Substantiating the need to apply a sociocultural lens to the preparation of teachers in an effort to achieve science reform

This qualitative, sociocultural study examines how teacher preparation programs may have deliberate impact on science reform by unearthing the complex layers of diversity inherent in the contextual reality of education. This study was conducted in one of the largest school districts in the Southeastern United States, serving a predominately Hispanic population comprising 65 % of its student body, followed by African Americans at 24 %. The representative subjects utilized for this study were elementary education undergraduate students and later a percentage of the same subjects, as practicing teachers in the field. All subjects were exposed to inquiry based methodology in science teaching as part of their undergraduate studies with emphasis on the learning cycle, facilitation of student voice and exposure to the nature of science. The goal of science education was emphasized to students as purposeful in promoting scientific literacy. This study is framed by sociocultural theory grounded in a social constructivist paradigm with the understanding that science learning takes place within social and collaborative processes leading to internalization and greater sense of self-efficacy. The study examines the perception of education students’ beliefs about scientists as well as reflections on their own learning of science as elementary students themselves. As present practicing teachers, perspectives from their position in the field were obtained via interviews. Interviews served to elicit reflections on present practice as related to previous perceptions, in order to analyze whether these were pervasive in framing practice as well as self-perceptions related to science. A lack of change of these perceptions may underscore the importance of an emphasis on issues of gender, culture and social factors within teacher preparation, specific to science teaching and learning. Cognizance of such factors are believed to support internalization and hence greater understanding of the complexities framing science teaching and learning, leading to an actual paradigm shift in our elementary science classrooms.     

Everyday objects of learning about health and healing and implications for science education

The role of science education in rural development is of great interest to science educators. In this study I investigated how residents of rural Kirumi, Kenya, approach health and healing, through discussions and semistructured and in‐depth interviews with 150 residents, 3 local herbalists, and 2 medical researchers over a period of 6 months. I constructed objects of learning by looking for similarities and differences within interpretive themes. Objects of learning found comprise four types of personal learning tools, three types of relational learning tools, three genres of moral obligation, and five genres of knowledge guarding. Findings show that rural people use (among other learning tools) inner sensing to engage thought processes that lead to health and healing knowledge. The sociocultural context is also an important component in learning. Inner sensing and residents' sociocultural context are not presently emphasized in Kenyan science teaching. I discuss the potential use of rural objects of learning in school science, with specific reference to a health topic in the Kenyan science curriculum. In addition, the findings add to the literature in the Science, Technology, Society, and Environment (STSE) approach to science education, and cross‐cultural and global science education. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 172–193, 2006     

The effect of instruction on socio-cultural beliefs hindering the learning of science

Although recent studies have shown that the sociocultural characteristics which children in non-western society bring into the classroom from their environment create a wedge between what they are taught and what they learn, very little has been done to solve the problem. A learner who is not positively disposed to, or has a socio-cultural background that is indifferent to, learning science would find it hard to learn science effectively. This study investigated whether instruction through the use of the socio-cultural mode has any significant effect on students' attitude towards the learning of science. The sample consisted of 600 senior secondary year-one students (442 boys, 158 girls) from 15 secondary schools in Nigeria. The Socio-Cultural Environment Scale (SCES) and the Biology Achievement Test (BAT) were used to measure the change in attitude and achievement of subjects in a pretest-posttest situation after a six-week treatment. Evidence was found to support the hypothesis that science instruction which deliberately involves the discussion of socio-cultural views about science concepts engenders positive attitudes towards the study of science. The findings also indicate that anthropomorphic and mechanistic views can be presented in such a way as to promote positive attitudes towards the study of science in traditional cultures.     

The effect of inquiry-based learning experiences on adolescents’ science-related career aspiration in the Finnish context

ABSTRACT

Much research has been conducted to investigate the effects of inquiry-based learning on students’ attitude towards science and future involvement in the science field, but few of them conducted in-depth studies including young learners’ socio-cognitive background to explore mechanisms which explain how inquiry experiences influence on career choices. Hence, the aim of this study was to investigate in what ways and to what extent the inquiry learning experiences in school science affect students’ future career orientation in the context of socio-cognitive mechanisms based on socio-cognitive career theory(SCCT). For the purpose, Programme for International Student Assessment (PISA) 2015 data were used focusing on science literacy, and the sample of Finnish 15-year-old students (N?=?5782) was analysed by structural equation modelling with the hypothesised Inquiry-SCCT model. The results of the study showed that inquiry learning experiences were indicated as a positive predictor for the students’ career aspiration, and most of its effects were mediated by outcome expectations. Indeed, although self-efficacy and interest in learning science indicated positive correlations with future aspiration, outcome expectation presented the highest correlation with the science-related career. Gender differences were found in the model, but girls indicated higher outcome expectation and career aspiration than boys in Finland.     

Dialogic teaching and students’ discursive identity negotiation in the learning of science

This study sought to understand how dialogic teaching, as enacted in everyday classroom interaction, affords students opportunities for identity negotiation as learners of science. By drawing on sociocultural and sociolinguistic accounts, the study examined how students’ discursive identities were managed and recognized in the moment and over time during dialogic teaching and what consequences these negotiations had for their engagement in science learning. The study used video data of classroom interactions collected from an elementary science learning project and placed a specific analytic focus on four students in particular. The results reveal evidence of a rich variety of discursive identities exposed during dialogic teaching, thus demonstrating how the students’ identity negotiations were configured according to the social architecture of classroom discourse. Addressing the temporal dimension of dialogic teaching points out critical shifts in the students’ discursive identities, of which identification is argued to be pivotal when creating equitable science learning opportunities.     

More than science: family learning in a Mexican science museum

Latin American audiences living in their countries of origin are poorly understood as museum learners due to the scarcity of research in this field. Through a case study approach, I investigate and report on the ways of learning of 20 Mexican family groups. In particular, I examine the influence of the Mexican sociocultural context on the participant family members’ learning outcomes from a Mexican science museum. Conducted in Universum Museo de las Ciencias, a science museum located in Mexico City, this research study is based on the premise that understanding the role of the sociocultural elements of learning is essential to understanding the nature of learning in museums. The cognitive and social outcomes of the participants are discussed in the light of the sociocultural elements that define Mexicans as museum learners.     

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.     

Teaching a new science and technology course: A sociocultural perspective

This study inquires into the influence of subject communities on the practice of secondary school teachers as they teach a new science and technology course that crosses traditional subject and department boundaries. The study focuses on two teachers from different professional communities—a science teacher and a technology teacher—who were teaching an applied physics course that was piloted in British Columbia. Interview and observational data were collected that illuminate the classroom practices and perspectives of the two teachers. As the teachers taught the course, they both changed their normal teaching practice. Their respective new practices, however, were different in important ways even though they both started with the same course outline, textbooks, and laboratory materials. We interpret these differences in the teachers' practices using sociocultural practice theory and argue that the differences can be understood in terms of the influence of their different professional communities which are shown to provide the backdrops against which the teachers developed their approaches to the course. Recommendations are made that encourage using the subject community as a unit of analysis in educational change studies and using sociocultural practice theory as a theoretical perspective for thinking about educational change and making policy decisions. © 1998 John Wiley & Sons, Inc. J Res Sci Teach, 35: 777–789, 1998.     

Boundary crossing by science teacher researchers in a PhD program

The boundaries between communities of teaching and educational research are very persistent. Boundaries can be conceptualized as sociocultural differences, leading towards discontinuity in action or interaction. Boundary crossing refers to the efforts made to establish continuity. The purpose of this article is to provide a better understanding of how these boundaries can be crossed by teachers who are also PhD students in a national PhD program for educational research in the context of science education. Sixteen teacher researchers as well as their professors and school principals were interviewed. Additionally, two stories were studied of two teacher researchers who seemed successful in crossing boundaries between the two communities. Many differences were found between the two communities, not all of them being boundaries. Specific personal characteristics - such as communication skills and flexible switching – seemed to facilitate boundary crossing, just like particular contextual factors such as school teams with open learning climates and supportive supervisors. All 16 teacher researchers contributed to better science teaching in their own practices, while eight teacher researchers had been able to share insights from their PhD projects with others.     

Investigation of the science achievement models for low and high achieving schools and gender differences in Turkey

A science achievement model was separately investigated for students in low and high achieving schools (LAS and HAS) in Turkey. Then, gender differences based on variables that significantly contributed to each achievement model were investigated. The student-level variables that were under investigation for multiple regression analyses include attitudes toward science, epistemological beliefs, metacognition, views on science teaching, and socioeconomic status (SES). The science achievement scores of students on a nationwide exam were used to measure science achievement. Both for LAS and HAS, two schools were selected. Results were reported for 241 and 320 students in LAS and HAS, respectively. According to the results, self-concept in science, knowledge of cognition, SES, importance of science, gradual learning, and views on lab work significantly contributed to the science achievement model in LAS. On the other hand, self-concept in science, SES, gradual learning, studying, and learning science in school significantly contributed to the science achievement model in HAS. Results also revealed that girls outperformed boys on knowledge of cognition and importance of science in LAS. Moreover, girls scored higher than boys on gradual learning and studying in HAS. According to these findings, implications for science education were discussed.     

GENDER DIFFERENCES IN STUDENT MOTIVATION AND SELF-REGULATION IN SCIENCE LEARNING: A MULTI-GROUP STRUCTURAL EQUATION MODELING ANALYSIS

The purpose of this study was to investigate the influence of students?? motivational beliefs (learning goal orientation, task value and self-efficacy) in science learning on students?? self-regulation in the science classroom. The study also examines the moderating effect of gender on the proposed relationships. Data were collected from 719 boys and 641 girls across grades 8, 9 and 10 in 5 public schools in Perth, Western Australia. Results from structural equation modeling analysis indicated that all 3 motivational constructs were strong predictors of students?? self-regulation in science learning. The multi-group analysis to examine gender differences revealed that the influence of task value on self-regulation was statistically significant for boys only. The findings present possible opportunities for educators to plan, and to put into practice, effective intervention strategies aimed at increasing students?? self-regulation in science learning. The core feature would be to target and develop students?? motivational beliefs of learning goal orientation and self-efficacy in science learning. Additionally, for boys, the intervention strategies would be to elevate boys?? perspectives of science task value.     

Use of digital game based learning and gamification in secondary school science: The effect on student engagement,learning and gender difference

This study aimed to identify the impact of a game based learning (GBL) application using computer technologies on student engagement in secondary school science classrooms. The literature reveals that conventional Science teaching techniques (teacher-centered lecture and teaching), which foster rote learning among students, are one of the major concerns in Pakistan Education system. This leads to student disengagement in science lessons eventually resulting in student absenteeism and dropouts from the schools. This study consisted of five stages: (1) examining the impact of Digital Game-Based Learning (DGBL) and gamification on engagement, learning and gender difference, and literature related to using DGBL models for instructional design; (2) planning learning activities and developing a GBL application based on a specific content in Science; (3) conducting an intervention with a sample of 72 participants of 8th grade (aged 12–15) in a low cost private school of Pakistan following quasi-experimental research framework; (4) observing behaviour and emotions of the participants during science lessons; (5) conducting pre and post tests to assess the learning outcomes of participants followed by focus groups discussion. Analysis from Friedman test, Mann-Whitney U test, and Wilcoxon Signed Rank test show that the GBL application has a positive influence on student engagement. However, GBL application was not equally effective for all students since girls outperformed boys in terms of engagement and learning outcomes. This study gives insights into the development of better educational games to promote student learning.     

A sociocultural perspective on mediated activity in third grade science

This ethnographic study of a third grade classroom examined elementary school science learning as a sociocultural accomplishment. The research focused on how a teacher helped his students acquire psychological tools for learning to think and engage in scientific practices as locally defined. Analyses of classroom discourse examined both how the teacher used mediational strategies to frame disciplinary knowledge in science as well as how students internalized and appropriated ways of knowing in science. The study documented and analyzed how students came to appropriate scientific knowledge as their own in an ongoing manner tied to their identities as student scientists. Implications for sociocultural theory in science education research are discussed. John Reveles is an assistant professor in the Elementary Education Department at California State University, Northridge. He received his Ph.D. from the University of California, Santa Barbara in 2005. Before pursuing his Ph.D., he worked as a bilingual elementary school teacher for 3 years. His research focuses on the development of scientific literacy in elementary school settings; sociocultural influences on students' academic identity; equity of access issues in science education; qualitative and quantitative research methods. Within the Michael D. Eisner College of Education, he teaches elementary science curriculum methods courses, graduate science education seminars, and graduate research courses. Gregory Kelly is a professor of science education at Penn State University. He is a former Peace Corps Volunteer and physics teacher. He received his Ph.D. from Cornell in 1994. His research focuses on classroom discourse, epistemology, and science learning. This work has been supported by grants from Spencer Foundation, National Science Foundation, and the National Academy of Education. He teaches courses concerning the uses of history, philosophy, sociology of science in science teaching and teaching and learning science in secondary schools. He is editor of the journal Science Education. Richard Durán is a Professor in the Gevirtz Graduate School of Education, University of California, Santa Barbara. His research and publications have been in the areas of literacy and assessment of English Language Learners and Latino students. He has also conducted research on after school computer clubs, technology and learning as part of the international UC Links Network. With support from the Kellogg Foundation, he is implementing and investigating community and family-centered intervention programs serving the educational progress of Latino students in the middle and high school grades.     

An Analysis on Vygotsky's Sociocultural Theory in Communicative Language Teaching Mode

Communicative Language Teaching(CLT)plays a vital role in foreign language teaching.Learners may improve their communicative language profi ciency under CLT mode.Many researches on Vygotsky’s sociocultural theory show that learning as a social and cultural rather than individual phenomenon takes place through meaningful interaction with people,and thus the people in the environment are essential to the development of new knowledge.This paper mainly analyses Vygotsky’s sociocultural theory in CLT mode.The conclusions in this paper may help the readers gain an insight into the relations between the Vygotsky’s sociocultural theory and CLT as well as awaken the awareness of designing the activities for teaching.     

Challenge in learning and teaching science

Taking as a basis a conceptualisation of personal challenge having both cognitive/metacognitive (thinking) and affective (feeling) components, the nature and extent of perceived challenge in learning and teaching science were explored for seven teachers and thirty-seven students in five secondary schools over a period of five months. Findings suggest that many secondary students are not challenged by the science they learn in school. Similary, many secondary science teachers are insufficiently challenged by the task of teaching. There are indications, however, that science teaching and learning attitudes and practices can be improved if teachers work to diagnose and change key classroom factors that influence level of perceived challenge in learning.     

The role of cognitive apprenticeship in learning science in a virtual world

This article extends the discussion started by Margaret Beier, Leslie Miller, and Shu Wang??s (2012) paper, Science games and the development of possible selves. In this paper, I suggest that a theoretical framework based on a sociocultural theory of learning is critical in learning in a virtual environment. I will discuss relevant research on the application of various components of the sociocultural perspective of learning in classroom environments and the potential for applying them in virtual worlds. I propose that research in science education should explore the processes underlying cognitive apprenticeship and determine how these processes can be used in virtual environments to help students learn science successfully.     

‘You Have to Give Them Some Science Facts’: Primary Student Teachers’ Early Negotiations of Teacher Identities in the Intersections of Discourses About Science Teaching and About Primary Teaching

In the broadest sense, the goal for primary science teacher education could be described as preparing these teachers to teach for scientific literacy. Our starting point is that making such science teaching accessible and desirable for future primary science teachers is dependent not only on their science knowledge and self-confidence, but also on a whole range of interrelated sociocultural factors. This paper aims to explore how intersections between different Discourses about primary teaching and about science teaching are evidenced in primary school student teachers’ talk about becoming teachers. The study is founded in a conceptualisation of learning as a process of social participation. The conceptual framework is crafted around two key concepts: Discourse (Gee 2005) and identity (Paechter, Women’s Studies International Forum, 26(1):69–77, 2007). Empirically, the paper utilises semi-structured interviews with 11 primary student teachers enrolled in a 1-year Postgraduate Certificate of Education course. The analysis draws on five previously identified teacher Discourses: ‘Teaching science through inquiry’, ‘Traditional science teacher’, ‘Traditional primary teacher’, ‘Teacher as classroom authority’, and ‘Primary teacher as a role model’ (Danielsson and Warwick, International Journal of Science Education, 2013). It explores how the student teachers, at an early stage in their course, are starting to intersect these Discourses to negotiate their emerging identities as primary science teachers.     

Professors as value agents: a typology of management academics’ value structures

The paper addresses the paradox of value-free science and the need for value-oriented management education. Taking the values discussion in the German management community as an example, we identify two stereotypes in management literature: an allegedly value-free scientist who limits responsibility to economic aims and a value-laden academic who accepts responsibilities for societal aims and who aims to influence students’ values. These stereotypes are then challenged against empirical data from a global survey of management academics. While the stereotypes are shown to be of only limited relevance, five clusters of management academics are identified based on their economic values, their social values and their intention to influence their students’ values. As determinants of cluster attribution, cultural environment and discipline prove the most influential on value differences in the global sample. Gender, in contrast, has no significant impact. Finally, implications for higher education institutions are derived that may help to cope with values more consciously and more professionally.     

Enhancing Teachers’ Application of Inquiry‐Based Strategies Using a Constructivist Sociocultural Professional Development Model

This two‐year school‐wide initiative to improve teachers’ pedagogical skills in inquiry‐based science instruction using a constructivist sociocultural professional development model involved 30 elementary teachers from one school, three university faculty, and two central office content supervisors. Research was conducted for investigating the impact of the professional development activities on teachers’ practices, documenting changes in their philosophies, instruction, and the learning environment. This report includes teachers’ accounts of philosophical as well as instructional changes and how these changes shaped the learning environment. For the teachers in this study, examining their teaching practices in learner‐centered collaborative group settings encouraged them to critically analyze their instructional practices, challenging their preconceived ideas on inquiry‐based strategies. Additionally, other factors affecting teachers’ understanding and use of inquiry‐based strategies were highlighted, such as self‐efficacy beliefs, prior experiences as students in science classrooms, teacher preparation programs, and expectations due to federal, state, and local mandates. These factors were discussed and reconciled, as they constructed new understandings and adapted their strategies to become more student‐centered and inquiry‐based.