Religious beliefs in science classrooms

The question of the relationship between science and religion assumes importance for many secondary school students of science, especially but not exclusively for those in Christian schools. Science as presented in many school classrooms is not as objective and value free as it might seem on first examination, nor does it represent adequately the range of beliefs about science held by students and teachers. This paper reports part of a larger research study into beliefs about science and religion held by students, teachers and clergy in a Lutheran secondary school. Results indicate that participants in the study was the relationship between science and religious belief in ways unforeseen and unappreciated by traditional school science programs. The stories of selected participants are told and they frame a discussion of implications of the study for science teaching.     

Dialogical argumentation in elementary science classrooms

To understand students’ argumentation abilities, there have been practices that focus on counting and analyzing argumentation schemes such as claim, evidence, warrant, backing, and rebuttal. This analytic approach does not address the dynamics of epistemic criteria of children’s reasoning and decision-making in dialogical situations. The common approach also does not address the practice of argumentation in lower elementary grades (K–3) because these children do not master the structure of argumentation and, therefore, are considered not ready for processing argumentative discourse. There is thus little research focusing on lower elementary school students’ argumentation in school science. This study, drawing on the societal-historical approach by L. S. Vygotsky, explored children’s argumentation as social relations by investigating the genesis of evidence-related practices (especially burden of proof) in second- and third-grade children. The findings show (a) students’ capacity for connecting claim and evidence/responding to the burden of proof and critical move varies and (b) that teachers play a significant role to emphasize the importance of evidence but experience difficulties removing children’s favored ideas during the turn taking of argumentative dialogue. The findings on the nature of dialogical reasoning and teacher’s role provide further insights about discussions on pedagogical approaches to children’s reasoning and argumentation.     

Management and organization in science classrooms

Twenty-six junior high and middle school science classes taught by 13 teachers were observed frequently during the first 2 months of school and during 2 months in the middle of the year to identify classroom management and instructional organization variables related to high levels of student task engagement and low levels of off task and disruptive behavior. Sub-samples of more and less effective managers were identified, and narrative data from their classes were analyzed to describe and illustrate effective strategies for managing science classroom activities.     

Robotics competitions and science classrooms

This paper looks at the distinctions between science classrooms and the robotics competition described in the article “Examining the mediation of power in a collaborative community: engaging in informal science as authentic practice” written by Anton Puvirajah, Geeta Verma and Horace Webb. Using the framework of “productive disciplinary engagement” and discussing each principle in turn, the article argues that in order to bring the advantages of informal learning environments into regular classrooms we especially need to address student interest through task design and to change curricular requirements to agree with changing educational values.     

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.     

Motivational patterns observed in Sixth-Grade science classrooms

Drawing on theories of student motivation to learn and conceptual change learning in science, this article describes five patterns of student motivation observed in sixth-grade science classrooms: (a) intrinsically motivated to learn science; (b) motivated to learn science; (c) intrinsically motivated but inconsistent; (d) unmotivated and task avoidant; and (e) negatively motivated and task resistant. These motivational patterns were related in theoretically predictable ways with the learning strategies and other behaviors that the students exhibited in the classrooms. The study highlights the value of distinguishing motivation to learn from intrinsic motivation, and of distinguishing general motivational traits from situation-specific motivational states. The study also highlights the importance of considering subject-matter content in classroom motivation. Implications for motivation research and classroom practices are discussed. © 1996 John Wiley & Sons, Inc.     

The achievement gap between science classrooms and historic inequalities

In the past politics deprived many African children (in particular) in South Africa the opportunity of achieving quality education. This was most especially true in subjects such as mathematics and science. In this research the science teacher-level data from Third International Mathematics and Science Study 1999 (TIMSS’99) were analysed with a view to evaluating the politicized gap between what are viewed as well-functioning and provisioned classrooms (predominantly housing White teachers and White or mixed classes in urban areas) and not well-functioning and poorly provisioned classrooms (largely African teachers and African pupils in peri-urban and rural areas). The data are explored in this article to ascertain and gain insight into similarities and differences in classroom conditions, teacher actions and the relationship between these and pupils’ achievement in science in South African classrooms. Significant differences in achievement were found between classrooms headed by teachers with different racial profiles, where the pupils’ average class science score taught by White teachers was about 300 points more (on a scale with an international mean score of 500 points) than children taught in classrooms by African teachers. Furthermore, the average class science score in rural areas was about 130 points below classes in urban areas. These blatant inequalities contribute to what is believed to be an increasing gap in achievement in science. Whilst these results are not altogether unexpected, there were some interesting results in terms of possible explanatory factors for the gaps in achievement which have ramifications for policymakers.     

Gender differences in teacher-student interactions in science classrooms

Thirty physical science and 30 chemistry classes, which contained a total of 1332 students, were observed using the Brophy-Good Teacher-Child Dyadic Interaction System. Classroom interactions were examined for gender differences that may contribute to the underrepresentation of women in physics and engineering courses and subsequent careers. The Brophy-Good coding process allows for examination of patterns of interactions for individuals and groups of pupils. An analysis of variance of the data yielded a significant main effect for teacher praise, call outs, procedural questions, and behavioral warnings based on the sex of the student and a significant teacher-sex main effect for direct questions. Significant two-way interactions were found for the behavioral warning variable for teacher sex and subject by student sex. Female teachers warned male students significantly more than female students. Male teachers warned both genders with similar frequency. Male students also received significantly more behavioral warnings in physical science classes than female students. In chemistry classes, both male and female students received approximately the same number of behavioral warnings.     

Technology-supported learning environments in science classrooms in India

The adoption of technology has created a major impact in the field of education at all levels. Technology-supported classroom learning environments, involving modern information and communication technologies, are also entering the Indian educational system in general and the schools in Jammu region (Jammu & Kashmir State, India) in particular. This study, which is the first of its kind in India, reports the use of a modified form of Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) for assessing students?? perceptions of their learning environments in technology-supported science classrooms. Analysis of data from 705 students from 15 classes provided evidence for the reliability and validity of the questionnaire in Indian science classroom settings. The same data also were used for studying gender differences and associations between students?? perceptions of their technology-supported learning environments and three learner outcomes (attitude towards science, academic efficacy and academic achievement).     

Teaching and learning science in linguistically diverse classrooms

In this paper we reflect on the article, Science education in a bilingual class: problematising a translational practice, by Zeynep Ünsal, Britt Jakobson, Bengt-Olav Molander and Per-Olaf Wickman (Cult Stud Sci Educ, doi: 10.1007/s11422-016-9747-3). In their article, the authors present the results of a classroom research project by responding to one main question: How is continuity between everyday language and the language of science construed in a bilingual science classroom where the teacher and the students do not speak the same minority language? Specifically, Ünsal et al. examine how bilingual students construe relations between everyday language and the language of science in a class taught in Swedish, in which all students also spoke Turkish, whereas the teacher also spoke Bosnian, both being minority languages in the context of Swedish schools. In this forum, we briefly discuss why close attention to bilingual dynamics emerging in classrooms such as those highlighted by Ünsal et al. matters for science education. We continue by discussing changing ontologies in relation to linguistic diversity and education more generally. Recent research in bilingual immersion classroom settings in so-called “content” subjects such as Content and Language Integrated Learning, is then introduced, as we believe this research offers some significant insights in terms of how bilingualism contributes to knowledge building in subjects such as science. Finally, we offer some reflections in relation to the classroom interactional competence needed by teachers in linguistically diverse classrooms. In this way, we aim to further the discussion initiated by Ünsal et al. and to offer possible frameworks for future research on bilingualism in science education. In their article, Ünsal et al. conclude the analysis of the classroom data by arguing in favor of a translanguaging pedagogy, an approach to teaching and learning in which students’ whole language repertoires are used as valuable resources for constructing meaning and for developing academic competences in the language of instruction. This is a conclusion that we support wholeheartedly and an educational practice that we hope to promote with this forum discussion.     

Measuring language learning environments in secondary science classrooms

The purpose of this study was to explore a new learning environment instrument which could be used by teaching practitioners and other educators to measure the language learning environment in the secondary science classroom. The science teacher is central in creating science classrooms conductive to the language needs of students and should be promoting the learning of language in the science curriculum and in the teaching strategies with English as second language learners. The data in this study were collected using a structured self-administered survey with a sample of 240 secondary school students from eight science classrooms. Factor analysis identified five dimensions, namely, Teacher Support, Vocabulary Development, Assessment, Motivation and Language for Learning Science. These five dimensions explained 56.9% of the variance in the language learning environment instrument. The internal reliability of the dimensions using Cronbach’s α ranged from 0.603 to 0.830. The study revealed significant differences in the dimensions of the language learning environment between what the students perceived to actually be occurring to what they would prefer. Implications from this preliminary research include the ability for measuring the language learning environment in the secondary science class and the potential for practitioners to use the information to develop teaching strategies conducive to learning for all students.     

Utilising selected informal science experiences to teach science in inquiry-centred Nigerian classrooms

Abstract

The formal and informal sciences can be integrated for the enhancement of training, research and teaching in the formal school system. The knowledge and methods of informal science, although regarded as crude, local or native, when embedded with formal science, can be subsequently developed and packaged as teaching innovation for the promotion of scientific knowledge, skill and training. This is the focus of this study where selected informal science experiences were used to teach some science concepts in inquiry-centred Nigerian classrooms. In inquiry-based lessons, teachers only act as facilitators and resources, creating the environment for investigations to take place.

In the experiment, students' explorations were centred on informal science activities which were guided to be incorporated into the knowledge structure of formal science classroom experiences. Subjects were Senior Secondary School 11 male and female students taught the topic alkanols; types and preparation including concepts such as fermentation and the brewing process. Informal science activities involving the processing of cassava, grains and other local products were explored by subjects in the experimental group and there was a control group whose subjects were not exposed to informal science activities. Differences in the cognitive and affective learning outcomes of students from the two groups upon data analyses were found to be significant with sex playing a major role. Implications of the findings were highlighted and recommendations were made.     

Implementing curriculum-embedded formative assessment in primary school science classrooms

The implementation of formative assessment strategies is challenging for teachers. We evaluated teachers’ implementation fidelity of a curriculum-embedded formative assessment programme for primary school science education, investigating both material-supported, direct application and subsequent transfer. Furthermore, the relationship between implementation fidelity and teacher variables was explored. N = 17 German primary school teachers participated in professional development on formative assessment, N = 11 teachers formed a control group. Teachers’ implementation fidelity was evaluated via classroom observations student ratings and an analysis of students’ workbooks, focusing on the frequency and quality of intended formative assessment elements (assessments, feedback and instructional adaptations). Regarding direct application, treatment group teachers’ implementation fidelity was high, with slight variations in quality. Regarding transfer, implementation fidelity was lower but teachers still implemented more formative assessment elements than the control group. Teachers’ pedagogical content knowledge and their evaluation of the formative assessment intervention were associated with implementation success.     

Factors impacting teachers' argumentation instruction in their science classrooms

Science education research, reform documents and standards include scientific argumentation as a key learning goal for students. The role of the teacher is essential for implementing argumentation in part because their beliefs about argumentation can impact whether and how this science practice is integrated into their classroom. In this study, we surveyed 42 middle school science teachers and conducted follow-up interviews with 25 to investigate the factors that teachers believe impact their argumentation instruction. Teachers responded that their own learning goals had the greatest impact on their argumentation instruction while influences related to context, policy and assessment had the least impact. The minor influence of policy and assessment was in part because teachers saw a lack of alignment between these areas and the goals of argumentation. In addition, although teachers indicated that argumentation was an important learning goal, regardless of students' backgrounds and abilities, the teachers discussed argumentation in different ways. Consequently, it may be more important to help teachers understand what counts as argumentation, rather than provide a rationale for including argumentation in instruction. Finally, the act of trying out argumentation in their own classrooms, supported through resources such as curriculum, can increase teachers' confidence in teaching argumentation.     

Teacher characteristics and pupil outcomes in secondary science classrooms

Conclusion The present research employed data collected in two separate studies related to ASEP to investigate relationships of changes in seven pupils learning outcomes with four teacher characteristics and four instruction-teacher interactions. A significant relationship (p<.05) emerged between changes in a learning outcome and a teacher characteristic in the following three cases: changes in critical thinking in science were more favourable in classes with less pupil-centredness teachers, and changes in attitude to science were more favourable in classes with female teachers and those with more pupil-centredness teachers. A significant relationship also emerged between changes in a learning outcome and the interaction of the instructional variable (ASEP/control) with a teacher characteristic in four cases, and these were interpreted in the paper. In addition to the specific findings outlined above, two more general tentative conclusions can be advanced. First, the use of common samples in separate studies appears useful for allowing the investigation of worthwhile questions which go beyond the bounds of the individual studies. Second, in view of the number of interesting relationships found between changes in learning outcomes and teacher and instruction-teacher interaction variables, it could be useful to replicate the present study.     

School science achievement: Conditions for equality

Data are presented on the trend in sex differences in science achievement of the total population of 15 year old students in Western Australia over the period 1972‐85 inclusive. Since 1979 the science achievement of boys and girls has been approximately equal. This finding is attributed to the fact that, in Western Australia, at lower secondary school level, boys and girls are exposed to a common science curriculum for a common amount of instructional time. A discussion of the differential course taking hypothesis as an explanation for sex differences in science achievement found in other large‐scale studies is presented. Some evidence of the possible success of intervention strategies aimed at increasing the involvement of girls in science is given.