From science teacher to technology facilitator: A case study of Katherine

Technology education has a new focus in New Zealand with the publication of the draft Technology Curriculum. Biotechnology is mostly taught by science teachers in New Zealand secondary schools. This study monitors both the author's and the teacher's evolving perspective of technology education from that of applied science to technology and the influence of the draft Technology Curriculum on this process. Specializations: biotechnology/technology education, science education     

The technology-science relationship: Some curriculum implications

Technology encompasses the goods and services which people make and provide to meet human needs, and the processes and systems used for their development and delivery. Although technology and science are related, a distinction can be made between their purposes and outcomes. This paper considers four possible approaches to teaching students about the relationship between technology and science. Atechnology-as-illustration approach treats technology as if it were applied science; artefacts are presented to illustrate scientific principles. Acognitive-motivational approach also treats technology as applied science, but presents technology early in the instructional sequence in order to promote student interest and understanding. In anartefact approach, learners study artefacts as systems in order to understand the scientific principles which explain their workings. Finally, atechnology-as-process approach emphasises the role of technological capability; in this approach, scientific concepts do not have privileged status as a basis for selecting curriculum content. Specializations: science and technology education, educational evaluation, measurement of attitudes and interests.     

The influence of gender,ethnicity and rurality upon perceptions of science

This paper reports an investigation into gender, ethnicity and rurality on Fijian students’ perceptions of science. A questionnaire was administered to a large sample of Form 5 classes. All students had completed a four year integrated "Basic Science" course in the junior secondary school and were continuing their studies in the upper secondary school. The responses were analysed to determine the significance of gender, ethnicity and rurality on the students’ perceptions of science, attitudes to science in the world and to science in the school curriculum. Specializations: gender issues and affective aspects of science and technology education. Specializations: Constructivism in science education, development education and gender issues.     

Challenging student teachers' conceptions of science and technology education

To address expected negative attitudes to studying science and technology held by primary school student teachers, we devised a learning model which combined cooperative group strategies with a learners' questions approach in a context which allowed for pluralism in methodology and epistemology. The model was used in a teacher education elective subject studied by final year Diploma of Teaching students at the University of Technology, Sydney. We found that some students were inexperienced in participating in the planning and design of their learning and that for many students, being responsible for their learning in a science and technology context aroused reactions of alarm and determined avoidance so that alternative pathways for achievement in the subject had to be offered. Some students reported feelings of satisfaction in their successful learning despite initial anxiety, low confidence or indifference. Specializations: children's learning in science and technology; inclusion; contexts, teaching models.     

Technology in the curriculum: A vehicle for the development of children's understanding of science concepts through problem solving

This research was carried out over a period of ten months with children in Grades 2 and 3 (aged 7 and 8) who were participating in a sequence of technology activities. Since the introduction into Victorian primary schools ofThe Technology Studies Framework P-10 (Crawford, 1988), more teachers are including technology studies in their classrooms and by so doing may assist children's understanding of science concepts. Children are being exposed to science phenomena related to the technology activities and Technology Studies may be a way of providing children with science experiences. ‘Technology Studies’ in this context refers to children carrying out practical problem solving tasks which can be completed without any particular scientific knowledge. Participation in the technology activities may encourage children to become actively involved, thereby facilitating an exploration of the related science concepts. The project identified the importance of challenge in relation to the children's involvement in the technology activities and the conference paper (available from the first author) discusses particular topics in terms of the balance between cognitive/metacognitive and affective influences (Baird et al., 1990) Specializations: science and technology education, interest and attitudinal change. Specialization: technology in the primary school.     

Attitudes of secondary school students towards doing research and design activities

Research and design activities are often employed in STEM (Science, Technology, Engineering & Mathematics) education. This study aims to examine students’ attitudes towards doing research and design activities in secondary school, among two groups of students: (1) students that take the quite recently introduced Dutch subject O&O (research & design), in which students perform authentic research and design projects related to STEM disciplines; and (2) students that do not take O&O. The subject O&O is only taught at a limited number of certified, so called ‘Technasium’, schools. A questionnaire, developed by the authors, was completed by 1625 students from Grades 8 and 11. Unlike previous studies on student attitudes, which usually use abstract concepts like ‘science’ or ‘technology’, the questionnaire used in this study contains active verbs to characterise research and design activities. The results showed that, in general, students who took the subject O&O had more positive attitudes towards doing research and design activities than regular students. Both student groups appeared to find doing design activities more enjoyable than doing research activities. The results of this study provide useful information for teachers as well as teacher educators about the existing attitudes of students, for example their preference for design projects over research projects.     

The development of a K-3 science program in the context of the National Science Statement and Profile

This paper highlights the challenges and problems in developing an innovative K-3 science program to support teachers in the implementation of the national Statement and Profile in science. The program has been developed by the authors in association with the Curriculum Corporation. The paper outlines the assumptions made about teachers of young children, the role of research in the construction of the program, and the extent to which the Statement and Profile have influenced the process. The resolution of a number of key problems in this curriculum development is discussed: responding to teachers' needs for a base of science discipline knowledge, developing strategies for working scientifically with very young children, and helping teachers develop an extended understanding of the nature of science. Specializations: early childhood science and technology education. Specializations: primary science education, teacher education in science, adult experiences of science and technology, and curriculum development.     

Science and technology management: Designing an undergraduate course

This research focusses on the role of science educators in preparing technically educated graduates for their careers. A comparison was made between the skills and abilities in science and technology students desired by industrial employers and whether New Zealand graduates exhibit these qualities. To address some of the management-based issues identified by the research, the design of a new Science and Technology Management course is outlined. Specializations: science and technology education, co-operative education, development of professional skills. Specializations: co-operative education programmes.     

Comparison of personal and class forms of the science laboratory environment inventory

Existing instruments in classroom environment research have limitations when subgroups are investigated or case studies of individual students conducted. This study reports the validation and development of a personal form of the Science Laboratory Environment Inventory which is better suited to such studies. Further, systematic differences between scores on the class and personal forms of the instrument are reported along with comparisons of their associations with inquiry skill and attitudinal outcomes. Specializations: Science education, Preservice science teacher education. Specializations: Learning environments, science education, educational evaluation, curriculum. Specializations: Curriculum, science education, science laboratory teaching.     

Outcomes of the primary and early childhood science and technology education project at the university of Canberra

The aim of the Primary and Early Childhood Science and Technology Education Project (PECSTEP) is to improve teaching and learning in science and technology of by increasing the number of early childhood and primary teachers who are effective educators. PECSTEP is based on an interactive model of teaching and systematically links work on gender with the learning and teaching of science and technology. The project involves: a year-long inservice program which includes the development of a science curriculum unit by teachers in their schools; linking of the preservice and inservice programs; and the development of support networks for teachers. Each phase of PECSTEP has been researched by means of surveys, interviews and the use of diaries. Research questions have focussed particularly on changes in: teachers’ and student teachers’ attitudes to teaching science and technology; their perceptions of science and technology; their perceptions of their students’ responses and their understandings of how gender relates to these areas. Specializations: primary science curriculum, science teacher education, sociology of science, technology and education. Specializations: gender and science/science teacher education, feminist theory, curriculum theory. Specializations: Science education research, curriculum development.     

Changing primary teacher trainees' attitudes to science

A study of primary teacher trainees' perceptions and attitudes to science in 1990, has been useful in designing a semester unit aimed at increasing the confidence and interest of first year students at Victoria College. This paper outlines the background survey and discusses some, of the results and how they were used to develop the Professional Readiness Study-Understanding Science. This unit attempts to change attitudes by focussing on metacognition and encourages students to understand and control their own learning. Discussion involves teaching and learning strategies and alternative assessment approaches including the student's journal-the Personal Record. Specializations: technology for learning, health education. Specializations student understanding of biology, particularly genetics, evaluation. Specializations: children's learning in science, language in science.     

Assessing Undergraduate University Students' Level of Knowledge,Attitudes and Behaviour Towards Biodiversity: A case study in Cyprus

Biodiversity is a key resource as it provides both goods and services to society. However, humans value these resources differently, especially when biodiversity is exploited for its economic potential; a destruction on a scale rarely seen before. In order to decrease the threats that biodiversity is facing due to human activity, globally (climate change) and locally (economic development), individuals must have fundamental knowledge and exhibit appropriate behaviour towards biodiversity and its values.

Nevertheless, the effect of human's knowledge, policies and attitudes towards biodiversity's protection are often limited by insufficient education and public support. A balance between the use of resources and technology, reconciling economic development and the need to maintain biodiversity is a challenge.

The current paper looks into the knowledge level, attitudes and behaviour of university students of the Department of Environmental Science and Technology at the Cyprus University of Technology towards biodiversity. The investigation was carried out using a closed format questionnaire on a sample of first- and second-year university students (n?=?44), in order to access their perceptions and attitudes towards environmental issues regarding biodiversity. The questionnaire was derived from relevant literature. The test results showed that there are significant differences with regard to the level of knowledge about biodiversity between the two groups. However, no significant differences were found on attitudes and behaviour towards biodiversity. The results have also shown that all students have a positive attitude towards biodiversity, while on the other hand, they find themselves, most of the time, unwilling to engage in environmental behaviour.     

Teacher education students using TPACK in science: a case study

Teacher education is in the grip of change. Due to the new Australian Curriculum, no longer is it possible to plan and implement lessons without considering the inclusion of Information and Communication Technologies. Simply knowing about the latest technology gadgets is not enough. Information literacy is essential in today’s information-rich learning and working environment. Students and teachers must be able to engage with diverse learning technologies efficiently and effectively in the search for the “right information” at the “right time” for the “right purpose”. Key information literacy and inquiry skills have been recognised as vital learning goals by the Australian Curriculum Assessment and Reporting Authority and the International Society for Technology in Education and are thus critical in science teacher education. This paper examines the overlap of technology, pedagogy and science content in the Technological Pedagogical and Content Knowledge (TPACK) framework and its affordances for science educators, at the intersection between technology knowledge, science pedagogy (information literacy and inquiry) and science content knowledge. Following an introduction of the TPACK framework for science education, the paper reports the research findings, which illustrate that 90% of pre-service teachers thought the experimental unit improved their understanding of the inquiry process, 88% reported more confidence in their understanding of science concepts and 94% of students reported an increase in their knowledge and confidence of Web 2.0 tools in supporting scientific inquiry in science. The implications of this study are that the online inquiry improved students’ knowledge and confidence in the skills and processes associated with inquiry and in science concepts.     

Teacher beliefs about learning and teaching in primary science and technology

It is argued that the introduction of many new curricular with their associated teaching practices have failed because the beliefs, views and attitudes of teachers have been ignored. This paper reports the implications of the initial belicfs of primary school teachers involved in a professional development program about science and technology education. In particular, a mismatch between teachers views of learning and teaching is identified and analysed. Specializations: Science education, professional development Specialisation: primary science and technology education     

Determinants of the competence and confidence of teacher education students studying primary science education

Conclusion This study suggests that most students entering science or science education units in preservice primary teacher education courses have a positive attitude to the teaching/learning of primary science and see value in all domains of science for children at this stage. This was an unexpected finding. It was of concern however, that their interest in physical science topics was so low. This may be due to previous specific experiences in secondary science. Science and science education units should build on the positive attitudes of students and could develop physical science ideas through their significance in environmental and social problems. Specializations: science education, teacher education in science. Specializations: science education policy and practice, teacher education, school effectiveness.     

Gender inclusive Curricula: A focus on two responses

One of the requirements of the New Zealand Curriculum Framework (Ministry of Education, 1993a) is that all curricula developed in New Zealand must be gender inclusive. Developers of the recently released science curriculum, and the draft technology curriculum, have responded to this requirement in different ways. In this paper I discuss a theorisation of the term ‘gender inclusive’ within national curriculum development generally, and explore and analyse these different responses within the specific context of the science and technology curriculum developments. Particular emphasis is placed on the historical difference between science education and technology education in New Zealand schools, and on the impact theoretical discourses have on the way in which terms such as ‘gender inclusive curricula’ are conceptualised, and viewed as appropriate, or not, for specific purposes. Specializations: feminist theory, science education, technology education, technology curriculum development.     

ETAS: an instrument for measuring attitudes towards learning English with technology

ABSTRACT

Information and communication technology (ICT) increasingly is utilised in second-level English education, aiming to engage students, yet quantitative instruments for evaluating the impact of technology-mediated learning experiences are lacking. This article presents the rationale, development and psychometric analysis of the English and Technology Attitudes Scale (ETAS): a 19-item instrument designed to evaluate students’ attitudes towards English and technology and monitor changes. Five constructs are measured: behavioural engagement; technology confidence; English confidence; emotional engagement; and learning with technology. Using the ETAS, this study revealed insights to Irish students’ (n = 419) attitudes that can inform approaches to teaching and learning with ICT. Despite strong technology confidence, a high proportion of students report poor attitudes towards learning English with technology. Moreover, males have significantly more positive attitudes towards learning English with technology, yet females have significantly higher engagement in English. These findings demonstrate both the need for and the usefulness of this instrument.     

Chemistry concepts and group cognitive structure: A study of undergraduate nursing students

The long term aim of this study is to document changes in the nature and level of conceptual understanding revealed by a cohort of undergraduate nursing students. The outcome of such a study may be used in future review and redesign processes by curriculum planners. Conceptual understanding of physiology and pharmacology, areas which are central to nursing studies depends, in turn, on an understanding of certain chemical concepts. This paper describes the group cognitive structure of 60 first year preservice nursing students, with respect to 21 basic chemistry concepts. Group cognitive structure is represented by non-metric multidimensional scaling of data obtained from individual concept maps prepared by students. The impact of prior studies in chemistry on the level of understanding revealed is discussed. Specializations: Cognition and science education, behavioural ecology and ethology.     

Student understandings of natural selection

This paper examines the continuation of a study investigating senior secondary students' understanding of concepts in biology. In this study, year 11 student understandings of natural selection were examined by questionnaire using different question formats. The SOLO taxonomy of Biggs and Collis (1982) was used as the theoretical framework with which the quality of student learning was assessed. This paper puts forward the usefulness of the SOLO taxonomy in assessing student understanding in biology in general and in examining student understanding of the concept of natural selection in particular. The paper goes on to examine the implications of these results and raises issues which have applicability to criterion-based assessment in secondary science. Specializations: science and technology education, biology teacher education, applications of multimedia to science education     

Mature-age students-how are they different?

Mature-age students have formed a significant proportion of preservice students in primary teacher education over recent years. Academic staff have reported a difference between mature-age students and school-leavers, particularly in motivation and achievement. This report examines part of a study which explored mature-age students' views about aspects of teaching science and technology, compared to the views of students who came to university straight from school. It examines, in particular, students' personal feelings of adequacy in teaching science and technology in primary schools. Specialisations: primary teacher education, teaching strategies in science.