The Effect of Peer-Group Argumentative Dialogue on Delayed Gains in Scientific Content Knowledge

2018 ◽  
Vol 2018 (162) ◽  
pp. 67-87 ◽  
Author(s):  
Antonia Larrain ◽  
Paulina Freire ◽  
Valeska Grau ◽  
Patricia López ◽  
Ignacia Salvat ◽  
...  
Keyword(s):  
Content Knowledge ◽  
Peer Group ◽  
Scientific Content ◽  
Delayed Gains

scholarly journals Naturvetenskaplig undervisning och det dubbla uppdraget

2012 ◽  
Vol 3 (2) ◽  
pp. 107-120
Author(s):  
Barbro Gustafsson
Keyword(s):  
Science Education ◽  
Content Knowledge ◽  
Sociocultural Theory ◽  
Teaching Sequence ◽  
Scientific Content ◽  
Socioscientific Issue

The aim of this contribution is to discuss the significance of a democratic approach in science education. Initially, the concept of ”democracy” is outlined. According to the deliberative view, democracy is learnt and practiced in communication with others. Furthermore, according to sociocultural theory, communication also enhances scientific content knowledge. This implies that deliberative discussions could be helpful in carrying out teachers’ dual assignment: to transmit knowledge and foster independent, judicious, democratic citizens. The discussion is approached through the presentation of a simulated teaching sequence. Based on this scenario, in which a socioscientific issue is the theme for deliberation, the possibilities and limitations of a deliberative approach in science education is discussed.

scholarly journals Formal Learning in Informal Settings—Increased Physics Content Knowledge After a Science Centre Visit

2021 ◽  
Vol 6 ◽  
Author(s):  
Daniel H. Solis ◽  
David Hutchinson ◽  
Nancy Longnecker
Keyword(s):  
Content Knowledge ◽  
Flow Diagram ◽  
Choice Test ◽  
Scientific Content ◽  
Age And Gender ◽  
Science Centre ◽  
Affective Components ◽  
And Gender ◽  
Free Choice Learning ◽  
Main Component

Over the past 50 years, the prevalence of interactives in museums and science centres has increased dramatically, with interactive learning proliferating around the world. With a current estimated visitation of 300 million people each year, free-choice learning through museums and related venues has become a major source of human learning over the course of a lifetime. While many studies of visitor experience have examined positive changes in affective components of learning, fewer have examined whether specific scientific content knowledge is included in what is learnt. This research investigated gains in content knowledge through informal science learning. Three surveys were conducted at the Otago Museum’s science centre (Dunedin, New Zealand) with visitors eight years and older. The main component of the survey included a brief “formal” content knowledge assessment in the form of a pre-post multiple-choice test, with a focus on physics concepts illustrated in the science centre. Self-reported examples of science learned during the visit and selected items from the Modes of Learning Inventory complement the data. In the pre-post test, prior knowledge was age and gender dependent, with younger visitors and females getting significantly lower scores. Notwithstanding, visitors to the science centre had an overall average of 13% more correct answers in the test after visiting, independent of age and gender. A learning flow diagram was created to visualise learning in the presence or absence of interactivity. As expected, interactivity was found to increase learning.

scholarly journals Science learning via participation in online citizen science

2016 ◽  
Vol 15 (03) ◽  
pp. A07 ◽  
Author(s):  
Karen Masters ◽  
Eun Young Oh ◽  
Joe Cox ◽  
Brooke Simmons ◽  
Chris Lintott ◽  
...  
Keyword(s):  
Content Knowledge ◽  
Citizen Science ◽  
Scientific Knowledge ◽  
Science Learning ◽  
Science Content ◽  
Science Knowledge ◽  
General Science ◽  
Scientific Content ◽  
Econometric Methods ◽  
Science Projects

We investigate the development of scientific content knowledge of volunteers participating in online citizen science projects in the Zooniverse (http://www.zooniverse.org). We use econometric methods to test how measures of project participation relate to success in a science quiz, controlling for factors known to correlate with scientific knowledge. Citizen scientists believe they are learning about both the content and processes of science through their participation. We don't directly test the latter, but we find evidence to support the former — that more actively engaged participants perform better in a project-specific science knowledge quiz, even after controlling for their general science knowledge. We interpret this as evidence of learning of science content inspired by participation in online citizen science.

scholarly journals Design, Development, and Evaluation of a Teacher Workshop Enhanced with DNA Instructional Cases to Impact Content Knowledge and Confidence

2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Michele Shuster ◽  
Krista Glazewski ◽  
Christopher Villa
Keyword(s):  
Content Knowledge ◽  
Design Development ◽  
Scientific Content ◽  
Classroom Activities ◽  
Teacher Confidence ◽  
Professional Development Workshop ◽  
Case Based Learning ◽  
Teacher Professional ◽  
Genetics Knowledge ◽  
Teacher Workshop

In an effort to address K-8 teacher confidence in STEM and increase basic genetics knowledge to a level consistent with its importance in society, we have developed, implemented, and evaluated a 7-day teacher professional development workshop. The overarching goal of our workshop is to facilitate the implementation of innovative DNA-based classroom activities in K-8 classrooms by (i) increasing teacher content knowledge, (ii) increasing teacher confidence in teaching STEM, and (iii) developing teacher interest in using engaging activities, so they are empowered to teach new content in compelling ways. We relied on case-based learning to provide relevance and context to scientific content that was not initially familiar to many of the teachers. Here we describe the workshop and its evaluation. Overall results suggest positive gains in teacher learning, confidence, and interest in the scientific content, as well as the intention to incorporate the scientific content and activities into their teaching.

scholarly journals Motivating Students' STEM Learning Using Biographical Information

2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Janet N. Ahn ◽  
Myra Luna-Lucero ◽  
Marianna Lamnina ◽  
Miriam Nightingale ◽  
Daniel Novak ◽  
...  
Keyword(s):  
Problem Solving ◽  
Content Knowledge ◽  
Science Instruction ◽  
Stem Learning ◽  
Stem Fields ◽  
Scientific Content ◽  
Problem Solving Skills ◽  
Stem Pipeline ◽  
Improved Learning ◽  
Oriented Approach

Science instruction has focused on teaching students scientific content knowledge and problem-solving skills. However, even the best content instruction does not guarantee improved learning, as students’ motivation ultimately determines whether or not they will take advantage of the content. The goal of our instruction is to address the “leaky STEM pipeline” problem and retain more students in STEM fields. We designed a struggle-oriented instruction that tells stories about how even the greatest scientists struggled and failed prior to their discoveries. We describe how we have gone about designing this instruction to increase students’ motivation and better prepare them to interact and engage with content knowledge. We first discuss why we took this struggle-oriented approach to instruction by delineating the limitations of content-focused science instruction, especially from a motivational standpoint. Second, we detail how we designed and implemented this instruction in schools, outlining the factors that influenced our decisions under specific situational constraints. Finally, we discuss implications for future designers interested in utilizing this approach to instruction. 

scholarly journals Hands-on science for recently immigrated students: possibilities for language acquisition and motivation for science

2019 ◽  
Vol 15 (1) ◽  
pp. 22-37
Author(s):  
Mario Schmiedebach ◽  
Claas Wegner
Keyword(s):  
Language Acquisition ◽  
Secondary Students ◽  
Content Knowledge ◽  
Qualitative Content Analysis ◽  
Official Language ◽  
Science Content ◽  
Scientific Content ◽  
Science Content Knowledge ◽  
Regular School ◽  
Hands On

Schools have begun to face many challenges with the influx of recently immigrated students who are not able to speak the official language well enough to participate in class. To help integrate and accelerate language acquisition in German schools, these students are often enrolled in "international classes". Our project, "Biology for Everyone", teaches newly arrived secondary students science through the use of hands-on experiments. While addressing scientific content, students build new language structures and improve their German. Using 13 interviews, the concomitant research examines students’ evaluations of the project in relation to science as well as language acquisition with a qualitative content analysis. Results show that students value this action-oriented approach as it helps them understand scientific concepts. Furthermore, they notice an improvement in their German and an increase in their science content knowledge. Therefore, such "international classes" should be considered for use in additional subjects in order to ease integration into the regular school system.

scholarly journals Tiedeopetuksen muuttuvat tavoitteet

2018 ◽  
Vol 2 (1) ◽  
pp. 20-38
Author(s):  
Tommi Kokkonen ◽  
Antti Laherto
Keyword(s):  
Science Education ◽  
Content Knowledge ◽  
Teaching Methods ◽  
Scientific Literacy ◽  
Important Goal ◽  
Scientific Content ◽  
Global Trends ◽  
Global Issues ◽  
Core Curricula ◽  
Aims Of Science

Luonnontieteiden kouluopetuksen tavoitteita on jo pitkään laajennettu tieteellisen sisältötiedon ulkopuolelle. Perinteisen sisältötietopainotuksen sijaan on alettu korostaa luonnontieteellistä lukutaitoa (engl. scientific literacy), jonka tavoitteena on antaa oppilaille valmiuksia osallistua tieteeseen ja teknologiaan liittyvään keskusteluun ja päätöksentekoon henkilökohtaisissa, yhteiskunnallisissa ja globaaleissa kysymyksissä. Suomen tuoreen opetussuunnitelmauudistuksen painotukset ja ilmiöpohjaisuus ovat osa tätä maailmanlaajuista kehitystä. Tässä artikkelissa esitämme, että luonnontieteellisen lukutaidon opettamiseen ja ilmiöoppimiseen liittyy ratkaisemattomia jännitteitä. Vaikka nykyisissä tavoitteissa korostuu opetuksen relevanssi oppijan ja yhteiskunnan kannalta, sisältötieto määritellään edelleen pitkälti oppiainelähtöisen autenttisuuden näkökulmasta. Me argumentoimme, että opetusmenetelmien ja kontekstien lisäksi myös sisältötieto on uudelleenmääriteltävä muuttuneiden tavoitteiden mukaiseksi. The goals of science education expand beyond traditional scientific content knowledge. Scientific literacy has become an important goal, offering students knowledge and skills to engage in public discussion and decision making in personal, societal and global issues related to science and technology. The recent changes in Finnish Core Curricula towards phenomenon-based learning represent these global trends in science education. In this paper, we argue that there are unresolved tensions in the the pursuit for scientific literacy and phenomenon-based learning. While the current aims of science education emphasize relevance for the student and the society, content knowledge is still defined on the basis of disciplinary authenticity. We argue that in addition to the teaching methods and contexts also content knowledge needs to be redefined to reflect the changing goals of science education.

Umgang mit illegalen Drogen im »bürgerlichen« Milieu: Zum Steuerungseinfluss formeller und informeller Sozialkontrolle – Erste Ergebnisse einer Pilotstudie

2000 ◽  
Vol 46 (2) ◽  
pp. 101-110 ◽  
Author(s):  
Karl Mann ◽  
Klaus Ackermann
Keyword(s):  
Locus Of Control ◽  
Peer Group ◽  
Internal Locus ◽  
Internal Locus Of Control ◽  
Erste Ergebnisse

Im vorliegenden Beitrag werden erste Ergebnisse eines Pilotforschungsprojektes vorgestellt, dessen empirischer Fokus auf das in der bundesrepublikanischen Drogenforschungslandschaft weitgehend ausgesparte Feld eines sozial integrierten Umgangs mit illegalen Drogen in gesellschaftlich etablierten Sozialkontexten gerichtet ist. Besonderes Interesse gilt dem Vermittlungsgeschehen zwischen formeller und informeller sozialer Kontrolle: Wie geht der Einzelne mit konfligierenden Botschaften einer auf ein generelles Drogenverbot abgestellten Rechtssphäre und dem darauf abgestellten institutionellen Kontext strafrechtlicher und sozialmedizinischer Kontrolle einerseits und etwaigen gebrauchsmotivierenden Botschaften der Peer-Group, des Freundes- und Bekanntenkreises andererseits um? </P><P> Innerhalb der Pilotphase wurden 34 sozial integrierte Konsumenten diverser illegaler Drogen interviewt. Die Stichprobenbildung folgte der Methode des Snowball Samplings. Die bisherigen Beobachtungen lassen sich zu zwei für den weiteren Forschungsverlauf relevanten Arbeitshypothesen verdichten: <UL><LI>Der Drogenkonsum untersteht offenbar in der Selbstwahrnehmung im Sinne einer Selbstattribution einem ›internal locus of control‹. <LI>Auch wenn es trotz des bestehenden Drogenverbots zum Konsum illegaler Drogen kommt, scheint mit dem Verbotsstatus bestimmter Substanzen häufig ein informeller Kontrolleinfluss assoziiert, welcher Konsum regulierend unterhalb der Schwelle des generalpräventiven Anspruchs des BtMGs wirksam wird.</UL>

The Reliability and Validity of a Modified Revised Class Play Examined in Dutch Elementary-School Children

2017 ◽  
Vol 33 (6) ◽  
pp. 475-485 ◽  
Author(s):  
A. Elisabeth Aleva ◽  
Frits A. Goossens ◽  
Peter H. Dekker ◽  
Odilia M. Laceulle
Keyword(s):  
Elementary School Children ◽  
Social Withdrawal ◽  
Peer Group ◽  
Reliability And Validity ◽  
Behavioral Difficulties ◽  
Self Perceptions ◽  
Different Types ◽  
Dutch Sample ◽  
Anxious Behavior ◽  
Class Play

Abstract. Social withdrawal in children is a risk factor for maladjustment. The Revised Class Play (RCP; Masten, Morison, & Pelligrini, 1985 ) has often been used to identify children’s behavioral difficulties with peers. However, in previous studies the sensitive-isolated scale of the RCP appeared to measure a mixture of different types of withdrawal, including withdrawal from peers and exclusion by peers. In the present study the original RCP was modified to more clearly distinguish withdrawal from the peer group from behavior associated with exclusion by peers. Two studies in Dutch samples of 8–13-year-old children were conducted to examine the reliability and validity of this modified Revised Class Play. Both studies revealed three scales: Sociability-Leadership, Aggressive-Disruptive, and a third factor labeled Anxious-Withdrawn. Anxious-Withdrawn primarily reflected social reticence. Stability of the scales after two years was high. High scores on the Anxious-Withdrawn scale were best predicted by teacher ratings of timid and anxious behavior and by negative self-perceptions of social competence. The results support the reliability and validity of the modified RCP in a Dutch sample.

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