Conceptual Resources in Self‐developed Explanatory Models: The importance of integrating conscious and intuitive knowledge

This study explores the spontaneous explanatory models children construct, critique, and revise in the context of tasks in which children need to predict, observe, and explain phenomena involving magnetism. It further investigates what conceptual resources students use, and in what ways they use them, to construct explanatory models, and the obstacles preventing them from constructing a useful explanatory model. Our findings indicate that several of the children were able to construct explanatory models. However, of the six children interviewed multiple times (three third‐graders and three sixth‐graders), only one was consistently able to critique and revise her models to arrive at a consistent, coherent, and sophisticated explanatory model. Connecting intuitive knowledge and abstract knowledge was important in her construction of a coherent and sophisticated explanatory model. Students who relied only on intuitive knowledge constructed tentative and non‐sophisticated explanatory models. Students who relied only on verbal‐symbolic knowledge at an abstract level without connection with their intuition also did not construct coherent and sophisticated models. These results indicate that instruction should help students to become meta‐conceptually aware and connect their verbal‐symbolic knowledge and intuition in order to construct explanatory models to make sense of abstract scientific knowledge.     

Learning in and for cross‐school working

In this study we report some of the outcomes of a study of professional learning that took place in cross school partnerships as they worked towards promoting creativity in schools. The methodology developed by Engeström and his colleagues at The Centre for Developmental Work Research in Helsinki was adopted. This form of intervention involves the preparation and facilitation of workshops in which the underlying structural contradictions that are in play in emergent activities are highlighted and articulated in such a way that participants may engage with what may otherwise remain hidden and unexamined tensions. This approach is based on the writings of the early 20th‐century Russian school of social scientists—Vygotsky, Luria and Leontiev. A principal claim is that the development of creativity requires tools and contexts for such innovatory forms of practice. This study suggests that this claim is a partial representation of the development of creative activity.     

A Framework for Re‐thinking Learning in Science from Recent Cognitive Science Perspectives

Recent accounts by cognitive scientists of factors affecting cognition imply the need to reconsider current dominant conceptual theories about science learning. These new accounts emphasize the role of context, embodied practices, and narrative‐based representation rather than learners’ cognitive constructs. In this paper we analyse data from a longitudinal study of primary school children’s learning to outline a framework based on these contemporary accounts and to delineate key points of difference from conceptual change perspectives. The findings suggest this framework provides strong theoretical and practical insights into how children learn and the key role of representational negotiation in this learning. We argue that the nature and process of conceptual change can be re‐interpreted in terms of the development of students’ representational resources.     

Collaboration in a Virtual World: Support for Conceptual Learning?

Immersive and semi-immersive Virtual Reality (VR) systems have been used for training in the execution of procedures, in exploring (often static) 3D structures such as architectural designs or geographical features, and in designing buildings or constructing molecules. In a separate line of technological development, the availability of distributed computing capabilities has led to VR systems that provide facilities for groups of students that are geographically separated to learn together in a collaborative manner. However, relatively little work has been done to investigate the advantages of such Collaborative Virtual Environments (CVEs) for learning the underlying conceptual content.A pilot study is described which features several worlds designed as part of the Distributed Extensible Virtual Reality Laboratory (DEVRL). The basic results are presented along with a discussion as to how the research could be moved forward to provide improved support for conceptua l learning. The discussion also raises the issues of how the interfaces design affects conceptual learning; of navigation and conceptual learning; of the role of collaboration in learning; and of the difficulties associated with constructing dynamic VR worlds. © IFIP, published by Kluwer Academic Publishers     

Relational Analysis of College Science‐Major Students’ Epistemological Beliefs Toward Science and Conceptions of Learning Science

In recent years, there has been an increasing interest among educational researchers in exploring the relationships between learners’ epistemological beliefs and their conceptions of learning. This study was conducted to investigate these relationships particularly in the domain of science. The participants in this study included 407 Taiwanese college science‐major students. All of them responded to two major questionnaires, one assessing their scientific epistemological beliefs (SEBs) and the other one probing their conceptions of learning science (COLS). The SEB questionnaire included four factors: “certainty,” “source,” “development,” and “justification” of science knowledge. The COLS survey consisted of six factors in a hierarchical order, that is, learning science as “memorizing,” “preparing for tests,” “calculating and practicing,” “increasing one’s knowledge,” “application,” and “understanding and seeing in a new way.” The students’ confidence and interest toward learning science were also assessed by additional questionnaire items. Stepwise regression analyses, in general, showed coherence between students’ SEBs and their COLS, indicating that the sophistication of SEBs was consistent with less agreement with lower‐level COLS (such as “memorizing” and “preparing for tests”) as well as more agreement with higher‐level COLS (such as “understanding and seeing in a new way”). However, the SEB’s “justification” factor was positively related to almost all of COLS factors from the lower‐level to higher‐level. This study finally found that among all of the SEB and COLS factors, the “preparing for tests” factor in COLS was the solely significant variable for predicting students’ interest in science and confidence toward learning science.     

Internet‐based Science Learning: A review of journal publications

Internet‐based science learning has been advocated by many science educators for more than a decade. This review examines relevant research on this topic. Sixty‐five papers are included in the review. The review consists of the following two major categories: (1) the role of demographics and learners' characteristics in Internet‐based science learning, such as demographic background, prior knowledge, and self‐efficacy; and (2) the learning outcomes derived from Internet‐based science learning, such as attitude, motivation, conceptual understanding, and conceptual change. Some important conclusions are drawn from the review. For example, Internet‐based science learning is equally favorable, or in some cases more so, to learning for female students compared to male students. The learner's control is essential for enhancing students' attitudes and motivation toward learning in Internet‐based science learning environments. Nevertheless, appropriate guidance from teachers, moderators, or the Internet‐based learning environment itself is still quite crucial in Internet‐based science learning. Recommendations for future research related to the effects of Internet‐based science learning on students' metacognitive reflections, epistemological development, and worldviews are suggested.     

Learning ‘Peace Talk’ in Northern Ireland: Peer Mediation and Some Conceptual Issues Concerning Experiential Social Education

Experiential learning is often seen as a central component of social education and pastoral programmes such as peer mediation; but the precise nature of experience as an educational, social and pedagogic/cultural process in schools is complex. This paper uses the notion of experiential learning to explore the impact of a peer mediation programme in a transforming integrated school in Northern Ireland. The programme was intended to mainstream the involvement of pupils in the process of creating a more integrated school ethos and was implemented by youth workers working as members of the school staff.

The paper begins with a review of the theoretical basis of experience as educational. This is followed by an interpretative review of the results of a survey of pupils' attitudes to peer mediation and semi-structured interviews with pupils and school and project staff about their perception of the impact of the programme on ideas of social learning. One issue is the extent to which developing pupils' capacity for interactive dialogue can be seen as an experiential process, like learning a foreign language – hence ‘peace talk’. Another is the process by which the perception of peer mediation training as ‘experiential’ constituted an enabling ‘pedagogic discourse’ which legitimized the programme for teachers and affirmed its beneficial impact on pupils.     

Students’ Perception of Co‐operative Learning in Earth Science Fieldwork

This paper reports on a small‐scale study of students’ perceptions of selected aspects concerning the organisation of, and learning from, fieldwork. Two main findings emerge. (a) In the choke of working partners, students either seek partners whom they regard as capable of making positive contributions to the fulfilment of the learning tasks, or they opt for friendship groups. In the case of the former, the qualities looked for are predominantly subject knowledge and subject‐related skills: competence in the management of group learning does not appear as a major consideration. (b) Although the outcomes from group work were invariably judged to be positive, a large minority of students appeared to regard themselves as contributors to, rather than beneficiaries from, such work. These students judged the extent of their learning from group work as low or very low.     

Development and Validation of an Instrument to Measure Students’ Motivation and Self‐Regulation in Science Learning

Students’ motivational beliefs and self‐regulatory practices have been identified as instrumental in influencing the engagement of students in the learning process. An important aim of science education is to empower students by nurturing the belief that they can succeed in science learning and to cultivate the adaptive learning strategies required to help to bring about that success. This article reports the development and validation of an instrument to measure salient factors related to the motivation and self‐regulation of students in lower secondary science classrooms. The development of the instrument involved identifying key determinants of students’ motivation and self‐regulation in science learning based on theoretical and research underpinnings. Once the instrument was developed, a pilot study involving 52 students from two Grade 8 science classes was undertaken. Quantitative data were collected from 1,360 students in 78 classes across Grades 8, 9, and 10, in addition to in‐depth qualitative information gathered from 10 experienced science teachers and 12 Grade 8 students. Analyses of the data suggest that the survey has strong construct validity when used with lower secondary students. This survey could be practically valuable as a tool for gathering information that may guide classroom teachers in refocusing their teaching practices and help to evaluate the effectiveness of intervention programmes.     

Science Teachers' Inspiration for Teaching Socio‐scientific Issues: Disconnection with reform efforts

The need for the inclusion of socio‐scientific issues (SSI) into science curricula has been generally accepted, but relatively few science teachers have incorporated SSI into their courses. Most science teachers feel that their most important task by far is to teach the principles of science, and any substantive pedagogical changes represent a burden. Reformers and researchers often point out science teachers' lukewarm reactions to the reforms as a major barrier for educational changes but pay little attention to teachers' deeper values and inspirations. However, there are some teachers who address SSI out of their own personal initiative. Detailed case studies of four such teachers showed that although the teachers were aware of Science, Technology, Society or other reform efforts, they developed their own thrust and materials for SSI based on their own values, ideals, philosophies and personal concerns. This suggests that the current curriculum reforms (Science, Technology, Society, SSI, and Nature of Science) tend to suggest theoretical ideals, but do not effectively connect with teachers' deeper values and ideals.     

Class‐size and Learning: the Tennessee experiment — what follows?

Abstract

The exceptionally large ‘Tennessee experiment’ — involving 7000 pupils — to elucidate the effects of class‐size on primary school pupils’ rate of learning has been widely interpreted as showing convincingly that classes of 15 pupils learn more rapidly, in an important sense, than classes of 24 pupils. The present re‐analysis in terms of value‐added in learning — the annual increase in SAT scores (rather than the absolute levels of those scores) — indicates that the benefits to average children resulting simply from a lowering of class‐size, while positive, are negligible in magnitude and not justifiable in relation to the additional economic resources required. The paper suggests that benefits are more likely to result from targeting additional resources to improved teaching styles, improved teaching materials and providing small classes for pupils with recognised learning difficulties; further research on class‐size needs to concentrate on the correct proportion of low‐attaining pupils that would benefit from attending small classes, the optimal size of such classes, and the fractions of the day which pupils with varying difficulties should attend small and normal‐sized classes.     

The Concepts of Heat and Temperature: The Problem of Determining the Content for the Construction of an Historical Case Study which is Sensitive to Nature of Science Issues and Teaching–Learning Issues

Historical case studies of scientific concepts are a useful medium for showing how scientific ideas originate and how they change over time. They are thus a useful tool for conveying knowledge about the nature of science. This paper focuses on the concepts of heat and temperature and discusses some issues related to choosing the content for a historical case study which incorporates not only nature of science perspectives but understandings related to what we know about the teaching and learning of these concepts. The case study is designed for first-year university chemistry students as an introduction to their study of thermodynamics. The paper includes a general chemistry textbook analysis of the heat and temperature concepts and a discussion of the caloric theory of heat, thermometry, and a brief survey of how the energy concept transformed our understanding of heat and temperature.     

Collateral Learning in Science: Students’ responses to a cross‐cultural unit of work

The purpose of this study was to investigate the nature of students’ responses to a cross‐cultural science unit entitled “Maintaining health.” The unit was designed to help students to build bridges between their traditional practices and beliefs and western science concepts. This paper reports students’ responses to a pre‐test and post‐test, and their reflections on their learning. The responses were analysed using the collateral learning model. There was evidence of parallel, dependent, and secured collateral learning. The implications for science teaching and for assessing science learning are discussed.     

Grade Level Differences in High School Students’ Conceptions of and Motives for Learning Science

Research in Science Education - Students’ conceptions of learning science and their relations with motive for learning may vary as the education level increases. This study aimed to compare...     

Cooperative Learning in Science: Follow‐up from primary to high school

This paper reports a two‐year longitudinal study of the effects of cooperative learning on science attainment, attitudes towards science, and social connectedness during transition from primary to high school. A previous project on cooperative learning in primary schools observed gains in science understanding and in social aspects of school life. This project followed 204 children involved in the previous project and 440 comparison children who were not as they undertook transition from 24 primary schools to 16 high schools. Cognitive, affective, and social gains observed in the original project survived transition. The implications improving the effectiveness of school transition by using cooperative learning initiatives are explored. Possibilities for future research and the implications for practice and policy are discussed.     

Institutional Expenditures and Student Engagement: a Role for Financial Resources in Enhancing Student Learning and Development?

The concept of student engagement is receiving increased attention from researchers, higher education leaders, and the general public in recent years. This increased attention represents a shift from the more traditional resource and reputation model of academic quality to a model that emphasizes institutional best practices and student experiences that enhance student learning and development. At the same time, institutions face rising operating costs and the public faces rising costs of attendance. However, relatively little effort has been made to explore the potential relationship between these two important research and policy areas. This study examined the relationship between institutional expenditures and student engagement based on data from 142 colleges and universities. The results of an OLS multiple regression model, including a factor for student engagement as the dependent variable, suggest that administrative expenditures are negatively related to student engagement. These results support further exploration of potential complex causal links between expenditures and engagement and may provide support for initiatives to reverse historical trends and adjust institutional spending.I would like to thank Ms. Cathy Statham for assistance in obtaining data for this study.     

Quality,Viability and Relevance: A Strategic Framework for Evaluating the Effectiveness of Mixed‐Mode Teaching and Learning in an Undergraduate Biotechnology and Biomedical Science Degree

RMIT is a major Australian university of technology based in central Melbourne with regional and international reach. It has made both online education and programme quality two central planks in its teaching and learning strategy in recent years. This paper proposes making the connection between these two strategic directions by working within a framework of programme quality assurance to evaluate the effectiveness of mixed mode teaching and learning. This paper undertakes a case study of evaluation‐readiness in one RMIT degree programme – undergraduate biotechnology and biomedical science – in which implementation of the university’s teaching and learning strategy has been a major focus. (A note on terminology: at RMIT, ‘programme’ describes a degree comprising a number of ‘courses’ usually studied over several years).

Qualité, viabilité et importance: une structure stratégique pour l'évalution d'une méthode d’enseignement et de formation mixte dans un grade universitaire de sciences biotechnologiques et biomédicales. RMIT est une grande université australienne de technologie située au centre de Melbourne avec une importance régionale et internationale. Pendant les dernières années, la formation en ligne et la qualité du programme sont devenues deux piliers centraux de la stratégie d'enseignement et de formation de cette université. Cet exposé propose de créer une relation entre ces deux directions stratégiques en opérant avec une structure de qualité guarantie de programme pour évaluer l'efficacité de la méthode d'enseignement et de formation mixte. Cet exposé décrit une étude modèle sur la disposition d’évaluation dans un des programmes diplômés de la RMIT – sciences biotechnologiques et biomédicales – dans lesquelles la réalisation de la stratégie d'enseignement et de formation universitaire a été le centre d'intérêt principal. (Note: à la RMIT un programme décrit un grade universitaire comprenant un nombre de cours généralement étudiés pendant plusieurs années).

Qualität, Realisierbarkeit und Bedeutung: ein strategischer Rahmen zur Bewertung der Wirksamkeit einer kombinierten Lehr- und Lernmethode im Grundstudium der biotechnologischen und biomedizinischen Wissenschaft RMIT ist eine große australische Technologische Universität in Melbourne mit regionaler und internationaler Bedeutung. Sie hat in den vergangenen Jahren sowohl die Online‐Bildung als auch die Qualität ihres Programms zu zentralen Stützen ihrer Lehr- und Lernstrategie gemacht. Dieser Bericht schlägt vor, durch einen gemeinsamen Rahmen für die Sicherung der Qualität des Programms eine Verbindung zwischen diesen beiden strategischen Richtungen zu schaffen, um auf diese Weise die Wirksamkeit einer kombinierten Lehr- und Lernmethode zu beurteilen. Außerdem beschreibt dieser Bericht eine Fallstudie der Beurteilungsbereitschaft in einem RMIT Abschluss‐Programm – im Studiengang der biotechnologischen und biomedizinischen Wissenschaft – in der die Einführung dieser universitären Lehr- und Lernstrategie den Hauptschwerpunkt darstellte. (Eine Anmerkung zur Terminologie: Bei der RMIT bedeutet der Begriff Programm einen Abschluss, der eine gewisse Anzahl an Kursen beinhaltet, die gewöhnlich über mehrere Jahre studiert wurden).