designs for a beginner's repertoire but also a system of tools and socioprofessional routines that could foster such teaching over time. C
451 citations
TL;DR: The authors found that a mixed-age class of 8-10-year-old children improved in their ability to construct and evaluate arguments, especially in the ways they met evidentiary criteria.
Abstract: The aim of this study was to assess whether and how a sustained instructional focus on argumentation might improve children's understanding and application of key epistemic criteria for scientific arguments. These criteria include the articulation of clear, coherent causal claims, and the explicit justification of such claims with appropriate evidence. We show a mixed-age class of 8–10-year-old children improved in their ability to both construct and evaluate arguments, especially in the ways they met evidentiary criteria. We locate these improvements in their classroom's development of a number of norms for “good arguments'' that focused on evidentiary standards. We summarize how students' appropriation of specific norms around showing evidence and justifying evidentiary relations produced these outcomes. We frame these findings in terms of their implications for promoting argumentation in classrooms, children's capacities for engaging in such argumentation, and in relation to the development of informed views about the nature of professional science. © 2012 Wiley Periodicals, Inc. Sci Ed 96:488–526, 2012
242 citations
TL;DR: In this paper, the authors investigate the effect of experimenting with physical manipulatives (PM), virtual manipulative (VM), and a blended combination of PM and VM on undergraduate students' understanding of concepts in the domain of Light and Color.
Abstract: This study aimed to investigate the effect of experimenting with physical manipulatives (PM), virtual manipulatives (VM), and a blended combination of PM and VM on undergraduate students' understanding of concepts in the domain of Light and Color. A pre–post comparison study design was used for the purposes of this study that involved 70 participants assigned to three conditions. The first condition consisted of 23 students that used PM, the second condition consisted of 23 students that used VM, and the third condition consisted of 24 students that used the blended combination of PM and VM. In the case of the blended combination, the use of VM or PM was selected based on whether it provides an affordance that the other medium of experimentation (PM or VM) cannot provide. All conditions used the same inquiry-oriented curriculum materials and procedures. Conceptual tests were administered to assess students' understanding before, during, and after teaching. Results revealed that the use of a blended combination of PM and VM enhanced students' conceptual understanding in the domain of Light and Color more than the use of PM or VM alone. © 2011 Wiley Periodicals, Inc. Sci Ed96:21–47, 2012
212 citations
TL;DR: In this paper, the authors present a new and comprehensive theoretical framework for primary teachers' attitudes toward science, which is based on an extensive review of previously used concept definitions of the construct.
Abstract: Attention to the attitudes of preservice and inservice primary teachers toward science is of fundamental importance to research on primary science education. However, progress in this field of research has been slow due to the poor definition and conceptualization of the construct of primary teachers' attitude toward science. This poor theoretical background has led to the use of a multitude of different concepts and measurement instruments. The main goal of this article is to present a new and comprehensive theoretical framework for primary teachers' attitudes toward science. The framework is based on an extensive review of previously used concept definitions of the construct. It is argued that this framework should serve as a necessary conceptual basis for future research and interventions in this domain, as well as for the construction of valid measurement instruments
211 citations
TL;DR: In this paper, the authors sketch changes from grades K through 6 in representational and modeling practices across three interlocking constructs that, considered collectively, comprise the aforementioned conceptual foundation: change (in individuals and populations), variation, and ecosystems.
Abstract: Although the core work of science is oriented toward constructing, revising, applying, and defending models of the natural world, models appear only rarely in school science, and usually only as illustrations, rather than theory building tools We describe the rationale and structure for a learning progression to understand the development of modeling under supportive forms of instruction In this case, elementary and middle school students are modeling “big ideas” in the life sciences that hold the promise of serving as a conceptual foundation for reasoning about the theory of evolution later in their education In this conceptual paper, we sketch changes from grades K through 6 in representational and modeling practices across three interlocking constructs that, considered collectively, comprise the aforementioned conceptual foundation: Change (in individuals and populations), Variation, and Ecosystems The paper closes by delineating pedagogical principles for supporting the development of modeling across grades of instruction © 2012 Wiley Periodicals, Inc Sci Ed 96:701–724, 2012
198 citations
TL;DR: The authors explored the identity work undertaken by the minority of girls who do identify with science and who express science aspirations at this age and argued that dominant associations of science with "cleverness" and masculinity pressurize girls to balance their science aspirations with performances of popular heterofemininity to render them "thinkable" (and that this occurs only within narrow parameters, through identity performances as either "feminine scientists" or "bluestocking scientists".
Abstract: There is international concern over persistent low rates of participation in postcompulsory science—especially the physical sciences—within which there is a notable underrepresentation of girls/women. This paper draws on data collected from a survey of more than 9,000 10/11-year-old pupils and 170 interviews (with 92 children and 78 parents) from a 5-year study of children's science aspirations and career choice in England, to explore how gender interacts with girls' science aspirations. The research found that even though most children aged 10/11 years enjoy science, the majority already see science careers as “not for me.” Using a feminist poststructuralist theoretical lens, this paper explores the identity work undertaken by the minority of girls who do identify with science and who express science aspirations at this age. It is argued that dominant associations of science with “cleverness” and masculinity pressurize girls to balance their science aspirations with performances of popular heterofemininity to render them “thinkable” (and that this occurs only within narrow parameters, through identity performances as either “feminine scientists” or “bluestocking scientists”). The paper concludes by discussing potential challenges girls may face in sustaining “thinkable” identifications with science and wider implications for encouraging greater female participation in science, technology, engineering, and mathematics. © 2012 Wiley Periodicals, Inc. Sci Ed 96: 967–989, 2012
195 citations
TL;DR: For example, the authors found that early science interests were strong predictors of later opportunities to engage in informal science learning, whereas the opposite pattern (early opportunities predicting later science interests) was not found.
Abstract: Relations between parental reports of children's interests related to science and opportunities for science learning were examined longitudinally in 192 children be- tween ages 4 and 7 years. Science interests were tracked during 1-year periods (ages 4 - 5, 5 - 6, and 6 - 7) and were more prevalent among boys, particularly prior to age 6 years. Gender differences did emerge in terms of frequencies of opportunities for science learning during all 3 years. Longitudinal path analyses tested relations between children's science interests and their opportunities for science learning. Our data suggest that early science in- terests were strong predictors of later opportunities to engage in informal science learning, whereas the opposite pattern (early opportunities predicting later science interests) was not found. Young girls' expressed science interests led parents to subsequently increase oppor- tunities for science learning during the following year. Although boys followed this pattern early in the study, over time boys received similar levels of science opportunities regardless
152 citations
TL;DR: For instance, this paper found that science-oriented girls prefer employment in biology, agriculture, or health (BAH), whereas boys favor careers in computing, engineering, or mathematics (CEM).
Abstract: Using data from the Program for International Student Assessment 2006 surveys for 50 countries, this paper explores gender segregation of adolescent science career plans. We ask whether, in different cultures, bridging the male–female gap in science self-concept could reduce gender disparities in students' career preferences. Bringing together the theory of gender essentialism and the biased self-concept thesis, we interpret the cross-national variation in the relationship between self-concept and occupational plans. To this end, we fit a series of random intercept regression models to country-specific and pooled data. In all countries, science-oriented girls prefer employment in biology, agriculture, or health (BAH), whereas boys favor careers in computing, engineering, or mathematics (CEM). Almost everywhere, boys have more confidence in their science ability than girls, even after science performance is taken into account. In advanced industrial countries the male–female gap in science self-concept is larger than the corresponding gap in developing or transforming societies. The male–female segregation of preferences for science careers is also stronger in advanced industrial countries. Nevertheless, nowhere are gender disparities in science self-assessment related to the gender segregation in preferences for BAH and CEM careers. We discuss the significance of these cross-national patterns for science educators and educational policy makers. © 2012 Wiley Periodicals, Inc. Sci Ed96:234–264, 2012
148 citations
TL;DR: In this article, a model for analysing different levels of mathematical reasoning within physics is presented. But the model is not suitable for the analysis of physical-mathematical reasoning processes.
Abstract: Many findings from research as well as reports from teachers describe students’ problem solving strategies as manipulation of formulas by rote. The resulting dissatisfaction with quantitative physical textbook problems seems to influence the attitude towards the role of mathematics in physics education in general. Mathematics is often seen as a tool for calculation which hinders a conceptual understanding of physical principles. However, the role of mathematics cannot be reduced to this technical aspect. Hence, instead of putting mathematics away we delve into the nature of physical science to reveal the strong conceptual relationship between mathematics and physics. Moreover, we suggest that, for both prospective teaching and further research, a focus on deeply exploring such interdependency can significantly improve the understanding of physics. To provide a suitable basis, we develop a new model which can be used for analysing different levels of mathematical reasoning within physics. It is also a guideline for shifting the attention from technical to structural mathematical skills while teaching physics. We demonstrate its applicability for analysing physical-mathematical reasoning processes with an example.
130 citations
TL;DR: This article analyzed 199 instructional metaphors and analogies on the basis of a metaphor analysis and showed that good instructional metaphors need embodied sources, such as schemata such as containers, paths, balances, and up and down.
Abstract: Many authors stress the importance of basing teaching on students' prior knowledge. To build a bridge between students' everyday knowledge and scientific con- cepts, the role of metaphors and analogies came into the focus of the science education community during thepasttwo decades. Approaches usingmetaphor-based teaching strate- giesoftenregardmetaphorsandanalogiesasteachingtoolsthatcanbeadoptedbyateacher. Onthebasisofthetheoreticalframeworkofexperientialism,wearguethatnotonlyteaching but also thinking about and understanding science without metaphors and analogies is not possible. An analysis of studies dealing with metaphors and analogies in science education shows that instructional analogies and metaphors are often not understood as intended or not used by students in their own explanations. By reanalyzing 199 instructional metaphors and analogies on the basis of a metaphor analysis, we show that it takes more than mak- ing a connection to everyday life to communicate science fruitfully. We show that good instructional metaphors and analogies need embodied sources. These embodied sources are everyday experiences conceptualized in, for example, schemata such as containers, paths, balances, and up and down. For the analysis, we introduce the concept of conceptual metaphors for analyzing metaphors as well as analogies. C
Abstract: Despite a recent focus on engaging students in epistemic practices, there is relatively little research on how learning environments can support the simultaneous, coordinated development of both practice and the knowledge that emerges from and supports scientific activity. This study reports on the co-construction of modeling practice and ecological knowledge by following the development of one seminal disciplinary concept, plant reproduction, through third graders' yearlong investigation of a wild backyard area. Representational activity facilitated the visibility and utility of meanings for reproduction; these meanings, in turn, shaped students' subsequent modeling practice. Over time, shifts were evident in both the community's meanings for reproduction and their framing of meanings in relation to modeling activity. The analysis affirms the utility of attending to student knowledge as it is used in practice to navigate complexity and uncertainty, rather than as assimilation of declarative statements. It also provides images of productive relations between modeling and knowledge, with implications for how the two might bootstrap each other in extended classroom investigation. © 2012 Wiley Periodicals, Inc. Sci Ed 96: 1071–1105, 2012
TL;DR: The authors examined how 14 preservice secondary science teachers in four different science teacher preparation programs interpreted the rationale for eliciting student ideas and found that science teacher educators help teachers to focus their attention on student thinking and help them learn to incorporate their students' ideas into their instruction in ways that build upon those ideas.
Abstract: There remains a lack of agreement in the field of science education as to whether student "misconceptions" ought to be considered obstacles or resources, and this hasimplicationsforthewaysinwhichprospectiveteachersthinkaboutthevalueoftheirstu- dents' ideas. This empirical study examines how 14 preservice secondary science teachers in four different science teacher preparation programs interpreted the rationale for eliciting student ideas. The findings indicate that the preservice teachers in this study showed an increase in recognizing the importance of student ideas, yet not all took the same view of their role and value in teaching, which appeared to be closely connected to beliefs about how learning takes place. Five different orientations to student ideas are described in the findings. These include viewing student ideas as evidence of content coverage, as obstacles to understanding, as tools to prime students thinking, interest, and activity, as elements of a positive classroom environment, and as the raw material of learning. The findings suggest that science teacher educators help focus preservice teachers' attention on student thinking and help them learn to incorporate their students' ideas into their instruction in ways that build upon those ideas. C
TL;DR: In this article, a student empowerment framework for conceptualizing teaching and learning social justice science education in classroom settings is proposed, where the teacher and students created environmental action projects that were relevant to their community.
Abstract: Social justice education is undertheorized in science education. Given the wide range of goals and purposes proposed within both social justice education and social justice science education scholarship, these fields require reconciliation. In this paper, I suggest a student empowerment framework for conceptualizing teaching and learning social justice science education in classroom settings. I utilize this framework to analyze the case study of a high school environmental science classroom in the United States where the teacher and students created environmental action projects that were relevant to their community. I examine how social, political, and academic empowerment were or were not enacted within the classroom and argue for educators to give heed to all three simultaneously to mediate student empowerment while working toward social justice science education. © 2012 Wiley Periodicals, Inc. Sci Ed 96: 990–1012, 2012
TL;DR: This article argued that dialogic understanding of a scientific idea includes being able to use it to explain natural phenomena, being aware that it is one among a multiplicity of alternatives, and that the scientific idea is superior to alternatives based upon a scientific evaluation which involves relating it to evidence.
Abstract: This article draws on M. M. Bakhtin's (1981) notion of dialogism to articulate what it means to understand a scientific idea. In science, understanding an idea is both conceptual and epistemic and is exhibited by an ability to use it in explanation and argumentation. Some distillation of these activities implies that dialogic understanding of a scientific idea includes being able to use it to explain natural phenomena, being aware that it is one among a multiplicity of alternatives, and that the scientific idea is superior to alternatives based upon a scientific evaluation which involves relating it to evidence. This notion of dialogic understanding is related here to a scaffolding framework, which we argue characterizes one form of instructional support for framing content dialogically as part of explanation and argumentation. For illustration, the framework is applied to data from a high school evolutionary biology course. In contrast to the prevailing position that dialogic understanding should be supported through engaging in argumentation (i.e., actual dialogue), we entertain an additional possibility that dialogic understanding can be supported through dialogic framing. We also entertain the possibility that dialogic framing of content can provide initial support for student engagement in argumentation. © 2011 Wiley Periodicals, Inc. Sci Ed 96:369–391, 2012
TL;DR: This article investigated a criterion-based approach to lesson plan analysis as one way to help preservice elementary teachers develop and use their pedagogical content knowledge (PCK) to plan instruction for students.
Abstract: Teachers often engage in curricular planning by critiquing and adapting existing curriculum materials to contextualize lessons and compensate for their deficiencies. Designing instruction for students is shaped by teachers' ability to apply a variety of personal resources, including their pedagogical content knowledge (PCK). This study investigated a criterion-based approach to lesson plan analysis as one way to help preservice elementary teachers develop and use their PCK to plan instruction for students. Results show that the preservice teachers demonstrated a range of strengths and weaknesses in applying their knowledge of science assessment, science curriculum materials, and instructional strategies for teaching science. This range was influenced, in part, by the presence of alternative ideas about science teaching, the extent to which the original curriculum materials aligned with reform-based standards and practices, and the presence of prompts to use criteria in their analyses. Despite these factors, preservice teachers' PCK improved significantly over time when they had multiple opportunities to practice applying the same criterion in their analyses. Insights into science teacher knowledge and implications for science teacher education are discussed. © 2011 Wiley Periodicals, Inc. Sci Ed96:130–157, 2012
TL;DR: In this paper, a rationale for utilizing HPS to teach physics and the NoS developed in the course of a project funded by the European Union is presented, which is formed by the development of historical case studies for the use in lessons.
Abstract: This paper presents a rationale for utilizing HPS to teach physics and the NoS developed in the course of a project funded by the European Union. A core feature of this approach is formed by the development of historical case studies for the use in lessons. Furthermore, the learners’ perspectives are explicitly taken into account. Teaching methods comprise student-centered activities as creative writing for understanding science and scientists and role-play activities. Emphasis is laid on experimental work which is performed with the help of true-to-the-original replications of historical apparatus, especially built for this purpose. A new characteristic for NoS learning is introduced, namely the reflection corner giving the opportunity to explicitly discussing the relationship between history, knowledge acquisition, and the application of scientific findings. In order to make use of the special skills, creative potentials and experiences of teachers a symbiotic strategy for the development and evaluation process of the teaching material was adopted where a close and long-standing cooperation between science teachers and science educators could be established. On this basis the German partners were able to complete numerous case studies from the fields of mechanics, electricity, magnetism and heat.
TL;DR: This paper presented a normative pragmatics analysis of students' use of science content in eight socioscientific group discussions about human gene therapy, finding that science content occasionally played an informative role in attempts to establish the factual background of parts of the deliberations, but that speakers often invoked science content creatively and selectively in argumentative strategies that aligned with an attempt to frame the issue of the discussion in ways that were favorable for the speaker.
Abstract: This paper presents a normative pragmatics analysis of students' use of science content in eight socioscientific group discussions about human gene therapy. The specific focus of the paper is on the argumentative role that invocations of science had in the dialectics of the discussions. The analysis suggests that science content occasionally played an informative role in attempts to establish the factual background of parts of the deliberations, but that speakers often invoked science content creatively and selectively in argumentative strategies that aligned with an attempt to frame the issue of the discussion in ways that were favorable for the speaker. The paper aims at explaining how strategies that contained invocations of science worked pragmatically in the dialectical context of the discussions. The findings are discussed in relation to previous findings in the science education community as well as to more general questions pertaining to how science fits into socioscientific discussions in which the arguers deliberate about what to do, not just what is true. © 2012 Wiley Periodicals, Inc. Sci Ed 96:428–456, 2012
TL;DR: This paper investigated the relevant importance of various issues in 1628 Norwegian upper secondary students' choices of post-compulsory subject combinations: natural science and mathematics (henceforth Science) or languages, social science and economics (enceforth HumSoc). Questionnaire items based on the Eccles et al. model of achievement-related choices were grouped into six constructs by factor analysis.
Abstract: There is international concern about young people's participation in science. This study investigated the relevant importance of various issues in 1628 Norwegian upper secondary students' choices of postcompulsory subject combinations: natural science and mathematics (henceforth Science) or languages, social science and economics (henceforth HumSoc). Questionnaire items based on the Eccles et al. model of achievement-related choices were grouped into six constructs by factor analysis: expectation of success, interest-enjoyment value, self-realization value, fit to personal beliefs value, utility value for university admission, and relative cost. Interest-enjoyment and fit to personal beliefs were somewhat less important to Science students than to HumSoc students, especially to girls taking Science. Utility value for university admission was much more important to Science than to HumSoc students, and more important to Science girls than to Science boys. Costs in terms of time and effort were much more important to HumSoc than to Science students. The findings indicate that students choose Science both for identity reasons, such as interests, self-realization and fit to personal beliefs, and for strategic utility reasons. Some of the students, especially the girls, appear to have placed more weight on utility than on their interests. Implications for participation in postcompulsory science are discussed. © 2011 Wiley Periodicals, Inc. Sci Ed96:1–20, 2012
TL;DR: The authors explored two possible educational strategies for responding to the overlapping meanings of argumentation and explanation in K-12 science classrooms, in which they explored two different ways to respond to overlapping meanings in science education.
Abstract: Scientific argumentation and explanation are essential practices of science that have been highlighted as equally important for K-12 science education (Berland & McNeill, 2010; Kuhn, 2010; National Research Council [NRC], 2007, 2011; Osborne, 2010; Sampson & Clark, 2008). However, as Osborne and Patterson (2011) have recently argued, both the term “argument” and “explanation” have multiple, overlapping, meanings, and uses in science education. In what follows, we explore two possible educational strategies for responding to the overlapping meanings of these two key practices, in K-12 science classrooms.
TL;DR: Error in science is a prime occasion to teach the nature of science, especially the central feature of tentativeness as mentioned in this paper, and effective efforts in teaching about error will ideally be informed by earlier educational perspectives and a schema for inventorying and organizing error types.
Abstract: Error in science is a prime occasion to teach the nature of science, especially the central feature of tentativeness. Error types also reflect corresponding methodologies of science, critical for practicing science and (in a context of scientific literacy) analyzing its claims. Effective efforts in teaching about error will ideally be informed by earlier educational perspectives and a schema for inventorying and organizing error types. Approaches using student-directed inquiry have limits, whereas guided-inquiry historical case studies seem appropriate vehicles. On a larger scale, one may also envision a prospective learning progression on successively deeper understandings of error in science. Sample case studies and opportunities for further reading are identified. © 2012 Wiley Periodicals, Inc. Sci Ed 96:904–926, 2012
TL;DR: This paper explored the interconnectedness of scientific inquiring at the early childhood level, as they explore the discourse-in-interaction processes occurring within small inquiry groups of 5- and 6-year-old children.
Abstract: This research investigates the interconnectedness of scientific inquiring at the early childhood level, as we explore the discourse-in-interaction processes occurring within small inquiry groups of 5- and 6-year-old children. The rationale behind this research is to explore the nature of science-related discourse, and to that end, this work focuses on student-to-student interactions as they collaboratively investigate water. As we document the nature of children's ways of explaining, imagining, and representing the properties of water, we demonstrate the constructions of understandings as displayed and emergent from these interactions. The study has generated outcomes about the discursive ways of young children's enacting of knowledge about science, as the analysis reveals that by positioning scientific inquiry as a fluid process children were able to enact science collaboratively and through multimodal means. As such, the study reveals a wide range of indicators to children's understandings about water and to the processes in which students worked together to construct science within discourse-in-interaction. © 2012 Wiley Periodicals, Inc. Sci Ed96:311–336, 2012
TL;DR: This paper examined students' behaviors and speech patterns in a set of clinical interviews about chemistry for evidence of their tacit understandings and underlying expectations about the activity in which they are engaged, and identified clusters of behaviors that indicate that students may alternatively frame the interview as inquiry, an oral examination, or an expert interview.
Abstract: Researchers in the science education community make extensive use of cognitive clinical interviews as windows into student knowledge and thinking. Despite our familiarity with the interviews, there has been very limited research addressing the ways that students understand these interactions. In this work, we examine students' behaviors and speech patterns in a set of clinical interviews about chemistry for evidence of their tacit understandings and underlying expectations about the activity in which they are engaged. We draw on the construct of framing from anthropology and sociolinguistics and identify clusters of behaviors that indicate that students may alternatively frame the interview as inquiry, an oral examination, or an expert interview. We present two examples of students shifting between frames during the course of individual interviews. By examining the surrounding interaction, we identify both conceptual and epistemological interviewer cues that facilitate and constrain frame shifts. We discuss the implications of dynamic student framing, that is identifiable in student behaviors and discourse, for researchers who use clinical interviews to map student's intuitive science knowledge. © 2012 Wiley Periodicals, Inc. Sci Ed 96:572–599, 2012
TL;DR: In this article, an integrative research review draws on Cooper's methodology to synthesize empirical findings on the relationship between science education and test-based accountability policies, and details what the reviewed research suggests for improvements to K-12 science education accountability policies.
Abstract: Assuming that quality science education plays a role in economic growth within a country, it becomes important to understand how education policy might influence science education teaching and learning. This integrative research review draws on Cooper's methodology (Cooper, 1982; Cooper & Hedges, 2009) to synthesize empirical findings on the relationship between science education and test-based accountability policies. Current accountability policy, particularly at the federal level, is intended to influence educators to more fully consider the needs of all students; however, research suggests that, under these policies, many research-based reform efforts in science become sidetracked, teacher practice becomes more fact based, science is taught less, teachers become less satisfied, and many students' needs are not met. Therefore, a clear understanding of educators' perceptions of the impacts of current test-based accountability policies should guide the development and implementation of the next generation of national science standards and subsequent large-scale assessments. By also delineating the limitations of the research into the perceived connections between test-based accountability and science education, this synthesis reveals further research to be done. Finally, this paper details what the reviewed research suggests for improvements to K-12 science education accountability policies. © 2011 Wiley Periodicals, Inc. Sci Ed96:104–129, 2012
TL;DR: In this paper, a study of 41 families at four touch-tank exhibits, where visitors can observe and interact with live marine species, revealed that families engaged in making claims, challenging claims, and confirming claims as well as other actions associated with scientific reasoning such as applying prior knowledge, making and testing predictions and hypotheses, and constructing arguments.
Abstract: While the opportunity to engage in scientific reasoning has been identified as an important aspect of informal science learning (National Research Council, 2009), most studies have examined this strand of science learning within the context of physics‒based science exhibits. Few have examined the presence of such activity in conjunction with live animal exhibits at zoos and aquariums. A video study of 41 families at four touch‒tank exhibits, where visitors can observe and interact with live marine species, revealed that families engaged in making claims, challenging claims, and confirming claims as well as other actions associated with scientific reasoning such as applying prior knowledge, making and testing predictions and hypotheses, and constructing arguments. We provide examples of scientific reasoning and examine the role of claims in promoting scientific reasoning. Implications for rethinking learning opportunities and interpretational approaches at touch tanks, as well as examination of the unique characteristics of these and similar exhibits, are discussed. © 2012 Wiley Periodicals, Inc. Sci Ed 96: 1047–1070, 2012
TL;DR: The authors investigated whether laypeople have an adequate grasp of what makes a text scientific and whether their perceptions of text "scientificness" contribute to their evaluation of the credibility of online text information.
Abstract: The Internet is a convenient source of information about science-based topics (e.g., health matters). Whereas experts are familiar with the conventions of “true” scientific discourse and the assessment of scientific information, laypeople may have great difficulty choosing among, evaluating, and deciding on the vast amount of information available online on the basis of their fragmentary understanding of science. The evaluation of science-based text information may require an (at least rudimentary) understanding of the norms of scientific discourse. Two studies investigated whether laypeople have an adequate grasp of what makes a text scientific and whether their perceptions of text “scientificness” contribute to their evaluation of the credibility of online text information. Furthermore, we investigated whether laypeople distinguish between their own judgments of science-based information and those they expect experts to make, indicating a divergence between their understanding of “official science” and their personal beliefs. © 2011 Wiley Periodicals, Inc. Sci Ed96:187–211, 2012
TL;DR: This article found that the explicit group significantly outperformed the implicit group on both nature of science and content knowledge assessments, and that science educators could enhance the quality of science instruction using goal setting and self-monitoring of student work during inquiry lessons.
Abstract: Knowledge about the nature of science has been advocated as an important component of science because it provides a framework on which the students can incorporate content knowledge. However, little empirical evidence has been provided that links nature of science knowledge with content knowledge. The purpose of this mixed method study was to determine if both nature of science knowledge and content knowledge could be increased with an explicit, reflective nature of science intervention utilizing self-regulation over an implicit group. Results showed that the explicit group significantly outperformed the implicit group on both nature of science and content knowledge assessments. Students in the explicit group also demonstrated a greater use of detail in their inquiry work and reported a higher respect for evidence in making conclusions than the implicit group. Implications suggest that science educators could enhance nature of science instruction using goal setting and self-monitoring of student work during inquiry lessons.
TL;DR: The Minnesota Case Study Collection as mentioned in this paper ) is a collection of case studies from the HIPST Project with the aims of: (1) historically informed inquiry learning that fosters explicit NOS reflection and engagement with faithfully rendered samples of Whole Science.
Abstract: The new Minnesota Case Study Collection is profiled, along with other examples. They complement the work of the HIPST Project in illustrating the aims of: (1) historically informed inquiry learning that fosters explicit NOS reflection, and (2) engagement with faithfully rendered samples of Whole Science.