Approaches to Studying: age,gender and academic performance

A total of 245 business studies students (115 females and 130 males) responded to the Revised Approaches to Studying Inventory (RASI). Consistent with earlier studies, the purposes of the present study were (i) to examine some of the psychometric properties of the RASI; (ii) to investigate whether the RASI was predictive of academic success; and (iii) to investigate the effects of gender, age and programme of study on approaches to studying. The data were analysed using principal components factor analysis. The resulting fit of the RASI subscales to the hypothesised structure was good, thus providing support for the notions of deep, surface and strategic approaches and the lack of direction and academic self‐confidence orientations. The reliability of the ‘lack of direction’ subscale was low. The RASI's ability to predict academic performance investigated using a range of learning performance measures. These data were further analysed in terms of degree programme. Subjects’ mean scores on each of the scales were analysed in terms of age and gender. This revealed a number of significant effects. These findings, and the use of the RASI, are discussed in terms of their implications for the requirements for increased learner autonomy in further and higher education.     

Facilitating practitioner research into strategies for improving communication in classroom groups: Action research and interaction analysis — A reconciliation?

This study involved collaborative classroom-based observation of student communication and cognition in small groups after the implementation of two management strategies in science departments in several schools. The paper presents the data and provides insights into the conduct of research and teacher development in the midst of educational change. Specialization: science teacher education. Specializations: studies in twentieth century science education in Australia, student learning in classroom groups, teachers' working knowledge.     

Three in-course assessment reforms to improve higher education learning outcomes

A current international concern is that, for too large a proportion of graduates, their higher order cognitive and practical capabilities are below acceptable levels. The constituent courses of academic programmes are the most logical sites for developing these capabilities. Contributing to patchy attainment are deficiencies in three particular aspects of assessment practice: the design and specifications of many assessment tasks; the minimum requirements for awarding a passing grade in a course and granting credit towards the degree; and the accumulation of points derived from quizzes, assessments or activities completed during the teaching period. Rethinking and reforming these would lead to improvements for significant sub-populations of students. Pursuing such a goal would also have significant positive implications for academic teachers, but be contingent on favourable contextual settings including departmental and institutional priorities.     

Type of Instructional Material,Cognitive Style and Learning Performance

The positions of 129 14 to 19‐year‐old students on two fundamental cognitive styles dimensions (Wholist‐Analytic and Verbal‐Imagery) were assessed. They then received, by random allocation, one of three versions of a computer‐presented instruction package on home hot water systems. The versions differed in terms of their structure (large versus small step), advance organiser (absent or present), verbal emphasis (high versus low), and diagram type (abstract versus pictorial). Version 1 had large step, no organiser, high verbal content, and abstract diagram. Version 2 had small step, no organiser, low verbal content, and pictorial diagram. Version 3 was identical to Version 2, except that an organiser in the form of an elaborated introduction was given in which all five topics were introduced and each section began with an overview and ended with a summary. There was a significant interaction between version and cognitive style in their effect on recall. The results were discussed in terms of their implications for instruction.     

Students’ model-based explanations about natural selection and antibiotic resistance through socio-scientific issues-based learning

Antibiotic resistance (ABR) is a significant contemporary socio-scientific issue. To engage in informed reasoning about ABR, students need to understand natural selection. A secondary science unit was designed and implemented, combining an issues-based approach and model-based reasoning, to teach students about natural selection and ABR. This sequential explanatory mixed methods study explored students’ explanations of natural selection. Students created model-based explanations (MBEs) about ABR and verbally explained generalised natural selection during semi-structured interviews. Students’ MBEs significantly increased in natural selection content, and misconceptions about natural selection and ABR significantly decreased after the unit. However, students’ explanations of generalised natural selection differed from ABR explanations. Students struggled to include mutation as the cause of initial variation when explaining generalised natural selection, whereas students included mutation when explaining ABR but often did so after selection pressure. Qualitative analysis indicated students correctly explained ABR or correctly explained generalised natural selection, but none correctly explained both. Students who did understand ABR struggled to apply their understanding to a context other than ABR. This study demonstrates contextual differences in students’ natural selection ideas and provides implications for natural selection instruction. While ABR is a compelling issue to contextualise natural selection instruction, it may be problematic.     

Interactive patterns and conceptual convergence during student collaborations in science

This study examines cognitive and social processes in group interactions that shape collaborative learning in science classrooms. Three small groups of students were observed while working collaboratively on explaining the burning of a candle under a jar. The learning environment served as a context for examination of conceptual convergence, a process wherein students construct shared meanings for science concepts through gradual refinement of ambiguous, partial meanings presented in group space. Despite engaging in the same activity with very similar instructional supports, the groups displayed very different patterns of interaction and achieved varied degrees of conceptual convergence. One group collaborated effectively and displayed evidence of individual conceptualizations of science content converging to establish a more well‐informed shared conceptualization. The other groups were not as successful, each for unique reasons. Problems demonstrated in one group included lack of self‐confidence, poor monitoring of group learning, and active avoidance of potentially fruitful conceptual conflicts. The other group struggled primarily because of a combative social context. The major educational significance of this study was the identification of social context and interactive patterns, group approaches to conceptual conflicts, and instructors' roles in collaborative activities as crucial aspects of productive group learning. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 634–658, 2008     

Selecting Socio-scientific Issues for Teaching

Science & Education - Currently there is little guidance given to teachers in selecting focal issues for socio-scientific issues (SSI)-based teaching and learning. As a majority of teachers...     

Patterns of informal reasoning in the context of socioscientific decision making

The purpose of this study is to contribute to a theoretical knowledge base through research by examining factors salient to science education reform and practice in the context of socioscientific issues. The study explores how individuals negotiate and resolve genetic engineering dilemmas. A qualitative approach was used to examine patterns of informal reasoning and the role of morality in these processes. Thirty college students participated individually in two semistructured interviews designed to explore their informal reasoning in response to six genetic engineering scenarios. Students demonstrated evidence of rationalistic, emotive, and intuitive forms of informal reasoning. Rationalistic informal reasoning described reason‐based considerations; emotive informal reasoning described care‐based considerations; and intuitive reasoning described considerations based on immediate reactions to the context of a scenario. Participants frequently relied on combinations of these reasoning patterns as they worked to resolve individual socioscientific scenarios. Most of the participants appreciated at least some of the moral implications of their decisions, and these considerations were typically interwoven within an overall pattern of informal reasoning. These results highlight the need to ensure that science classrooms are environments in which intuition and emotion in addition to reason are valued. Implications and recommendations for future research are discussed. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 42: 112–138, 2005     

Teaching Practices for Enactment of Socio-scientific Issues Instruction: an Instrumental Case Study of an Experienced Biology Teacher

Research in Science Education - The identification of high-leverage teaching practices that can be improved through targeted practice should contribute to the enhancement of teachers’...