How consistently do students use their alternative conceptions?

Existing research indicates that many students hold an alternative conception that “an object in motion must have a force pushing it along”, but they do not apply this conception consistently to problems involving different types of motion. This project was designed to investigate the degree of consistency of student responses to questions concerned with linear motion. The results indicated that most students were unable to consistently apply either the alternative conception or the correct scientific response. The students appeared to have a general problem in recognising similarities between contexts, even when the contexts were closely related. The results also suggested that the responses of some students were influenced by contextual factors such as the nature of the moving body, the direction of the motion and the speed of the motion. Specialization: science education.     

The effect of context on students’ reasoning about forces

When attempting to solve closely related problems in science, students will often respond to irrelevant contextual features in the questions rather than generalizing their conceptions over the range of relevant situations. In this study, a group of 40 students (one group of 15‐16‐year‐olds and another of preservice science teachers) was surveyed and interviewed to determine the effect of context on the reasoning which they used to solve problems concerning the forces acting on objects in linear motion. It was found that the younger group of students were influenced by contextual features such as the speed, weight and position of the moving object, the direction of the motion and their own personal experience of the context. There were clearly two types of contextual effects ‐‐ primary and secondary, which are described. The older group of students was generally less affected by context and thus more consistent in their reasoning.     

A comparison of elementary teacher attitudes and skills in teaching science in Australia and the United States

A study, originally don in Australia in 1983, was replicated in an urban-suburb in the Unitd States. The Australian project vivolved matched pairs of year-fiv teachers in one of two workshops. One workshop taught the skills of teaching electricity, while the other one discussed issues in gender equity in science education (active participation of both girls and boys, comparble student-teacher interactions, and research findings concerning equity). The U.S. study provided three types of workshops (skills, equity and skills, and equity) for comparable groups of fourth and fifth grade teachers. All teachers and their students were subsequently obseved during lessons involving an electricity unit, queried both students and teachers concerning the appropriateness of different fields of science for boys and girls and their interest and aptitudes in doing various types of science. Results from both studies suggest that gender differences in student attitudes toward science may be amellorated by specific types of teacher workshop. Specializations: Gender research, science teacher education, science education national policy. Specializations: Elementary and middle school science education, classroom research. Specializations: Secondary science education, data analysis.     

Excavating silences and tensions of agency|passivity in science education reform

I reflect on studies by Rodriguez and Carlone, Haun-Frank, and Kimmel to emphasize the ways in which they excavate silences in the science education literature related to linguistic and cultural diversity and situating the problem of reform in teachers rather than contextual factors, such as traditional schooling discourses and forces that serve to marginalize science. I propose that the current push for top-down reform and accountability diminishes opportunities for receptivity, learning with and from students in order to transform teachers’ practices and promote equity in science education. I discuss tensions of agency and passivity in science education reform and argue that attention to authentic caring constitutes another silence in the science education literature. I conclude that the current policy context positions teachers and science education researchers as tempered radicals struggling against opp(reg)ressive reforms and that there is a need for more studies to excavate these and other silences.     

Research into the environment of science laboratory classes in australian schools

Existing instruments for assessing student or teacher perceptions of characteristics of actual or preferred classroom psychosocial environment are unsuitable for one of the most important settings in science teaching, namely, the science laboratory class. Consequently, the Science Laboratory Environment Inventory (SLEI), was designed to assess student or teacher perceptions of seven scales:Teacher Supportiveness, Student Cohesiveness, Open-Endedness, Integration, Organization, Rule Clarity andMaterial Environment. An important feature of the design of the study was that the new instrument was field tested simultaneously in six countries: Australia, USA, Canada, England, Nigeria and Israel. This paper is based on a sample of 4643 students in 225 individual laboratory classes, together with the teachers of most of these classes. Preliminary analyses were used to shed light on various important research questions including the differences between Actual and Preferred environments, gender differences in perceptions of Actual and Preferred environment, the relationship between the science laboratory environment and attitude towards science laboratory work, differences between school and university laboratory classes, differences between teachers’ and students’ perceptions of the same laboratory classes, and differences between laboratory classes in different science subjects (Physics, Chemistry, Biology). Specializations: Science education, educational evaluation. Specializations: Curriculum, science education, science laboratory teaching. Specializations: Learning environments, science education, educational evaluation, curriculum.     

Learning in interactive science centres

The potential of informal sources of science learning to supplement and interact with formal classroom science is receiving increasing recognition and attention in the research literature. In this study, a phenomenographic approach was used to determine changes in levels of understanding of 27 grade 7 primary school children as a result of a visit to an interactive science centre. The results showed that most students did change their levels of understanding of aspects of the concept “sound”. The study also provides information which will be of assistance to teachers on the levels of understanding displayed by students on this concept. Specializations: informal science learning, science curriculum Specializations: science education, science teacher education, conceptual change, learning environments.     

New data and prior belief: The two faces of scientific reasoning

Kuhn (1989) has argued that at the heart of the ability to reason scientifically is the process of differentiating existing mental models (i.e. theory) from new data. In this regard she has proposed a developmental sequence in which, in the early stages, theory and data are fully integrated and are used interchangeably. Later, when theory and data are compatible, they tend to be moulded together as ‘the way things are’, but when they are incompatible conflict is avoided by the use of strategies which bring the two into line: these strategies often include selective attention to the data. Only at the upper levels of this developmental spectrum are theory and data conscientiously differentiated, with each being used to reflect on the other. This paper analyses the responses made by Year 11 students to problems which required them to evaluate a prediction based on some provided data. The problems were set in two contexts, one scientific and one social, and the predictions to be evaluated combined plausibility/implausibility and validity/invalidity. The response patterns were very similar to those described by Kuhn, and the implications of this for teachers, especially those attempting to use conflict based teaching approaches, are developed. Specializations: science teacher education, scientific problem solving, changing students’ alternative conceptions. Specializations: psychological theories applied to science education.     

Students' estimates of knowledge gained as measures of the quality of teacher education

One set of measures of the quality of courses for the preparation of science teachers stems from the perceptions exit students have of their knowledge with respect to that teaching. The Discipline Review of Teacher Education in Mathematics and Science surveyed these students late in 1988 on three broad types of knowledge-science content knowledge, curriculum knowledge, and pedagogical knowledge. Some of these findings of the Review are described. In addition, the base for developing items to measure these three types of knowledge is discussed in this paper. The variety in the data that emerged is also presented and the consistency of the findings with other measures of quality is described. Specialisations: science and technology curriculum, environmental education, educational disadvantage. Specialisations: research and evaluation in teacher education, technical and further education and total quality management. Specialisations: research in educational systems.     

Development of an instrument for measuring attitudes of early childhood educators towards science

The attitude towards science of first year early childhood education students was explored using an instrument developed for the purpose. The instrument comprises four Likert-type scales, biographical items and two open-ended attitude items. The four scales, characterised as ‘confidence’, ‘enjoyment’, ‘usefulness’ and ‘appropriateness of science for young children’, were supported by varimax factor analysis and had reliabilities from 0.83 to 0.88. Use of the combined scales as a general ‘attitude towards science’ scale was supported by principal components analysis; reliability for the combined scale was 0.94. Comments made in response to the open-ended items supported the validity of the scales. For the student group as a whole, mean scores on all scales were slightly to moderately positive, with the highest mean being for the ‘science for young children’ scale. Students who had studied at least one science subject at Year 12 level had significantly higher scores on all scales than students who had not studied science at senior level. Australia.Specializations: early childhood science education, biological aspects of child development, conservation biology of gulls.     

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.     

A college of science: Bridging the gap between school and university

Many tertiary institutions in South Africa have implemented schemes to help redress the unfair school educational system. This paper describes one such initiative to increase access and success of educationally disadvantaged students in science. The background of the College of Science and the success of its first intake of students is described with an emphasis on the physics component of the physical sciences course. Sixty six percent of the students passed all three courses in their first year with the most educationally disadvantaged showing the greatest gains. Specializations: physics education, language and communication. in science. Specializations: meta-cognition and conceptual development in physics, qualitative research in physics education.     

“The approaching storm.” Ideology power and control: The national science teachers association curriculum development in the USA

This paper examines the ideology of one the best known figures in science education in the USA, and draws attention to the relationship between the political climate and curriculum in national curriculum developments. We are mindful of the forces shaping the schooling of science in Australia, and we present this analysis as an example of the social forces that dominate education both here and overseas. Paramount is our desire to open the door for a socially responsible Australian school science experience. Social Responsibility of Science in Science Education Group.Specializations: sociology of science education, the nature of science and the production of scientific knowledge, comparative science education and environmental education. Social Responsibility of Science in Science Education Group.Specializations: comparative education with particular reference to China, the nature of science and the production of scientific knowledge.     

Towards a theoretical basis for students' alternative frameworks in science and for science teaching

As there is nothing as practical as a good theory, there is a continuing need in the field of science education enquiry to look for theories which help to interpret the findings about students' alternative frameworks and to inform the design of teaching strategies which relate to a research focus on ‘how the student learns’. The developmental model of cognitive functioning based on the SOLO Taxonomy (Biggs & Collis, 1982) as updated in 1991 (Biggs & Collis, 1991; Collis & Biggs, 1991) is being applied in this way. Questionnaire data from two large studies of science learning of Australian students (conducted by ACER and NBEET) are being re-analysed in terms of the current theory. This paper illustrates the theory and describes a plan of further research. Specializations: science education, students' understandings of phenomena in science. Specializations: cognitive development, evaluation, mathematics and science education. Specializations: mathematics education, students' understanding of chance and data concepts.     

Group interactions in science practical work

This study explored the interactions of a highly motivated group of students doing traditional practical work in science. Interest focussed on the social construction of understanding and how this could be described. Despite considerable collaboration in constructing an understanding of the task the students rarely focussed on the concepts the practical work was intended to illustrate. Collaboration was described in terms of social behaviours and discourse moves which supported the use of cognitive strategies. Specializations: science practical work, collaborative group work, role of language. Specializations: science teacher education, conceptual change, learning environments, science reasoning.     

Technological problem solving in two science classrooms

This paper reports on the analysis of student (aged 13–15) technological capability as they undertook technological tasks in science classrooms. The activities covered a number of different contexts, had differing degrees of openness, and methods of presentation. An holistic approach to analysing student performance was developed and this provided insights into the approaches adopted by the students. The focus of students on an end-product meant that students did not fully consider the process that might be required to solve the problem. The strategies, skills and knowledge they brought to bear were often not appropriate. Present classroom cultures and contexts need to be understood as greatly affecting performance in technological problem solving. Specializations: science and technology education.     

Subject competency of teachers and level of dependence on resource packs to teach levers,gears and pulleys

This pilot study set out to ascertain whether the level of dependence on resource material is related to teaching experience, existing understanding in mechanics, and perceived self confidence in science and technology. Details of teaching experience and qualifications were obtained from 11 experienced teachers and 10 initial teacher trainees, and understanding of mechanics was assessed by a written test. Each teacher worked through one commercially produced inservice pack about levers, pulleys or gears, and then prepared a 30 minute session for 4 ten year old children. Videos of the sessions were analysed with respect to the extent to which the pack was the sole focus; the amount of integration with other teaching aids and approaches; and the extent individual children's needs were satisfied. Although science qualifications influenced teacher confidence, they were not accurate predictors of relevant knowledge and teaching competence. As the majority of teachers followed pack instructions closely, the children's needs were not always well matched. Specializations: primary science and technology, teacher education. Specialisations: science 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.     

Comprehension of non-technical words in science: The case of students using a ‘foreign’ language as the medium of instruction

This paper reports on an investigation into Hong Kong students' comprehension of English non-technical words used in science. The investigation was conducted in a context in which English, a foreign language to students, is the medium of instruction, in that textbooks and examinations are all in English but the classroom language used is mainly Chinese, with frequent Chinese-English code-switching. A total of 4644 Secondary 4, 5 and 6 students participated in the study. Many students did not correctly comprehend a large proportion of the words, confused them with words that were graphologically or phonetically similar, and even took them for their antonyms. Such poor performance raises doubts as to whether the majority of Hong Kong students have attained a ‘threshold level’ of competence in English to benefit from learning science in English. Specializations: physics education, students' alternative conceptions in science, conceptual change, computer-assisted learning in physics.     

First-year tertiary students' understandings of iron filing patterns around a magnet

This paper describes responses from 28 first-year university physics students to one question of a written test which was followed up by an interview. The study has two main research aims. Firstly, it characterises the conceptual structures of students regarding the phenomenon in question. As well as being interesting in their own right, these student understandings cast light on some broader issues regarding understanding of field representations. While students' understandings of circuit electricity are well described in the existing science education literature, their understandings of field phenomena are not. Secondly, it throws light on theoretical questions about the SOLO Taxonomy, which is the framework used to study the students' conceptual structures. Of particular interest is the nature of student thinking that marks transition from the Concrete Symbolic to the Formal SOLO mode in this area. Specializations: physics education, electricity and magnetism, conceptual structures, SOLO Taxonomy. Specializations: SOLO Taxonomy, conceptual structures, mathematics education.     

A learning model for science education: Deriving teaching strategies

A learning model for science education was proposed by Appleton (1989), based on Osborne and Wittrock’s generative learning theory (1983) and the Piagetian notions of disequilibrium, assimilation, and accommodation. The model incorporated many aspects of difficulties in learning science experienced by students, as revealed in the LISP projects and similar research. This paper examines how the model may be used to derive teaching strategies: components of the model are analysed in terms of specific types of teacher interventions which could facilitate students’ progress to accommodation. Some established teaching strategies are analysed in terms of these interventions. Specializations: primary teacher education, teaching strategies in science.