scholarly journals An Observational Narrative of Student Reaction to Video Hooks

2021 ◽  
Vol 11 (6) ◽  
pp. 286
Author(s):  
Veronica McCauley ◽  
Martin McHugh
Keyword(s):  
Science Teachers ◽  
Participatory Design ◽  
Science Classroom ◽  
Research Approach ◽  
Student Interest ◽  
Dominant Form ◽  
Teacher Interviews ◽  
Design Based Research ◽  
Interest In Science ◽  
Student Reaction

Digital video has become a dominant form of student learning in and beyond the classroom, and thus its pervasive nature in contemporary learning environments commands scholarly inquiry. In this paper we explore a participatory design-based research approach to the integration of video hook technology in the post-primary science classroom (students aged 12–15). Video hooks were designed with the intention of engaging students and augmenting their interest in science. Teachers across ten schools voluntarily agreed to implement the video hooks, and with their students (N = 128) engage in a qualitative, observational methodology to ascertain their effect. Triangulated data was collected through teacher interviews (N = 10), structured lesson observation and researcher journal documentation. Results reveal that student reaction was instant and impactful with evidence of both triggered and maintained student interest.

scholarly journals Interest in Dialogic and Non-Dialogic Teacher Talk Situations in Middle School Science Classroom

2019 ◽  
Vol 18 (8) ◽  
pp. 1531-1546
Author(s):  
Kalle Juuti ◽  
Anni Loukomies ◽  
Jari Lavonen
Keyword(s):  
Middle School ◽  
Science Teachers ◽  
Science Classroom ◽  
Video Recording ◽  
Experience Sampling ◽  
School Science ◽  
Teacher Talk ◽  
Rank Test ◽  
Student Interest ◽  
School Students

AbstractPrevious research has shown that dialogic teacher talk not only supports students’ understanding but also raises their interest. However, there is little, if any, research on the connection between dialogic talk and student interest in classroom situations. To investigate this connection, we collected video observations and experience sampling data. In total, 87 middle school students aged 14 to 16 participated in the study. Data were collected from the classes of six science teachers, and three lessons were video recorded in each teacher’s classroom. During the lessons, students were asked several times to express their interest in the situation through the experience sampling method (ESM). The measurements took place in situations where the teacher either talked with the students or talked to the whole group of students. The talk situations were categorised as dialogic or non-dialogic, based on the video recording. On a five-point scale of interest, the median value was 3.3 in non-dialogic talk situations and 3.5 in dialogic talk situations. We hypothesised that students’ interest would be higher in dialogic talk situations than in non-dialogic talk situations. The hypothesis was tested with a related samples Wilcoxon signed rank test, and the results supported the hypothesis (Z  =  −  2.62; p  <  0.05). The results suggest that dialogic talk may trigger students’ interest in science learning.

scholarly journals “Beautifying the Beast”: Customising Online Instruction in a Writing Course for Jamaican Tertiary-level Students

2013 ◽  
pp. 157-174
Author(s):  
Michelle Stewart-McKoy
Keyword(s):  
Academic Writing ◽  
Online Instruction ◽  
Tertiary Level ◽  
Research Approach ◽  
Student Interest ◽  
Self Directed Learning ◽  
Design Based Research ◽  
Writing Courses ◽  
Writing Course ◽  
Directed Learning

This paper describes an on-going project which uses a design-based research approach in the design and development of customised online instruction for Jamaican tertiary-level students pursuing academic writing courses. The customisation of the academic writing content for online consumption is meant to spark student interest, prolong their online engagement and facilitate self-directed learning. This manuscript provides an overview of the four phases and describes in detail the processes and procedures involved in the completion of phases one and two of the research and the plans for implementation and evaluation of phases three and four.

Backyard Botany: Using GPS Technology in the Science Classroom

2012 ◽  
Vol 74 (3) ◽  
pp. 172-177 ◽  
Author(s):  
Kathryn A. March
Keyword(s):  
Science Classroom ◽  
Team Building ◽  
Environmental Literacy ◽  
Natural World ◽  
Student Interest ◽  
National Science Education Standards ◽  
Education Standards ◽  
Interest In Science ◽  
Gps Technology ◽  
Gps Devices

Global Positioning System (GPS) technology can be used to connect students to the natural world and improve their skills in observation, identification, and classification. Using GPS devices in the classroom increases student interest in science, encourages team-building skills, and improves biology content knowledge. Additionally, it helps educators meet the ISTE’s Educational Technology Standards and the National Science Education Standards while increasing the environmental literacy of their students. This paper provides suggestions for utilizing GPS technology in student-led explorations of the local flora, as well as other innovative ideas for using these devices in science instruction.

scholarly journals Preservice Teacher Self-Efficacy for Enhancing Students’ Long-Term Interest in Science

2019 ◽  
Vol 5 (1) ◽  
pp. 41
Author(s):  
Davis Jean-Baptiste ◽  
David Palmer ◽  
Jennifer Archer
Keyword(s):  
Preservice Teachers ◽  
Science Teachers ◽  
Self Efficacy ◽  
Primary Teachers ◽  
School Science ◽  
Student Interest ◽  
Teacher Behaviour ◽  
Interest In Science ◽  
Teacher Self Efficacy

There is currently a great concern among educationalists regarding the widespread decline in student interest in school science. As a result of this decline, our future teachers will be faced with the challenge of enhancing their students’ long-term interest in science. Yet it is not known whether they will have the dispositions necessary to achieve this. Teacher self-efficacy is known to be a relatively accurate predictor of teacher behaviour. The purpose of this study was to investigate preservice teachers’ self-efficacy for enhancing students’ long-term interest in science. The participants were 121 preservice primary teachers and 31 preservice secondary science teachers. Quantitative data were gathered using a survey, and qualitative data were gathered by interviews with 13 participants. It was found that both primary and secondary preservice teachers had moderately positive self-efficacy. This was a welcome finding, because it suggests that if these levels of self-efficacy are maintained, then once they become practicing teachers they will have the necessary disposition to make vigorous efforts to enhance their future students’ interest in science.

scholarly journals Improving in-service teacher educators’ competences through design-based research

2015 ◽  
Vol 3 (2) ◽  
pp. 213-222
Author(s):  
Jari Lavonen ◽  
Kalle Juuti ◽  
Tiina Korhonen ◽  
Minna Kukkonen ◽  
Kati Sormunen
Keyword(s):  
Teacher Education ◽  
Science Teachers ◽  
Teacher Educators ◽  
Positive Impact ◽  
Science Teacher Education ◽  
Field Work ◽  
Design Based Research ◽  
Interest In Science ◽  
Teacher Students ◽  
Forest Mountain

Experiences shows that the knowledge of species among teacher students has decreased the last twenty years, and recent research from different parts of the world shows the same: The knowledge of species is decreasing. As an introduction to their science teacher education 39 students followed a course over seven weeks, where they learned more about plant and animal species in three different biotopes: forest, mountain and freshwater. The students replied to a questionnaire five weeks after the course. Both the three days field course and making their own collection of different plants and animals had great positive impact on the students learning of species. The students expressed that the practical work with plants and animals has increased their interest in science, will have positive impact on their work as science teachers and has increased their pleasure to be out in nature. The author ask for a discussion about species knowledge, biodiversity and field work in teacher education.

scholarly journals Does Scientific Evaluation Matter? Improving Digital Simulation Games by Design-Based Research

2020 ◽  
Vol 9 (9) ◽  
pp. 155 ◽  
Author(s):  
Sven Ivens ◽  
Monika Oberle
Keyword(s):  
Civic Education ◽  
Game Design ◽  
Digital Simulation ◽  
Educational Interventions ◽  
Simulation Game ◽  
Research Approach ◽  
Scientific Evaluation ◽  
Simulation Games ◽  
Design Based Research ◽  
Term Evaluation

Grounded in a design-based research approach, the aim of this article is to determine whether scientific evaluations help to (a) identify and fix problems in educational interventions and (b) eventually foster a more effective and positive evaluated intervention. Therefore, data from a longer-term evaluation of short digital simulation games about the European Parliament for civic education in schools were used. The data included three cycles of interventions with pre- and post-evaluations starting with the first prototype in 2015/2016 (n = 209), the second cycle in 2017/18 (n = 97), and the last one in 2019/20 (n = 222). After each evaluation, major problems and critiques regarding the simulation game were discussed with the developers, and changes were implemented in the game design. The four most important problems, the processes by which they were improved and the reactions of the participants in the following evaluations are pointed out in the article. A comparison of the last and first evaluation cycle showed an overall improvement of the simulation game regarding its effectiveness in transferring EU knowledge and the participants’ general satisfaction with the simulation game. This study underlines the value of the design-based research approach for developing educational interventions and can be useful for further work on civic education measures and the implementation of digital simulation games.

scholarly journals Impact of using learning analytics in asynchronous online discussions in higher education

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Juan Pedro Cerro Martínez ◽  
Montse Guitert Catasús ◽  
Teresa Romeu Fontanillas
Keyword(s):  
Learning Analytics ◽  
Participatory Design ◽  
Online Discussion ◽  
Learning Processes ◽  
Online Discussions ◽  
Communication Process ◽  
Control Groups ◽  
Implementation Phase ◽  
Design Based Research ◽  
Asynchronous Online Discussions

Abstract Following asynchronous online discussion activities as a complex communication process is a demanding task for teachers. In this paper, the authors have explored the potential in supporting such activity through learning analytics. From the beginning, the authors acknowledged the limitations of technology to support the complexities of a pedagogical activity. Therefore, the methodology used was participatory design-based research (DBR) divided into two main stages. The first design phase dealt with the engagement of teachers and pedagogical experts in defining the data and metrics to be used to support the pedagogical concepts. The second consisted of an implementation phase including pilots with students and with crucial engagement of teachers in commenting their understanding over students’ learning processes and the feedback the teachers could offer to them. Overall, the students shown improvements in their performance as monitored through the learning analytics group in contrast with control groups. The discussion over the design and its results could be potentially extrapolated to other educational contexts.

scholarly journals Assessing and Benchmarking Learning Outcomes of Robotics-Enabled STEM Education

2021 ◽  
Vol 11 (2) ◽  
pp. 84
Author(s):  
S. M. Mizanoor Rahman
Keyword(s):  
Learning Outcomes ◽  
Science Teachers ◽  
Stem Education ◽  
User Study ◽  
Research Approach ◽  
Traditional Teaching ◽  
Assessment Metrics ◽  
Social Scientific ◽  
Survey Responses ◽  
Mathematics And Science Teachers

Experienced middle school mathematics and science teachers were recruited for a pilot study. The teachers separately responded to a survey related to determining expected learning outcomes based on their traditional teaching, classroom experiences and observations, and self-brainstorming. The teachers then received training on how to design, develop, and implement robotics-enabled lessons under a design-based research approach for experiential learning, and taught robotics-enabled lessons to a selected student population in classroom settings. The teachers then responded to the survey for the robotics-enabled teaching. For each case (traditional and robotics-enabled), the survey responses were analyzed, and a set of expected learning outcomes of math and science lessons was derived separately. The thematic analysis results showed that the expected learning outcomes for the robotics-enabled lessons were not only related to the educational gains (content knowledge) observed in traditional teaching, but also to the improvements in the behavioral, social, scientific, cognitive, and intellectual aptitudes of the students. Then, a set of metrics and methods were proposed for assessing the learning outcomes separately. To validate the assessment metrics and methods, teachers from different schools taught two selected robotics-enabled lessons (one math, one science) to same grade students, and separately assessed the learning outcomes of each student using the proposed metrics and methods. The learning outcomes were then compared and benchmarked between schools and subjects. The results of a user study with the teachers showed user acceptance, effectiveness, and suitability of the assessment metrics and methods. The proposed scheme of assessing learning outcomes can be used to assess and justify the benefits and advantages of robotics-enabled STEM education, benchmark the outcomes, help improve teaching preparations, motivate decision-makers to confer on robotics-enabled STEM education and curricula development, and promote robotics-enabled STEM education.

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