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1 |
Teacher Beliefs toward Using Alternative Teaching Approaches in Science and Mathematics Classes Related to Experience in TeachingMine Isiksal-Bostan, Elvan Sahin & Hamide Ertepinar
pp. 603-621 | DOI: 10.12973/ijese.2015.257a | Article Number: ijese.2015.022
Abstract The purpose of this study was to examine the relationships among Turkish classroom, science and mathematics teachers’ beliefs toward using inquiry-based approaches, traditional teaching approaches, and technology in their mathematics and science classrooms; their efficacy beliefs in teaching those subjects; and years of experience in teaching in consideration of curriculum movements. The analysis was based on 258 teachers who had been working in elementary schools in Ankara, Turkey. The Teacher Beliefs toward Instructional Approaches Questionnaire-Revised Scale was used as a measuring instrument. Conducting descriptive statistics, it was found that the teachers had strong beliefs in using inquiry-based instructional approach. The results of two-way MANOVA showed no statistical difference between teachers’ beliefs regarding alternative teaching approaches with respect to their branches. Similarly, no significant difference was reported on their beliefs regarding traditional and technology-enhanced instructional approaches in terms of years of experience in teaching. On the other hand, the teachers with an experience of more than 16 years had significantly more favorable beliefs on using inquiry-based instructional approaches than the teachers with an experience of 6-10 years. The results of path analysis revealed that teachers’ experience in teaching had a significant and positive relation to their beliefs in using traditional teaching approaches and their teaching efficacy, but negative relation to their beliefs in using technology-enhanced teaching approaches. No significant relationship between these teachers’ experiences and their beliefs in using inquiry based approaches was reported. It was also shown that beliefs in using inquiry-based approaches were positively associated with beliefs in using technology-enhanced approaches. Keywords: teaching experience, inquiry-based approaches, teaching efficacy belief, technology-enhanced teaching References American Association for the Advancement of Science [AAAS] (1989). Science for All Americans. Washington, DC: Author. Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1–12. Ashton, P. (1985). Motivation and teacher's sense of efficacy. In C. Ames & R. Ames (Eds.), Research on motivation in education: Vol 2. The classroom milieu (pp. 141-174). Orlando, FL: Academic Press. Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall. Beck, J., Czerniak, C. M., & Lumpe, A. T. (2000). An exploratory study of teachers’ beliefs regarding the implementation of constructivism in their classrooms. Journal of Science Teacher Education, 11(4), 323-343. Bell, R. L., Maeng, J. L. & Binns, I. C. (2013). 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In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models. (pp. 136-162). Newbury Park, CA: Sage. Cakiroglu, E., & Cakiroglu, J. (2003). Reflections on teacher education in Turkey. European Journal of Teacher Education, 26, 253-264. Coble, C. R., & Koballa, T. R. (1996). Science education. In J. Sikula (Ed.) Handbook of Research on Teacher Education. (pp. 459-484). New York: Macmillan Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249-305. College Entrance Examination Board (CEEB) (1990). Academic Preparation in science (2nd ed.): Teaching for transition from high school to college. New York: Author. Damnjanovic, A. (1999). Attitudes toward inquiry-based teaching: Differences between preservice and in-service teachers.School Science and Mathematics, 99, 71-76. Darling-Hammond, L. (1999). Teacher quality and student achievement: A review of state policy evidence. Madison: University of Wisconsin, Center for the Study of Teaching and Policy. Drijvers, P., Doorman, M., Boon, P., Reed, H. & Gravemeijer, K. (2010). The teacher and the tool: Instrumental orchestrations in the technology-rich mathematics classroom. Educational Studies in Mathematics, 75(2), 213–234. Engeln, K., Euler, M., & Maass, K. (2013). Inquiry-based learning in mathematics and science: A comparative baseline study of teachers’ beliefs and practices across 12 European countries. ZDM, 45(6),1-14. Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: a construct validation. Journal of Educational Psychology, 76, 569-582. Guffin, B. (2008). Teacher beliefs toward inquiry-based mathematical instructional strategies in South Dakota Elementary Schools, Unpublished PhD dissertation, University of South Dakota, USA. Haefner, L. A. & Zembal-Saul, C. (2004). Learning by Doing? Prospective Elementary Teachers' Devleoping Understandings of Scientific Inquiry and Science Teaching and Learning. International Journal of Science Education, 26(13), 1653-1674. Holbrook, J. & Kolodner, J.L. (2000). Scaffolding the Development of an Inquiry-Based (Science) Classroom. Proceedings of the International Conference of the Learning Sciences 2000 (ICLS), 221-227. Johnson, C. C. (2006). Effective professional development and change in practice: Barriers science teachers encounter and implications for reform. School Science and Mathematics, 106(3), 150-161. Jöreskog, K., & Sörbom, D. (1999). LISREL 8.30. Chicago: Scientific Software International Inc. Kardash, C., & Wallace, M. (2001). The perceptions of science classes survey: What undergraduate science reform efforts really need to address. Journal of Educational Psychology, 93(1), 199-210. Kaiser, G. (2006). 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Journal of the Learning Sciences, 7, 313-350. Krajcik, J. S. & Layman, J. W. (1992). Microcomputer-based laboratories in the science classroom. in Research Matters to the Science Teacher, National Association for Research in Science Teaching Monograph, 5, 101. Langone, J. (1998). Managing inclusive instructional settings: Technology, co-operative planning, and team-based organization. Focus on Exceptional Children, 30, 1-15. Lee, H.-S., Linn, M. C., Varma, K. & Liu, O. L. (2010). How do technology-enhanced inquiry science units impact classroom learning. Journal of Research in Science Teaching, 47, 71–90. doi: 10.1002/tea.20304 Leu, D. J., Jr. (2001). Internet project: Preparing students for new literacies in a global village. The Reading Teacher, 54, 568-585. Marshall, J. C., Horton, R., Igo, B. L.,& Switzer, D. M.(2009). K-12 Science and mathematics teachers’ beliefs about and use of inquiry in the classroom. International Journal of Science and Mathematics Education, 7, 575-596. Ministry of National Education of Turkey [MoNE] (2005a) Ilkogretim matematik dersi (1-5 siniflar) ogretim programi taslagi (Elementary school mathematics curriculum draft (grades 1-5)). Ankara, Turkey: MNE. Ministry of National Education of Turkey [MoNE] (2005b) Ilkogretim fen ve teknoloji dersi (1-5 siniflar) ogretim programi taslagi (Elementary school science and technology curriculum draft (grades 1-5)). Ankara, Turkey: MNE. Ministry of National Education of Turkey [MoNE]. (2013a). Ortaokul matematik dersi ögretim programı 5-8. sınıflar: Middle school mathematics curriculum (grades 5-8). Ankara, Turkey: MEB. Ministry of National Education of Turkey [MoNE]. (2013b). Ortaokul fen bilimleri dersi ögretim programı 5-8. sınıflar: Middle school science curriculum (grades 5-8). Ankara, Turkey: MEB. Minke, K. M., Bear, G. G., Deemer, S. A., & Griffin, S. M. (1996). Teachers’ experiences with inclusive classroom: Implications for special education reform. Journal of Special Education, 30, 152-186. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge.Teachers College Record, 108(6), 1017-1054. Morehead, P. and LaBeau, B. (2005). The Continuing Challenges of Technology Integration for Teachers. Retrieved January, 2015: http://www.usca.edu/essays/vol152005/moreheadrev.pdf Morell, P. & Caroll, J. (2003). An extended examination of preservice elemantary teachers’ science teaching self-efficacy.School Science and Mathematics, 103, 246-251. National Committee on Science Education Standards and Assessment (NCSESA) (1993). National science education standards: An enhanced sampler. Washington, DC: National Research Council. Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21 ,509 -523. Owens, R. F., Hester, J. L., & Teale, W. H. (2002). Where do you want to go today? Inquiry-based learning and technology integration. The Reading Teacher, 55(7), 616-625. Pedaste, M., & Sarapuu, T. (2012). Designing principles for support in developing students’ transformative inquiry skills in Web-based learning environments. Interactive Learning Environments, 22(3), 309-325. Pehkonen, E., & Törner, G. (1996). Mathematical beliefs and different aspects of their meaning. ZDM—The International Journal on Mathematics Education, 28(4), 101–108. Prince, M., & Felder, R. (2007). The many faces of inductive teaching and learning. Journal of College Science Teaching, 14-20. Puntambekar, S., Stylianou, A. & Goldstein, J. (2007). Comparing classroom enactments of an inquiry curriculum: Lessons learned from two teachers. The Journal of the Learning Sciences, 16(1), 81–130. Race, K. (2001). Development of an attitude survey to gauge teacher attitudes toward ınstructional strategies and classroom pedagogy in support of a larger outcomes-based evaluation effort. Presented at the Annual Meeting American Evaluation Association St. Louis, Missouri. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In Sikula, J., Buttery, T., and Guyton, E. (Eds.),Handbook of Research on Teacher Education, MacMillan, New York, pp. 102-119. Riggs, I. M. & Enochs, L. G. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education, 74(6), 625-637. Roehrig, G. H. & Kruse, R. A. (2005). The role of teachers’ beliefs and knowledge in the adoption of a reform-based curriculum. School Science and Mathematics, 105(8), 412-422. Ross, J. A. (1998). The antecedents and consequences of teacher efficacy. In J. Bropy (Ed.), Advances in research on teaching, Vol. 7 (pp. 49-73). Greenwich, CT: JAI Press. Schumacker, R. E., & Lomax, R. G. (1996). A beginner’s guide to structural equation modeling. Mahwah, New Jersey: Erlbaum. Seymour, E., & Hewitt, N. (1997). Talking about leaving: Why undergraduates leave science. Boulder, CO: Westview. Stevens, J. (2002). Applied multivariate statistics for the social sciences. New Jersey: Erlbaum. Stipek, D., Giwin, K., Salmon, J., & MacGyvers, V. (2001). Teachers' beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17(3), 213-226. Stover, S., & Veres, M. (2013). TPACK in higher education: using the TPACK framework for professional development.Global Education Journal, (1), 93–111. Supovitz, J.A., Mayer, D.P. & Kahle, J.B. (2000). Promoting inquiry-based instructional practice: The longitudinal impact of professional development in the context of systemic reform. Educational Policy, 14, 331–356. Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248. Von Secker, C. E., & Lissitz, R. W. (1999). Estimating the impact of instructional practices on student achievement in science. Journal of Research in Science Teaching, 36(10), 1110-1126. Wilkins, J. (2008) The relationship among elementary teachers' content knowledge, attitudes, beliefs, and practices.Journal of Mathematics Teacher Education, 11(2), 139-164. |
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Comparing Students’ Individual Written and Collaborative Oral Socioscientific ArgumentsAmanda M. Knight & Katherine L. McNeill
pp. 623-647 | DOI: 10.12973/ijese.2015.258a | Article Number: ijese.2015.023
Abstract Constructing and critiquing scientific arguments has become an increasingly important goal for science education. Yet, the differences in the ways students construct collaborative oral and individual written socioscientific arguments are not well established. Our research with one middle school class in an urban New England school district addresses the following question: What are the similarities and differences between students’ collaborative oral and individual written scientific arguments? Data sources consisted of transcripts from three videotaped lessons and associated student work. The sophistication of both the collaborative oral and individual written argument products were analyzed using a proposed learning progression. Results suggest that the students’ collaborative oral arguments tended to be of lower sophistication whereas the individual written arguments tended to be of higher sophistication; however both modalities tended to include inappropriate justifications. Moreover, in the written arguments it was easier for students to include a rebuttal than limit their argument to using only appropriate justifications. These findings suggest that there are both commonalities and differences across the expressive modalities that can be targeted in an effort to strengthen the quality of students’ arguments. Keywords: argument, socioscientific, student learning, learning progression, middle school science References Aikenhead, G. S. (2005). Science-based occupations and the science curriculum: Concepts of evidence. Science Education, 89(2), 242-275. doi:10.1002/sce.20046 Bell, P., & Linn, M. C. (2000). Scientific arguments as learning artifacts: Designing for learning from the Web with KIE.International Journal of Science Education, 22, 797-817. doi:10.1080/095006900412284 Berland, L. K., & Hammer, D. (2012). Framing for scientific argumentation. Journal of Research in Science Teaching, 49(1), 68-94. doi:10.1002/tea.20446 Berland, L. K., & McNeill, K. L. (2010). A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts. Science Education, 94(5), 765-793. doi:10.1002/sce.20402 Berland, L. K., & Reiser, B. J. (2009). Making sense of argumentation and explanation. Science Education, 93(1), 26-55. doi:10.1002/sce.20286 Berland, L. K., & Reiser, B. J. (2011). Classroom communitites adaptations of the practic of scientific argumentation. Science Education, 95(2), 191-216. doi:10.1002/sce.20420 Cavagnetto, A. R. (2010). Argument to foster scientific literacy: A review of argument interventions in K-12 science contexts. Review of Educational Research, 80(3), 336-371. doi:10.3102/0034654310376953 Clark, D. B., & Sampson, B. (2008). Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality. Journal of Research in Science Teaching, 45(3), 293-321. doi:10.1002/tea.20216 Common Core State Standards Initiative. (2010). Common core state standards for English language arts & literacy in history/social studies, science, and technical subjects. Retrieved from http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf Dawson, V. M., & Venville, G. (2009). High school students’ informal reasoning and argumentation about biotechnology: An indicator of scientific literacy? International Journal of Science Education, 31(11), 1421-1445. doi:10.1080/09500690801992870 Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287-312. doi:10.1002/(SICI)1098-237X(200005)84:3<287::AID-SCE1>3.0.CO;2-A Duschl, R. A., Schweingruber, H. A., & Shouse, A. W. (Eds.). (2007). Taking science to school: Learning and teaching science in grades k-8. Washington D.C.: National Academy Press. http://www.nap.edu/catalog/11625.html Evagorou, M., & Osborne, J. (2013). Exploring young students’ collaborative argumentation within a socioscientific issue.Journal of Research in Science Teaching, 50(2), 209-237. doi:10.1002/tea.21076 Furtak, E. M., Thompson, J., Braaten, M., & Windschitl, M. (2012). Learning progressions to support ambitious teaching practices. In A. C. Alonzo & A. W. Gotwals (Eds.), Learning progressions in science: Current challenges and future directions (pp. 405-433). Rotterdam, The Netherlands: Sense Publishers. doi:10.1007/978-94-6091-824-7_17 Goody, J. (1994). Entre l’oralite´ etl’e´criture. Paris: Presses universitaires de France. Halliday, M. A. K., & Martin, J. R. (1993). Writing science: Literacy and discursive power. Pittsburgh: University of Pittsburgh Press. doi:10.1234/12345678 Jiménez -Aleixandre, M. P., Rodriguez, A. B., & Duschl, R. A. (2000). ‘Doing the lesson’ or ‘doing science’: Argument in high school genetics. Science Education, 84(3), 287-312. doi:10.1002/1098-237X(200011)84:6<757::AID-SCE5>3.0.CO;2-F Kelly, G. J., & Greene, J. (1998). The social nature of knowing: Toward a sociocultural perspective on conceptual change and knowledge construction. In B. Guzzetti & C. Hynd (Eds.), Perspectives on conceptual change: Multiple ways to understand knowing and learning in a complex world (pp. 145-181). Mahway, NJ: Lawrence Erlbaum. King, P. M., & Kitchener, K. S. (2004). Reflective judgment: Theory and research on the development of epistemic assumptions through adulthood. Educational Psychology, 39, 5-18. doi:10.1207/s15326985ep3901_2 Kolstø, S. D. (2001). To trust or not to trust, … —pupils’ ways of judging information encountered in a socio-scientific issue.International Journal of Science Education, 23, 877-901. doi:10.1002/sce.1011 Kuhn, D. (1991). The skills of argument. Cambridge, England: Cambridge University Press. Kuhn, D., & Udell, W. (2003). The development of argument skills. Child development, 74(5), 1245-1260. doi:10.1111/1467-8624.00605 Kuhn, D., & Udell, W. (2007). Coordinating own and other perspectives in argument. Thinking & Reasoning, 13(2), 90-104. doi:10.1080/13546780600625447 Kuhn, D., Goh, W., Iordanou, K., & Shaenfield, D. (2008). Arguing on the computer: A microgenetic study of developing argument skills in a computer-supported environment. Child Development, 79(5), 1310-1328. doi:10.1111/j.1467-8624.2008.01190.x McNeill, K. L. (2011). Elementary students' views of explanation, argumentation and evidence and abilities to construct arguments over the school year. Journal of Research in Science Teaching, 48(7), 793-823. doi:10.1002/tea.20430 McNeill, K. L., Corrigan, S., Barber, J., Goss, M., & Knight, A. M. (2012, March). Designing student assessments for understanding, constructing and critiquing arguments in science. Poster presented at the annual meeting of the National Association for Research in Science Teaching, Indianapolis, IN. McNeill, K. L., & Krajcik, J. (2007). Middle school students’ use of appropriate and inappropriate evidence in writing scientific explanations. In M. Lovett & P. Shah (Eds.), Thinking with data: The proceedings of the 33rd Carnegie symposium on cognition. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. McNeill, K. L., & Krajcik, J. (2012). Supporting grade 5-8 students in constructing explanations in science: The claim, evidence and reasoning framework for talk and writing. New York, NY: Pearson Allyn & Bacon. McNeill, K. L., Lizotte, D. J., Krajcik, J., & Marx, R. W. (2006). Supporting students’ construction of scientific explanations by fading scaffolds in instructional materials. Journal of the Learning Sciences, 15(2), 153-191. doi:10.1207/s15327809jls1502_1 McNeill, K. L., & Pimentel, D. S. (2010). Scientific discourse in three urban classrooms: The role of the teacher in engaging high school students in argumentation. Science Education, 94(2), 203-229. doi:10.1002/sce.20364 Michaels, S., O’Connor, C., & Resnick, L. (2008). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in Philosophy and Education, 27, 283-297. doi:10.1007/s11217-007-9071-1 Miles, M., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd edition). Thousand Oaks, CA: Sage. NGSS Lead States. (2013). Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41(10), 994-1020. doi:10.1002/tea.20035 Patronis, T., Potari, D., & Spiliotopoulou, V. (1999). Students’ argumentation in decision-making on a socio-scientific issue: Implications for teaching. International Journal of Science Education, 21, 745-754. doi:10.1080/095006999290408 Rivard, L. P., & Straw, S. B. (2000). The effect of talk and writing on learning science. An exploratory study. Science Education, 84, 566-593. doi:10.1002/1098-237X(200009)84:5<566::AID-SCE2>3.0.CO;2-U Rogers, S., Busch, K. C., & Berland, L. K. (2012, March) Variation in how individuals argue about scientific and socioscientific questions. Paper presented at the NARST 2012 Annual International Conference, Indianapolis, IN. Ryu, S., & Sandoval, W. (2008). Interpersonal influences on collaborative argument during scientific inquiry. Paper presented at the Paper Presented at the American Educational Research Association (AERA), March 24-29. doi:10.1002/sce.21006 Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching, 41, 513-536. doi:10.1002/tea.20009 Sadler, T. D., & Donnelly, L. A. (2006). Socioscientific argumentation: The effects of content knowledge and morality.International Journal of Science Education, 28(12), 1463-1488. doi:10.1080/09500690600708717 Sadler, T. D., & Fowler, S. R. (2006). A threshold model for content knowledge transfer for socioscientific argumentation.Science Education, 90(6), 986-1004. doi:10.1002/sce.20165 Sadler, T. D., & Zeidler, D. L. (2005). The significance of content knowledge for informal reasoning regarding socioscientific issues: Applying genetics knowledge to genetic engineering issues. Science Education, 89(1), 71-93. doi:10.1002/sce.20023 Sampson, V., & Clark, D. B. (2008). Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions. Science Education, 92(3), 447-472. doi:10.1002/sce.20276 Sampson, V., & Clark, D. (2009). A comparison of the collaborative scientific argumentation practices of two high and two low performing groups. Research in Science Education, 61(1), 63-97. doi:10.1002/sce.20306 Sampson, V. Grooms, J., & Walker, J. P. (2010). Argument-driven inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study. Science Education, 95(2), 217-157. doi:10.1002/sce.20421 Sandoval, W. A. (2003). Conceptual and epistemic aspects of students’ scientific explanations. Journal of the Learning Sciences, 12, 5-51. doi:10.1207/S15327809JLS1201_2 Sandoval, W. A., & Millwood, K. A. (2005). The quality of students’ use of evidence in written scientific explanations.Cognition and Instruction, 23(1), 23-55. doi:10.1207/s1532690xci2301_2 Sandoval, W. A., & Reiser, B. J. (1997). Evolving explanations in high school biology. Paper presented at the annual meeting of the American Educational Research Association, Chicago. doi:10.1002/sce.10130 Schwarz, B. B., Neuman, Y., Gil, J., & Ilya, M. (2003). Construction of collective and individual knowledge in argumentative activity. Journal of the Learning Sciences, 12(2), 219-256. doi:10.1207/S15327809JLS1202_3 Schweingruber, H., Keller, T., & Quinn, H. (Eds.). (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. National Academies Press. Tishman, S., & Perkins, D. (1997). The language of thinking. Phi Delta Kappan, 78, 368-374. Varelas, M., Pappas, C. C., Kane, J. M., & Arsenault, A. (2008). Urban primary-grade children think and talk science: Curricular and instructional practices that nurture participation and argumentation. Science Education, 92, 65-95. doi:10.1002/sce.20232 Zohar, A., & Nemet, F. (2002). Fostering students’ knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39, 35-62. doi:10.1002/tea.10008 |
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Primary Student-Teachers’ Practical Knowledge of Inquiry-Based Science Teaching and Classroom Communication of Climate ChangeIlkka Ratinen, Jouni Viiri, Sami Lehesvuori & Tuukka Kokkonen
pp. 649-670 | DOI: 10.12973/ijese.2015.259a | Article Number: ijese.2015.024
Abstract A teacher’s practical knowledge contains the teacher’s beliefs about the goals, values and principles of education that guide his or her actions in the classroom. There is still a lack of knowledge about how teachers’ practical knowledge influences their teaching. The present study examines student teachers’ practical knowledge in the context of teaching climate change in elementary schools. Participating student-teachers planned their lessons using the principles and ideas of inquiry-based science teaching and the communicative approach. The same two approaches were applied in analysing the lessons, providing a broader basis on which to study student-teachers’ beliefs about teaching science. The analysis revealed different levels of success in terms of implementation of inquiry-based learning; the communicative approach was not comprehensively realised in any class. Stimulated recall interviews highlighted that most student-teachers possessed sufficient knowledge to reflect on their lessons and the necessary awareness to use the communicative approach. By comparing the results of lesson plan analysis, communication analysis and stimulated recall interviews, we can better understand student-teachers’ practical knowledge in the classroom. Keywords: practical knowledge, inquiry, communicative approach, elementary school References Abell, S. (2007). Research on science teacher knowledge. In S. Abell & N. Lederman (Eds.), Handbook of Research on Science Education (pp. 1105-1149). Mahwah, NJ: Lawrence Erlbaum Associates. Abrahams, I., & Millar, R. (2008). Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education, 30(14), 1945-1969. doi: 10.1080/09500690701749305 Akkus, R., Gunelb, M., & Handc, B. (2007). Comparing an Inquiry-based Approach known as the Science Writing Heuristic to Traditional Science Teaching Practices: Are there differences? International Journal of Science Education, 29(14), 1745-1765. doi: 10.1080/09500690601075629 Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26-29. Bell, R., Matkins, J.J., & Gansneder, B. M. (2011). Impacts of contextual and explicit instruction on pre-service elementary teachers’ understandings of the nature of science. Journal of Research Science Teaching, 48(4), 414-436. doi: 10.1002/tea.20402 Boon, H. J. (2010). Climate Change? Who Knows? A Comparison of secondary students and pre-service teachers.Australian Journal of Teacher Education, 35(1), 104-120. Boyes, E. & Stanisstreet, M. (1997). Children’s models of understanding of two major global environmental issues (ozone layer and greenhouse effect). Research in Science & Technology Education, 15(1), 19-28. doi: 10.1080/0263514970150102 Childs, A., & McNicholl, J. (2007). Investigating the Relationship between Subject Content Knowledge and Pedagogical Practice through the Analysis of Classroom Discourse. International Journal of Science Education, 29(13), 1629-1653. doi: 10.1080/09500690601180817 Connelly, M. F., Clandinin, D. J., & He, M. F. (1997). Teacher personal practical knowledge on the professional knowledge landscape. Teaching and Teacher Education, 13(7), 665-674. doi:10.1016/S0742-051X(97)00014-0 van Driel, J. H., Beijaard, D., & Verloop, N. (2001). Professional development and reform in science education: The role of teachers' practical knowledge. Journal of Research Science Teaching, 38(2), 137-158. Fajet, W., Bello, M., Leftwich, S. A., Mesler, J. L., & Shaver, A. N. (2005). Pre-service teachers’ perceptions in beginning education classes. Teaching and Teacher Education, 21(6), 717-727. doi:10.1016/j.tate.2005.05.002 Furtak, E. M., Seidel T., Ivarson, H., & Briggs, D. C. (2012). Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching: A Meta-Analysis. Review of Educational Research, 82(3), 300-329. doi: 10.3102/0034654312457206 Gruenewald, D. A. (2004). A Foucauldian analysis of environmental education: toward the socioecological challenge of the earth charter. Curriculum Inquiry, 43(1), 71-107. doi:10.1111/j.1467-873X.2004.00281.x Hansen P. J. K. (2010). Knowledge about the Greenhouse Effect and the Effects of the Ozone Layer among Norwegian Pupils Finishing Compulsory Education in 1989, 1993, and 2005-What Now. International Journal of Science Education 32(3), 397-419. doi: 10.1080/09500690802600787 Hodson, D. (2014). Learning Science, Learning about Science, Doing Science: Different goals demand different learning methods. International Journal of Science Education, 36(15), 2534-2553. doi: 10.1080/09500693.2014.899722 Hollingsworth, S. (1989). Prior beliefs and cognitive changes in learning to teach. American Educational Research Journal,26(2), 160-189. Jacobs, C. L., Martin, S, N., & Otieno T. C. (2008). A Science Lesson Plan Analysis Instrument for formative and summative program evaluation of a teacher education program. Science education, 92(6), 1096-1126. doi: 10.1002/sce.20277 Jakobsson, A., Mäkitalo, Å., & Säljö, R. (2009). Conceptions of knowledge in research on students’ understanding of the greenhouse effect: Methodological positions and their consequences for representations of knowing. Science Education,93(6), 978-995. doi: 10.1002/sce.20341 Johnson, R. M., Henderson, S., Gardiner, L., Russell, R., Ward, D., Foster, S., Meymaris, K, Hatheway, B., Carbone, L., & Eastburn, T. (2008). Lessons Learned Through Our Climate Change Professional Development Program for Middle and High School Teachers. Physical Geography, 29(6), 500-511. doi: 10.2747/0272-3646.29.6.500 Kagan, D. (1992). Professional growth among pre-service and beginning teachers. Review of Educational Research, 62(2), 129-169. doi: 10.3102/00346543062002129 Käpylä, M., Heikkinen, J-P., & Asunta, T. (2009). Influence of content knowledge on pedagogical content knowledge: The case of teaching photosynthesis and plant growth. International Journal of Science Education, 31(10), 1395-1415. doi: 10.1080/09500690802082168 Kleickmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S., & Baumert, J. (2013). Teachers’ content knowledge and pedagogical content knowledge: The role of structural differences in teacher education. Journal of Teacher Education, 64(1), 90-106. doi: 10.1177/0022487112460398 Lederman, N. G., Antink, A., & Bartos, S. (2014). Nature of science, scientific inquiry, and socioscientific issues arising from genetics: A pathway to developing a scientifically literate citizenry. Science & Education, 23(2), 285-302. doi: 10.1007/s11191-012-9503-3 Lehesvuori, S., Ratinen, I., Kulhomäki, O., Lappi, J., & Viiri, J. (2011). Enriching primary student teachers’conceptions about science teaching: towards dialogic inquiry-based teaching. Nordina, 7(2), 140-159. Lehesvuori, S., Viiri. J., Rasku-Puttonen, H., Moate, J., & Helaakoski, J. (2013). Visualizing Communication Structures in Science Classrooms: Tracing Cumulativity in Teacher-Led Whole Class Discussions. Journal of Research in Science Education, 50(8), 912-939. doi: 10.1002/tea.21100 Liarakou, G., Athanasiadis, I., & Gavrilakis, C. (2011). What Greek secondary school students believe about climate change? International Journal of Environmental & Science Education, 3(1), 79-98. Lotter, C., Harwood, W. S., & Bonner, J. J. (2007). The influence of core teaching conceptions on teachers’ use of inquiry teaching practises. Journal of Research in Science Teaching, 44(4), 1318-1347. doi: 10.1002/tea.20191 Meijer, P. C., Zanting, A., & Beijaard, D. (2002). How can student teachers elicit experienced teachers’ practical knowledge? Tools, suggestions, and significance. Journal of Teacher Education, 53(5), 406-419. doi: 10.1177/002248702237395 Meijer, P. C., Verloop, N., & Beijaard, D. (2002). Multi-method triangulation in a qualitative study on teachers' practical knowledge: An attempt to increase internal validity. Quality and Quantity, 36(2), 145-167. doi: 10.1023/A:1014984232147 Meira, P. A. (2006). A loita pola representación social do cambio climático: Unha reflexión para educadores. [A struggle for the social representation of climate change: An insight for educators]. In M., Soto, & X. Veiras, (Eds.), O cambio climático e Galiza, (pp. 53-61). Santiago de Compostela: ADEGA. Minner, D.D., Levy, A.J., & Century, J. (2010). Inquiry-based science instruction – what is it and does it matter? Results from research synthesis from years 1984 to 2002. Journal of research in science teaching, 47(4), 474-496. doi: 10.1002/tea.20347 Mortimer, E. F., & Scott, P. (2003). Meaning making in science classrooms. Milton Keynes: Open University Press. Neuendorf, K. A. (2001). The Content Analysis Guidebook. London: Sage Publications. Niebert, K., & Gropengießer, H. (2014). Understanding the greenhouse effect by embodiment – analysing and using students' and scientists' conceptual resources. International Journal of Science Education, 36(2), 277-303. doi: 10.1080/09500693.2013.763298 NRC. (2000). Inquiry and the National Science Education Standards. Washington, DC: National Academy Press. Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. doi: 10.3102/00346543062003307 Ratinen, I. (2013). Primary Student-Teachers' Conceptual Understanding of the Greenhouse Effect: A mixed method study.International Journal of Science Education, 35(6), 929-955. doi: 10.1080/09500693.2011.587845 Ratinen, I. Viiri, J., & Lehesvuori, S. (2013). Primary School Student-Teachers' Understanding of Climate Change: Comparing the Results Given by Concept Maps and Communication Analysis. Research in Science Education 43(5), 1801-1823. doi: 10.1007/s11165-012-9329-7 Reinfried, S., & Tempelmann, S. (2014). The impact of secondary school students' preconceptions on the evolution of their mental models of the greenhouse effect and global warming. International Journal of Science Education, 36(2), 304-333. doi:10.1080/09500693.2013.773598 Schepens, A., Aelterman, A., & Van Keer, H. (2007). Studying learning processes of student teachers with stimulated recall interviews through changes in interactive cognitions. 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The construction of physics knowledge in a classroom community from different perspectives. In B. Schwarz, T. Dreyfus & R. Hershkovitz (Eds.), Transformation of knowledge through classroom interaction(pp. 42-55). New York: Routledge. Viiri, J., & Saari, H. (2006). Teacher Talk Patterns in Science Lessons: Use in Teacher Education. Journal of Science Teacher Education , 17(4), 347-365. doi:10.1007/s10972-006-9028-1 |
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Major Matters: Relationship between Academic Major and University Students’ Environmental Literacy and Citizenship as Reflected in Their Voting Decisions and Environmental ActivismDaphne Goldman, Ofira Ayalon, Dorit Baum & Shay Haham
pp. 671-693 | DOI: 10.12973/ijese.2015.260a | Article Number: ijese.2015.025
Abstract Institutions of higher education (HE) are increasingly expected to rise to the challenge of preparing environmentally literate graduates, equipped to bring a sustainability perspective into their professional function. While considerable research has explored the relationship between HE and tendency for political participation in general, studies on a possible relationship between exposure to environmental content during studies and students’ inclusion of environmental considerations in political participation, as a component of their environmental literacy and indicator of the level of their environmental literacy, are lacking. Therefore, this study investigated, in a large university, the relationship between students’ disciplinary major and their environmental literacy and citizenship as reflected in their inclusion of the environment in decision-making as voters and in citizen-society activism. A questionnaire was administrated to students from departments that include environment-related courses (‘exposed’) and departments that do not explicitly include environmental content (‘unexposed’). The questionnaire investigated exposure to environmental content, EL-dimensions (knowledge, dispositions, self-reported involvement in environmentally-responsible behaviours), voting characteristics. All these variables were found to be significantly related to academic major: ‘Natural Resource and Environmental Management’ and Geography majors acknowledged greater exposure to environmental topics and were more knowledgeable of these. These students, along with biology majors, reported being more active in responsible environmental behaviour (REB) and in environmental organizations. ‘Exposed’ students rated higher environmental issues as factors that influence their political decision-making, declared greater willingness to vote for environmentally-oriented parties and reported increased support for such parties in the 2006 and 2009 elections compared to ‘unexposed’ students. Results also indicate that despite these differences between the two groups, self-reported participation of ‘exposed’ students in REB and in civic society was lower than could be expected. Results indicate that two interplaying factors may underlie the relationship between academic major and students’ environmentalism: a transformative influence of studies via the content, ideas and philosophies of the studied discipline, and pre-existing orientation of students which influences their choice of studies. These processes can be taken into consideration towards incorporating sustainability within different academic programs in a manner that will be effective in educating environmentally-responsible graduates and preparing them as influential environmental citizens and professionals in society. Keywords: environmental literacy, higher education, academic major, political voting, responsible environmental behavior References Anderson, M. W., Teisl, M., Criner, G., Tisher, S., Smith, S., Hunter, M., & Bicknell, E. (2007). Attitude change of undergraduate students in general education Courses. Journal of General Education, 56, 149-168. Arian, A. and Shamir, M. (2004). The Votes in Israel 2003. Jerusalem: The Israeli Institute for Democracy [in Hebrew]. Retrieved from: http://geobase.huji.ac.il/FA/FA-Data-Public/Elections2003/Docs/ Arnocky, S., & Stroink, M. L. (2011). 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Environmental Education and Behavioral Change: An Identity-Based Environmental Education ModelNicholas M. McGuire
pp. 695-715 | DOI: 10.12973/ijese.2015.261a | Article Number: ijese.2015.026
Abstract In this paper, the effectiveness of environmental education (EE) programs at fostering ecologically responsible behavior is analyzed through the lens of psychology. In section 1, a critique of knowledge and attitude appeals is presented using contemporary psychological understandings of these constructs to show why many EE programs have been met with mixed results. It is argued that knowledge and attitudes are misunderstood in precisely how they are employed in decision-making and that these misunderstandings hamper the impact of EE programming. In section 2, the theoretical foundation for applying identity research is developed further and is shown to engage both the automatic and controlled cognitive processes—the key distinction of the IBEE model. 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International Peer Collaboration to Learn about Global Climate ChangesMajken Korsager & James D. Slotta
pp. 717-736 | DOI: 10.12973/ijese.2015.262a | Article Number: ijese.2015.027
Abstract Climate change is not local; it is global. This means that many environmental issues related to climate change are not geographically limited and hence concern humans in more than one location. There is a growing body of research indicating that today’s increased climate change is caused by human activities and our modern lifestyle. Consequently, climate change awareness and attention from the entire world’s population needs to be a global priority and we need to work collaboratively to attain a sustainable future. A powerful tool in this process is to develop an understanding of climate change through education. Recognizing this, climate change has been included in many science curricula as a part of science education in schools. However, teaching such a complex and global topic as climate change is not easy. The research in this paper has been driven by this challenge. In this paper, we will present our online science module called Global Climate Exchange, designed with inquiry activities for international peer collaboration to teach climate change. In this study, we engaged 157 students from four countries (Canada, China, Sweden, and Norway) to collaborate in Global Climate Exchange. To explore the opportunities that international peer collaboration in Global Climate Exchange gives, we have analyzed how students develop their explanations about climate change issues over time. Our analysis showed that the students increased the proportion of relevant scientific concepts in relation to the total number of words in their explanations and that they improved the quality of links between concepts over a six-week period. The analysis also revealed that the students explained more perspectives relating to climate change issues over time. 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Hands-on Crops! How Long-term Activities Improve Students´ Knowledge of Crop Species. A Pretest-Posttest Study of the Greenhouse ProjectEva-Maria Fritsch, Cornelia Lechner-Walz & Daniel C. Dreesmann
pp. 737-755 | DOI: 10.12973/ijese.2015.263a | Article Number: ijese.2015.028
Abstract In terms of sustainability, renewable resources, nourishment and healthy diet, crops are important to the public. Thus, knowledge of crops is needed in order to enable people to participate in public discussions and take responsibility. This is in contrast to former surveys showing that students’ knowledge of and interest in plants in general, crop plants and agricultural issues is moderate to little. At the same time, approaches to improving knowledge and interest in school are missing. We initiated and established the Greenhouse Project (GHP) where secondary school students (grades 5-13) get to know crops through cultivating from seed to seed. To investigate whether or not original contact with a variety of staple crops and hands-on activities positively affect students’ knowledge, students of two German secondary schools were asked via questionnaires before and after the treatment. Our study was conducted in the cities of Mainz and Wiesbaden which are situated in the German Federal states of Rhineland-Palatinate and Hesse, respectively. In total, 74 students in 6/7th and 11/12th grades took part in this pretest-posttest survey; three additional 6/7th and 11/12th grade classes (i.e. 48 students) were used as control classes, and had no contact with the GHP during this time. We demonstrated that the treatment has positive effects on students’ knowledge, and that girls performed better than did boys. Therefore, knowledge of crop plant species, as well as morphological knowledge, improved. A higher level of knowledge cannot only be observed objectively via test scores, but also subjectively via the students’ self-assessment of knowledge. In contrast, the students’ opinions about and attitudes towards agriculture and crops decreased in the posttest, both in the treatment and control classes. 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Modeling Environmental Literacy of Malaysian Pre-University StudentsSheila Shamuganathan & Mageswary Karpudewan
pp. 757-771 | DOI: 10.12973/ijese.2015.264a | Article Number: ijese.2015.029
Abstract In this study attempt was made to model the environmental literacy of Malaysian pre-university students enrolled in a matriculation college. Students enrolled in the matriculation colleges in Malaysia are the top notch students in the country. Environmental literacy of this group is perceived important because in future these students will be joining work force that requires important decision making. Environmental Literacy Model of these students is explained using environmental attitude, belief, conservation knowledge and Responsible Environmental Behavior (REB) with knowledge as a mediator. For this purpose data has been collected from 384 students (114 male and 270 female) and analyzed using covariance based structural equation modeling (CB-SEM) approach. The result shows that REB is influenced by the students’ attitude and belief towards performing REB and knowledge about the environmental issues. On the other hand, students’ belief towards the environment does not influence the formation of REB. Furthermore students’ knowledge also does not mediate the influence of belief on the REB. These findings imply that individual who possess certain desirable attitude, belief and conservation knowledge have more tendencies to engage in REB. The results suggest that the matriculation colleges should integrate approaches that could promote attitude, belief and conservation knowledge into the mainstream of education. Keywords: environmental literacy, pre-university, covariance based structural equation modeling References Ajzen, I. (1985). From intentions to actions: A theory of planned behavior . In J. Kuhl & J. Beckman (Eds.), Action-control: From cognition to behavior (pp. 11-39). Heidelberg: Springer Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behaviour. Englewood Cliffs, New Jersey: Prentice-Hall. Aziz, A. A., Sheikh, S. N. S., Yusof, K. 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The Climate Change Attitude Survey: Measuring Middle School Student Beliefs and Intentions to Enact Positive Environmental ChangeRhonda Christensen & Gerald Knezek
pp. 773-788 | DOI: 10.12973/ijese.2015.276a | Article Number: ijese.2015.030
Abstract The Climate Change Attitude Survey is composed of 15 Likert-type attitudinal items selected to measure students’ beliefs and intentions toward the environment with a focus on climate change. This paper describes the development of the instrument and psychometric performance characteristics including reliability and validity. Data were gathered from 1576 middle school students from across the United States in 2014 to validate the instrument and establish the measurement properties of the instrument’s scales. Factor analysis revealed two stable constructs representing beliefs and intentions, which were reconfirmed through multidimensional scaling and hierarchical cluster analysis techniques. Internal consistency reliability was found to be respectable for the survey as a whole as well as the two separate scales. The Climate Change Attitude Survey was created to fill a void in the measurement of middle school students’ affective responses to the environment and climate change. 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