Education Sciences

Research

20 pages, 2852 KiB

Open AccessArticle

Assessing Conceptual Understanding via Literacy-Infused, Inquiry-Based Science among Middle School English Learners and Economically-Challenged Students

by Rafael Lara-Alecio, Beverly J. Irby, Fuhui Tong, Cindy Guerrero, Janice Koch and Kara L. Sutton-Jones

Educ. Sci. 2018, 8(1), 27; https://doi.org/10.3390/educsci8010027 - 20 Feb 2018

Cited by 11 | Viewed by 8081

Abstract

The overarching purpose of our study was to compare performances of treatment and control condition students who completed a literacy-infused, inquiry-based science intervention through sixth grade as measured by a big idea assessment tool which we refer to as the Big Ideas in [...] Read more.

The overarching purpose of our study was to compare performances of treatment and control condition students who completed a literacy-infused, inquiry-based science intervention through sixth grade as measured by a big idea assessment tool which we refer to as the Big Ideas in Science Assessment (BISA). First, we determine the concurrent validity of the BISA; second, we investigate the differences in the post-test of the BISA between treatment and control English Learners (ELs), controlling for their performance in the pre-test; third, we analyze the differences in the post-test of the BISA between treatment and control non-ELs, controlling for their performance in the pre-test; and fourth, we examine the relationship between students’ English language proficiency as measured by standardized assessment, and their performance in the BISA among ELs and non-ELs, respectively. Our findings indicate: (a) literacy-infused science lessons with big ideas, implemented through the tested intervention, improved students’ language acquisition and science concept understanding for ELs and economically challenged students (ECs); (b) there was a positive relationship between language and content for both ELs and non-ELs, with a similar magnitude, suggesting that students with a higher level of English proficiency score higher in science assessment; and (c) the lesson plans prepared were successful for promoting a literacy-infused science curriculum via a 5E Model (Engage, Explore, Explain, Elaborate, and Evaluate) that includes three to five of the Es used daily. A pedagogical approach for a literacy-infused science model with big ideas is proposed. Full article

(This article belongs to the Special Issue Science Education)

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17 pages, 253 KiB

Open AccessArticle

Sciencey Girls: Discourses Supporting Working-Class Girls to Identify with Science

by Spela Godec

Educ. Sci. 2018, 8(1), 19; https://doi.org/10.3390/educsci8010019 - 23 Jan 2018

Cited by 18 | Viewed by 7688

Abstract

Women from working class and some ethnic minority backgrounds continue to be underrepresented in science, particularly in areas such as physical sciences and engineering. Many find it difficult to see science as something that is “for them”, which then has implications for their [...] Read more.

Women from working class and some ethnic minority backgrounds continue to be underrepresented in science, particularly in areas such as physical sciences and engineering. Many find it difficult to see science as something that is “for them”, which then has implications for their learning and participation in science. In this paper, I discuss findings from a U.K.-based qualitative study with 15 working-class girls, aged 11 to 13, from diverse ethnic backgrounds. Data were collected over the course of one academic year, through interviews and discussion groups with the girls and interviews with their science teachers, and analysed through a post-structural gender lens. The paper foregrounds five science-identifying girls, who negotiated their identification and engagement with science through the following discursive strategies: (i) rendering gender invisible, (ii) drawing attention to the presence of women in science, (iii) reframing “science people” as caring and nurturing, and (iv) cultural discourses of desirability of science. The findings contribute to the understanding of how working class girls—who are often “othered” and constructed as “unintelligible” within the dominant discursive regime of prototypical science—find identification with science possible. The paper discusses the affordances and challenges of each discursive strategy. Full article

(This article belongs to the Special Issue Science Education)

12 pages, 1589 KiB

Open AccessArticle

‘Sometimes They Are Fun and Sometimes They Are Not’: Concept Mapping with English Language Acquisition (ELA) and Gifted/Talented (GT) Elementary Students Learning Science and Sustainability

by Katrina Marzetta, Hillary Mason and Bryan Wee

Educ. Sci. 2018, 8(1), 13; https://doi.org/10.3390/educsci8010013 - 15 Jan 2018

Cited by 11 | Viewed by 7064

Abstract

This study presents an ‘education for sustainability’ curricular model which promotes science learning in an elementary classroom through equity pedagogy. A total of 25 fourth-grade students from an urban, public school in Denver, Colorado participated in this mixed-methods study where concept maps were [...] Read more.

This study presents an ‘education for sustainability’ curricular model which promotes science learning in an elementary classroom through equity pedagogy. A total of 25 fourth-grade students from an urban, public school in Denver, Colorado participated in this mixed-methods study where concept maps were used as a tool for describing and assessing students’ understanding of ecosystem interactions. Concept maps provide a more holistic, systems-based assessment of science learning in a sustainability curriculum. The concept maps were scored and analyzed using SPSS to investigate potential differences in learning gains of English Language Acquisition (ELA) and Gifted/Talented (GT) students. Interviews were conducted after the concept maps were administered, then transcribed and inductively coded to generate themes related to science learning. Interviews also encouraged students to explain their drawings and provided a more accurate interpretation of the concept maps. Findings revealed the difference between pre- and post-concept map scores for ELA and GT learners were not statistically significant. Students also demonstrated an increased knowledge of ecosystem interactions during interviews. Concept maps, as part of an education for sustainability curriculum, can promote equity by providing diverse learners with different—yet equally valid—outlets to express their scientific knowledge. Full article

(This article belongs to the Special Issue Science Education)

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8 pages, 212 KiB

Open AccessEditor’s ChoiceArticle

Teaching and Learning Science in the 21st Century: Challenging Critical Assumptions in Post-Secondary Science

by Amanda L. Townley

Educ. Sci. 2018, 8(1), 12; https://doi.org/10.3390/educsci8010012 - 12 Jan 2018

Cited by 48 | Viewed by 14022

Abstract

It is widely agreed upon that the goal of science education is building a scientifically literate society. Although there are a range of definitions for science literacy, most involve an ability to problem solve, make evidence-based decisions, and evaluate information in a manner [...] Read more.

It is widely agreed upon that the goal of science education is building a scientifically literate society. Although there are a range of definitions for science literacy, most involve an ability to problem solve, make evidence-based decisions, and evaluate information in a manner that is logical. Unfortunately, science literacy appears to be an area where we struggle across levels of study, including with students who are majoring in the sciences in university settings. One reason for this problem is that we have opted to continue to approach teaching science in a way that fails to consider the critical assumptions that faculties in the sciences bring into the classroom. These assumptions include expectations of what students should know before entering given courses, whose responsibility it is to ensure that students entering courses understand basic scientific concepts, the roles of researchers and teachers, and approaches to teaching at the university level. Acknowledging these assumptions and the potential for action to shift our teaching and thinking about post-secondary education represents a transformative area in science literacy and preparation for the future of science as a field. Full article

(This article belongs to the Special Issue Science Education)

16 pages, 1419 KiB

Open AccessArticle

First-Year Mathematics and Its Application to Science: Evidence of Transfer of Learning to Physics and Engineering

by Yoshitaka Nakakoji and Rachel Wilson

Educ. Sci. 2018, 8(1), 8; https://doi.org/10.3390/educsci8010008 - 9 Jan 2018

Cited by 20 | Viewed by 6883

Abstract

Transfer of mathematical learning to science is seen as critical to the development of education and industrial societies, yet it is rarely interrogated in applied research. We present here research looking for evidence of transfer from university mathematics learning in semester one to [...] Read more.

Transfer of mathematical learning to science is seen as critical to the development of education and industrial societies, yet it is rarely interrogated in applied research. We present here research looking for evidence of transfer from university mathematics learning in semester one to second semester sciences/engineering courses (n = 1125). A transfer index measure was derived from extant university assessments, calculated on content-matched questions requiring mathematical concepts and skills in students’ completed mathematics and science/engineering exams. We found that transfer could be measured in this way, and present path models of how transfer is associated with educational attainment and other factors. However, transfer was observed only in physics (n = 258) and engineering (n = 426); biology and molecular bioscience assessments did not provide opportunities for students to demonstrate their mathematical learning. In physics and engineering courses, mathematical attainment had a strong, direct, positive effect, with transfer of learning providing an additional direct and mediating effect upon students’ performance in these subjects. In physics and engineering, transfer was also associated with higher levels of educational attainment in general. This new, applied approach to examining transfer trialed here may provide opportunities for analysing, evaluating, and improving cross-disciplinary transfer of learning within universities. Full article

(This article belongs to the Special Issue Science Education)

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14 pages, 1391 KiB

Open AccessEditor’s ChoiceArticle

Improving the Success of First Term General Chemistry Students at a Liberal Arts Institution

by Kari L. Stone, Sarah E. Shaner and Carol M. Fendrick

Educ. Sci. 2018, 8(1), 5; https://doi.org/10.3390/educsci8010005 - 3 Jan 2018

Cited by 28 | Viewed by 7753

Abstract

General Chemistry is a high impact course at Benedictine University where a large enrollment of ~250 students each year, coupled with low pass rates of a particularly vulnerable student population from a retention point of view (i.e., first-year college students), make it a [...] Read more.

General Chemistry is a high impact course at Benedictine University where a large enrollment of ~250 students each year, coupled with low pass rates of a particularly vulnerable student population from a retention point of view (i.e., first-year college students), make it a strategic course on which to focus innovative pedagogical development. Although our institution is not alone in the challenges that this particular course presents, we have prioritized implementing interventional strategies targeting academically underprepared students to increase their success by providing a preparatory course prior to this gateway course. Focusing on the persistence framework to guide curricular decisions, progress towards aligning our general chemistry curriculum to the academic profile of our students has afforded much higher pass rates than even two years ago. Full article

(This article belongs to the Special Issue Science Education)

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1149 KiB

Open AccessArticle

Evaluating Undergraduate Research Experiences—Development of a Self-Report Tool

by Adam Maltese, Joseph Harsh and Eunju Jung

Educ. Sci. 2017, 7(4), 87; https://doi.org/10.3390/educsci7040087 - 5 Dec 2017

Cited by 13 | Viewed by 7073

Abstract

Despite many millions of dollars being spent each year to support undergraduate research experiences for students in the sciences, there has been little in the way of solid evaluation of these experiences. Recently, research has surfaced that addresses this issue and provides tools [...] Read more.

Despite many millions of dollars being spent each year to support undergraduate research experiences for students in the sciences, there has been little in the way of solid evaluation of these experiences. Recently, research has surfaced that addresses this issue and provides tools that are useful for researchers and evaluators to assess the gains students make from participation. This paper offers a new tool that can be used to measure student gains as a result of participation in these experiences. We discuss the development of the tool and use confirmatory factor analysis to evaluate the quality of the tool for measuring change over time in student confidence. Full article

(This article belongs to the Special Issue Science Education)

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208 KiB

Open AccessFeature PaperArticle

What Really Makes Secondary School Students “Want” to Study Physics?

by Yannis Hadzigeorgiou and Roland M. Schulz

Educ. Sci. 2017, 7(4), 84; https://doi.org/10.3390/educsci7040084 - 21 Nov 2017

Cited by 12 | Viewed by 6615

Abstract

This paper reports on a mixed-methods study with high school students. The study focused on the reasons they give with regard to “what they find interesting about their physics lesson” and “what makes them want to study their physics lesson” during a school [...] Read more.

This paper reports on a mixed-methods study with high school students. The study focused on the reasons they give with regard to “what they find interesting about their physics lesson” and “what makes them want to study their physics lesson” during a school year. The sample consisted of 219 students, who attended public high schools, located in various geographical regions of Greece. Journal entries made by all students—that is, students from junior high and senior high schools—were content-analyzed through a grounded theory approach. A total of eight categories were identified. Quantitative differences between these categories, and between the two groups of students, were also identified. Even though some of the identified categories are well-known motivators in science education, three specific categories deserve particular attention: “connection to one’s own self”, “purpose”, and “utility”. Notwithstanding the limitations of the present research design (i.e., volunteer sample, lack of standardization in students” and especially in teachers’ activities), these categories, along with two quantitative indicators—that is, number of journal entries and student percentages—challenge us to rethink what makes the ideas of science, especially those of physics, meaningful or simply relevant to the life of the students. Full article

(This article belongs to the Special Issue Science Education)

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