Learning with collaborative inquiry: a science learning environment for secondary students

When inquiry-based learning is designed for a collaborative context, the interactions that arise in the learning environment can become fairly complex. While the learning effectiveness of such learning environments has been reported in the literature, there have been fewer studies on the students’ learning processes. To address this, the article presents a study of science learning in a computer-supported learning environment called Collaborative Science Inquiry (CSI), which integrates guided inquiry principles for activity design, employs modelling and visualisation tools for promoting conceptual understanding and incorporates key computer-supported collaborative learning (CSCL) elements for enabling students’ collaboration. With the aim of understanding the process of students’ conceptual changes supported by the CSI learning environment as used in a secondary school, data on students’ test achievements, responses to learning tasks and peer discussions in collaboration were collected, analysed and discussed. The results of the qualitative and quantitative data analysis indicated that guided inquiry coupled with CSCL elements facilitated by the CSI system can engage students in inquiry activities and promote their conceptual understanding in a progressive way.     

Cultural communication learning environment in science classes

Classroom communication often involves interactions between students and teachers from dissimilar cultures, which influence classroom learning because of their dissimilar communication styles influenced by their cultures. It is therefore important to study the influence of culture on classroom communication that influences the classroom verbal and nonverbal interactions. The purpose of this study was to develop and validate a new instrument to assess eight scales of students?? classroom communication learning environment: Body Language, Communication Rate, Communication Loudness, Eye Contact, English Usage, Verbal Support, Intra-gender Communication and Inter-gender Communication. The instrument was administered to 1,723 upper-secondary biology students in Brunei government schools. The alpha reliability (0.58?C0.91) and discrimination validity (0.08?C0.13) coefficients for these scales were within acceptable ranges. Statistically significant ??² coefficients suggested that the instrument was able to differentiate between participating biology classes. Students perceived a low level verbal support and sometimes higher teacher communication rate in their classes. Dialects other than English, which is the medium of instruction, have been used in biology classes to some extent. There is a strong tendency for intra-gender than inter-gender communications in classes, which could limit the effectiveness of teaching and learning in constructivist classes     

Interpreting experimental data: the views of upper secondary school and university science students

In this paper we examine students' views about the interpretation of experimental data within a specified science context. A written survey was completed by 731 science students drawn from upper secondary schools and universities in five European countries. An additional 19 upper secondary science students were interviewed individually after they had completed the survey. A minority of students emphasized the role of models in the interpretation of the data, despite the emphasis placed on theoretical models within the survey text. A substantial proportion of respondents focused on the quantity and quality of the data to be interpreted. Post-survey interviews showed that many students had difficulty in articulating a view concerning the role of theoretical models. Our data support previous studies, typically involving younger respondents, which have found that science students tend not to recognize the role of theoretical models in the interpretation of data.     

Should computing be taught in single‐sex environments? An analysis of the computing learning environment of upper secondary students

It has been well established in the literature that girls are turning their backs on computing courses at all levels of the education system. One reason given for this is that the computer learning environment is not conducive to girls, and it is often suggested that they would benefit from learning computing in a single‐sex environment. The purpose of this study was to identify whether there were differences in perception between boys and girls and the type of school they attended. The College and university classroom environment inventory (CUCEI) was used as an instrument to measure the computing learning environment of 265 Year 12 and 13 secondary schools students in Wellington, New Zealand. The results showed that there were statistically significant differences in perceptions between sex, and between different types of school, and it is suggested that there may be a place for single‐sex computing classrooms in mixed‐sex schools.     

Proofs produced by secondary school students learning geometry in a dynamic computer environment

As a key objective, secondary school mathematics teachers seek to improve the proof skills of students. In this paper we present an analytic framework to describe and analyze students' answers to proof problems. We employ this framework to investigate ways in which dynamic geometry software can be used to improve students' understanding of the nature of mathematical proof and to improve their proof skills. We present the results of two case studies where secondary school students worked with Cabri-Géeomèetre to solve geometry problems structured in a teaching unit. The teaching unit had theaims of: i) Teaching geometric concepts and properties, and ii) helping students to improve their conception of the nature of mathematical proof and to improve their proof skills. By applying the framework defined here, we analyze students' answers to proof problems, observe the types of justifications produced, and verify the usefulness of learning in dynamicgeometry computer environments to improve students' proof skills.     

Classroom learning environment and motivation towards mathematics among secondary school students in Uganda

This article reports a study of secondary students’ perceptions of mathematics classroom learning environment and their associations with their motivation towards mathematics. A sample of 81 students (19 male and 62 female) in two schools were used. Student perceptions of the classroom environment were assessed using a modified What Is Happening In this Class? (WIHIC) questionnaire. Associations between student perceptions of the learning environment and motivation towards mathematics were examined using simple correlation and multiple regression analyses. The results of the t tests for independent samples indicated a statistically significant difference in student perceptions between different school types. Student perceptions on some of the modified WIHIC scales were statistically significantly associated with student motivation. The results suggest that teachers wishing to improve student motivation towards mathematics, in general, should emphasise the learning environment dimensions that are assessed by the WIHIC. The findings have implications for teachers of mathematics and head teachers, particularly those in secondary schools.     

Proofs produced by secondary school students learning geometry in a dynamic computer environment

As a key objective, secondary school mathematics teachers seek to improve the proof skills of students. In this paper we present an analytic framework to describe and analyze students' answers to proof problems. We employ this framework to investigate ways in which dynamic geometry software can be used to improve students' understanding of the nature of mathematical proof and to improve their proof skills. We present the results of two case studies where secondary school students worked with Cabri-Géeomèetre to solve geometry problems structured in a teaching unit. The teaching unit had theaims of: i) Teaching geometric concepts and properties, and ii) helping students to improve their conception of the nature of mathematical proof and to improve their proof skills. By applying the framework defined here, we analyze students' answers to proof problems, observe the types of justifications produced, and verify the usefulness of learning in dynamicgeometry computer environments to improve students' proof skills.This revised version was published online in September 2005 with corrections to the Cover Date.     

Associations between school-level environment and science classroom environment in secondary schools

This article describes a study of links between school environment and science classroom environment. Instruments to assess seven dimensions of school environment (viz., Empowerment, Student Support, Affiliation, Professional Interest, Mission Consensus, Resource Adequacy and Work Pressure) and seven dimensions of classroom environment (viz., Student Affiliation, Interactions, Cooperation, Task Orientation, Order & Organisation, Individualisati n and Teacher Control) in secondary school science classrooms were developed and validated. The study involved a sample of 1,318 students in 64 year 9 and year 12 science classes and 128 teachers of science in Australian secondary schools. Using the class mean as the unit of analysis for student data, associations between school and classroom environment were investigated using simple, multiple and canonical correlational analyses. In general, results indicated weak relationships between school and classroom environments and they reinforced the view that characteristics of the school environment are not transmitted automatically into science classrooms.     

A tracer study of Lebanese upper secondary school students

This paper presents data arising from a tracer study of 90 terminating Beirut upper secondary school students. Nearly all the students intended to transit to university, about half of them to science and technology programmes, and subsequently did so. Median anticipated earnings upon graduation were realistic, but a lack of information or guidance about higher education and career options was noted by a considerable proportion. The results of the study are discussed with reference to the as yet poorly elucidated dynamics of schooling with regard to attrition and transition to higher education and employment in Lebanon.     

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.     

Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students

This study examined the relationships among Taiwanese high school students’ scientific epistemic beliefs, conceptions of learning science, and self-efficacy of learning science. The questionnaire responses gathered from 377 high school students in Taiwan were utilized to elicit such relationships. The analysis of the structural equation model revealed that students’ absolutist scientific epistemic beliefs led to lower-level conceptions of learning science (i.e. learning science as memorizing, preparing for tests, calculating, and practicing) while sophisticated scientific epistemic beliefs might trigger higher-level conceptions of learning science (i.e. learning science as increase of knowledge, applying, and attaining understanding). The students’ lower-level conceptions of learning science were also found to negatively associate with their self-efficacy of learning science, while the higher-level conceptions of learning science fostered students’ self-efficacy. However, this study found that students who viewed scientific knowledge as uncertain (advanced epistemic belief) tended to possess lower self-efficacy toward learning science.     

Capturing essential understandings of the urban science learning environment

This research is distinctive in that a mixed-methods approach, employing both cogenerative dialogues and student responses from the Constructivist Learning Environment Survey (CLES), was used to help to understand 9th grade urban students?? experiences in their biochemistry class in New York City. Factor analyses of student responses demonstrated that empirically there were four robust scales rather than five. Qualitative analyses, using cogenerative dialogues and informal interviewing, demonstrated that more adaptable forms of teaching, learning and assessing could support a variety of students. Shared with students, the contents of the CLES and cogenerative dialogues created opportunities for understanding ontologies and helped to create, access and appropriate resources that assist in bringing about success in the science classroom.     

Student participation in learning environment improvement: analysis of a co-design project in a Finnish upper secondary school

The present educational design research involved analysing Finnish upper secondary school students’ participation in the improvement of their psychosocial and technology-enhanced physical learning environment (LE). It examined which LE characteristics students considered important when redesigning their LE, and whether they felt that their ideas for improvement had been taken into account in the LE change process and if there was an improvement in these characteristics. A Learning Environment Design (LED) framework balancing the various LE dimensions, namely, communality and individuality, comfort and health, novelty and conventionality, was utilised in the analysis for four sets of data collected for four cycles: (a) co-design activities (students, n = 11) and (b) student feedback (n = 175); (c) professional design evaluation (students, n = 2); and (d) student satisfaction survey (n = 83). Students considered all LE dimensions important. In addition, they felt that their wishes were generally taken into account in the redesign and also they perceived an improvement in most of the LE characteristics. Student involvement helped to avoid overly radical changes, fostered a participatory culture, and contributed to understanding what students view as important to their learning and wellbeing. The study demonstrated the usefulness of the LED-framework for LE design and suggests content-related design principles to serve as a starting point in LE improvement projects involving learners.     

Engaging students in learning science through promoting creative reasoning

ABSTRACT

Student engagement in learning science is both a desirable goal and a long-standing teacher challenge. Moving beyond engagement understood as transient topic interest, we argue that cognitive engagement entails sustained interaction in the processes of how knowledge claims are generated, judged, and shared in this subject. In this paper, we particularly focus on the initial claim-building aspect of this reasoning as a crucial phase in student engagement. In reviewing the literature on student reasoning and argumentation, we note that the well-established frameworks for claim-judging are not matched by accounts of creative reasoning in claim-building. We develop an exploratory framework to characterise and enact this reasoning to enhance engagement. We then apply this framework to interpret two lessons by two science teachers where they aimed to develop students’ reasoning capabilities to support learning.     

Writing for learning in secondary science: Rethinking practices

There is now considerable debate over the kinds of writing tasks that will enable secondary students to learn about science and to demonstrate scientific understanding. Advocates of modernist and postmodernist perspectives propose different genres as necessary to achieve very contrasting agendas. This paper presents an overview and analysis of the claims and counterclaims of these competing positions. Drawing on this overview and research on writing for learning including the authors' classroom-based research, a model is proposed to guide writing for learning in junior secondary science.