Science and Technology Education in the STES Context in Primary Schools: What Should It Take?

Striving for sustainability requires a paradigm shift in conceptualization, thinking, research and education, particularly concerning the science-technology-environment-society (STES) interfaces. Consequently, ‘STES literacy’ requires the development of students’ question asking, critical, evaluative system thinking, decision making and problem solving capabilities, in this context, via innovative implementable higher-order cognitive skills (HOCS)-promoting teaching, assessment and learning strategies. The corresponding paradigms shift in science and technology education, such as from algorithmic teaching to HOCS-promoting learning is unavoidable, since it reflects the social pressure, worldwide, towards more accountable socially- and environmentally-responsible sustainable development. Since most of the STES- and, recently STEM (science-technology-engineering-mathematics)-related research in science education has been focused on secondary and tertiary education, it is vital to demonstrate the relevance of this multifaceted research to the science and technology teaching in primary schools. Our longitudinal STES education-related research and curriculum development point to the very little contribution, if any, of the traditional science teaching to “know”, to the development of students’ HOCS capabilities. On the other hand, there appears to be a ‘general agreement’, that the contemporary dominant lower-order cognitive skills (LOCS) teaching and assessment strategies applied in science and technology education are, in fact, restraining the natural curiosity and creativity of primary school (and younger?) pupils/children. Since creative thinking as well as evaluative system thinking, decision making, problem solving and … transfer constitute an integral part of the HOCS conceptual framework, the appropriateness of “HOCS promoting” teaching, and the relevance of science and technology, to elementary education in the STES context, is apparent. Therefore, our overriding guiding purpose was to provide any evidence-based research to the vital LOCS-to-HOCS paradigm shift in STES education. The findings of, and conclusions derived from our longitudinal research on HOCS development within STES-oriented and traditional education, suggest that both—science and technology education (STE) and STES education—are relevant to primary school education. Based on this, what it should take to insure success in this context, is thoroughly discussed.     

Representing student achievements in science

In what follows, we develop a conceptual argument for expanding current visions of performance assessment to include the following three ideals: that performance/assessment addresses the value‐laden decisions about what and whose science is learned and assessed and include multiple worldviews, that performance/assessment in science simultaneously emerges in response to local needs, and that the performance/assessment is a method as well as an ongoing search for method. To make this argument, we draw together ideas raised by critical, feminist and multicultural science educators to describe an inclusive science education, one we refer to as critical science education, to raise questions about the nature and purpose of performance assessment in science education. We are particularly interested in how the science of assessment is challenged and transformed within a critical science education perspective and the conditions needed to create an equitable and inclusive practice of science and science assessment across diversity. We present a case study from a youth‐led community science project in the inner city to help contextualize our argument. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 337–354, 2001     

The effect of the assessment of practical-based work on pupils’ problem solving and achievement in Basic Science and Technology in Odeda local government of Ogun State,Nigeria

Basic Science and Technology is a subject that is based on the broad field curriculum which is the foundation for science education in Nigeria at the basic level of education. Pupils learning outcomes is usually limited to the assessment of their achievement in paper pencil test. Pupils’ skills in carrying out scientific investigation and the investigation they carry out is usually not assessed neither is the score part of pupils score in Basic Science and Technology. In this paper, we determined the effect of the integration of assessment of science practicals on basic four pupils’ achievement and problem solving in Basic Science and Technology (basic science, basic technology, and information and communication technology). Participant 303 basic four pupils (primary four) in Odeda local government of Ogun. The result indicated that pupils in the treatment group were better problem solvers in two out of the three themes in Basic Science and Technology (basic science and basic technology). Also pupils in the treatment group had a significantly higher achievement in information and communication technology theme of Basic Science and Technology.     

Validation study of a method for assessing complex ill-structured problem solving by using causal representations

The important but little understood problem that motivated this study was the lack of research on valid assessment methods to determine progress in higher-order learning in situations involving complex and ill-structured problems. Without a valid assessment method, little progress can occur in instructional design research with regard to designing effective learning environments to facilitate acquisition of expertise in complex, ill-structured knowledge domains. In this paper, we first present a method based on causal representations for assessing progress of learning in complex, ill-structured problem solving and discuss its theoretical framework. Then, we present an experimental study investigating its validity against adapted protocol analysis. This study explored the impact of a massively multiplayer online educational game, which was designed to support an interdisciplinary STEM education on ninth-grade students’ complex, ill-structured problem solving skill acquisition. We identify conceptual similarities and differences between the two methods, present our comparative study and its results, and then discuss implications for diagnostics and applications. We conclude by determining how the two approaches could be used in conjunction for further research on complex and ill-structured problem solving.     

A Review of Automatically Scorable Constructed-Response Item Types for Large-Scale Assessment

The use of automated scanning of test sheets, beginning in the 1930s, led to widespread use of the multiple-choice format in standardized testing. New forms of automated scoring now hold out the possibility of making a wide range of constructed-response item formats feasible for use on a large-scale basis. We describe new developments in five domains: mathematical reasoning, algebra problem solving, computer science, architecture, and natural language. For each one, we describe the task as presented to the examinee, the methods used to score the response, and the psychometric properties of the item responses. We then highlight general challenges and issues spanning these technologies. We conclude by offering our views on the ways in which such technologies are likely to shape the future of testing.     

Not even well begun: women in computing courses

Concern is often expressed about the underrepresentation of women in scientific and technological programmes in higher education. This concern prompted us to undertake a study of Australian computing science courses at the top level of professional accreditation. Our concern was with the numbers of women enrolling and how women fared in the early stages of the courses. The work from our study provides the basis for this paper in which we examine the ways in which women tend to be disadvantaged in computing courses. We discuss the issues both in terms of factors which are identifiable from the perspective of the discipline at large and those which are associated specifically with the presentation of courses within institutions of higher education. At the discipline level we discuss the apparent technology-centredness of computing, the emphasis accorded mathematics as well as narrow problem solving skills and the undervaluing of broadly based problem solving and communication skills. In the institutional context, our concerns lie with the consequences of gender stereotyping on attitudes and interactions, the significance of prior computing knowledge and experience as well as of mathematical background, and the way the curriculum is structured and organised.     

Predictors of well‐structured and ill‐structured problem solving in an astronomy simulation

This study compared the problem‐solving skills required for solving well‐structured problems and ill‐structured problems in the context of an open‐ended, multimedia problem‐solving environment in astronomy. Two sets of open‐ended questions assessed students' abilities for solving well‐structured and ill‐structured problems. Generalized, rubric scoring systems were developed for assessing problem‐solving skills. Instruments were also developed and administered to assess cognitive and affective predictors of problem‐solving performance. By regressing the scores on the cognitive and affective predictors onto students' scores on the well‐structured and ill‐structured problems, we concluded that solving well‐structured and ill‐structured problems require different component skills. Domain knowledge and justification skills were significant predictors of well‐structured problem‐solving scores, whereas ill‐structured problem‐solving scores were significantly predicted by domain knowledge, justification skills, science attitudes, and regulation of cognition. Implications for problem solving in science education are presented. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 6–33, 2003     

应用型本科《给水排水工程结构》教学及考核方法改革探讨

根据给排水科学与工程专业的人才培养目标,结合《给水排水工程结构》课程内容多、课时少及应用型本科学生力学基础薄弱的实情,采用以学生为主体问题为先导的课堂教学模式,运用现场教学、实验教学、课堂教学并重的教学手段,组织学生针对工程问题进行的专题讨论.尝试以解决实际能力为目标的考核方式,为学生成长为一名合格的工程师打下基础.     

大规模教育测评中实际运用矩阵取样技术的基本问题

矩阵取样技术对解决教育等社会科学领域大规模调查中的较低应答率和较差的数据质量问题具有独特价值,在大规模测评中所获得的测评结果具有更高的群体代表性和稳定性。依照每个测评项目的测验目的,考虑对测验结果参数估计准确性的具体要求、综合权衡测验开发中的各种相关成本、选择题册设计方式,从而确定具体的方案是该项技术实际运用过程中必须慎重对待的三个基本问题。     

我国科技资源优化配置对策探讨

科技资源是科技创造性劳动的物质基础,是直接推动科学技术进步、促进经济发展的战略资源.科技资源的稀缺性与期待效用最大化特征决定科技资源优化配置是各国科技管理和科技政策优先关注的核心问题.文章阐述了科技资源优化配置在知识经济时代的战略意义,并结合我国科技资源配置的现状提出了相关的优化政策.     

校园网中文搜索引擎系统的设计

计算机和网络技术的飞速发展,入网用户及网络资源每年都以指数级规律增长.用户要在浩瀚的信息海洋里寻找信息,需要有效的搜索工具.搜索引擎正是为了解决这个问题而出现的技术.本文主要介绍我校校园网中文信息搜索引擎的设计.     

The role of model building in problem solving and conceptual change

This study examines the effects of the activity of building systems models for school-based problems on problem solving and on conceptual change in elementary science classes. During a unit on the water cycle in an Asian elementary school, students constructed systems models of the water cycle. We found that representing ill-structured problems as system models improves problem solving as well as creating beneficial conceptual change related to the topic.     

Is religious education compatible with science education?

This paper tackles a highly controversial issue: the problem of the compatibility of science and religion, and its bearing on science and religious education respectively. We challenge the popular view that science and religion are compatible or even complementary. In order to do so, we give a brief characterization of our conceptions of science and religion. Conspicuous differences at the doctrinal, metaphysical, methodological and attitudinal level are noted. Regarding these aspects, closer examination reveals that science and religion are not only different but in fact incompatible. Some consequences of our analysis for education as well as for education policy are explored. We submit that a religious education, particularly at an early age, is an obstacle to the development of a scientific mentality. For this and other reasons, religious education should be kept away from public schools and universities. Instead of promoting a religious world view, we should teach our children what science knows about religion, i.e., how science explains the existence of religion in historical, biological, psychological and sociological terms.     

Teaching science problem solving: An overview of experimental work

The traditional approach to teaching science problem solving is having the students work individually on a large number of problems. This approach has long been overtaken by research suggesting and testing other methods, which are expected to be more effective. To get an overview of the characteristics of good and innovative problem‐solving teaching strategies, we performed an analysis of a number of articles published between 1985 and 1995 in high‐standard international journals, describing experimental research into the effectiveness of a wide variety of teaching strategies for science problem solving. To characterize the teaching strategies found, we used a model of the capacities needed for effective science problem solving, composed of a knowledge base and a skills base. The relations between the cognitive capacities required by the experimental or control treatments and those of the model were specified and used as independent variables. Other independent variables were learning conditions such as feedback and group work. As a dependent variable we used standardized learning effects. We identified 22 articles describing 40 experiments that met the standards we deemed necessary for a meta‐analysis. These experiments were analyzed both with quantitative (correlational) methods and with a systematic qualitative method. A few of the independent variables were found to characterize effective strategies for teaching science problem solving. Effective treatments all gave attention to the structure and function (the schemata) of the knowledge base, whereas attention to knowledge of strategy and the practice of problem solving turned out to have little effect. As for learning conditions, both providing the learners with guidelines and criteria they can use in judging their own problem‐solving process and products, and providing immediate feedback to them were found to be important prerequisites for the acquisition of problem‐solving skills. Group work did not lead to positive effects unless combined with other variables, such as guidelines and feedback. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 442–468, 2001     

Exploring computer science students’ continuance intentions to use Kattis

Teaching programming concepts to enhance students’ problem solving and computational thinking skills is a challenging task, especially when students enter college with little to no preparation, or they lack the interest or capacity for programming. Online platforms that serve as automated practice and assessment systems have been offered as potential tools for supporting programming skills development, providing feedback, and motivating students. The present article discusses the use of an online automated practice and assessment system called Kattis for homework assignments and final project in three computer science courses. The goal of the present study was to ascertain students’ continuance intentions to use Kattis. We attempt to address this by using partial least squares on data from a survey of 50 students. The findings of the present study suggest that continuance intentions to use Kattis is driven by students’ level of satisfaction with the system, the degree of students’ confirmation of expectations, and the perceived usefulness of the system.     

Trends in computer applications in science assessment

Seven computer applications to science assessment are reviewed. Conventional test administration includes record keeping, grading, and managing test banks. Multiple-choice testing involves forced selection of an answer from a menu, whereas constructed-response testing involves options for students to present their answers within a set standard deviation. Adaptive testing attempts to individualize the test to minimize the number of items and time needed to assess a student's knowledge. Figurai response testing assesses science proficiency in pictorial or graphic mode and requires the student to construct a mental image rather than selecting a response from a multiple choice menu. Simulations have been found useful for performance assessment on a large-scale basis in part because they make it possible to independently specify different aspects of a real experiment. An emerging approach to performance assessment is solution pathway analysis, which permits the analysis of the steps a student takes in solving a problem. Virtually all computer-based testing systems improve the quality and efficiency of record keeping and data analysis.