Meta-Representation in an Algebra I Classroom

We describe how 1 Algebra I teacher and her 8th-grade students used meta-representational knowledge when generating and evaluating equations to solve word problems. Analyzing data from a sequence of 4 lessons, we found that the teacher and her students used criteria for evaluating equations, in addition to other types of knowledge (e.g., different interpretations of the equal sign) previously reported in the literature. Moreover, the teacher and her students had trouble understanding one another's proposed algebraic models of problem situations due to differences in the criteria that each applied, and this impeded learning. These findings (a) extend an accumulating body of evidence for the role meta-representation plays in mathematics and science learning and (b) add a new dimension to researchers' growing understanding of what teachers must know in order to teach algebra and other complex mathematics and science topics effectively.     

Interplay of motivational and cognitive strategies in predicting self‐efficacy and anxiety

The purpose of the present study was to test a model explaining self‐efficacy and anxiety by the interrelationships with task value, cognitive strategies (rehearsal, elaboration and organisation) and metacognitive self‐regulation in the domain of chemistry. Data were collected from 518 college students in Turkey. Findings of structural equation modelling indicated that chemistry self‐efficacy and anxiety were predicted as a function of task value, cognitive strategies and metacognitive self‐regulation, supporting the proposed model. That is, students with high levels of task value tended to use more learning strategies which promoted the use of regulatory strategies. In turn, these students may decrease their chemistry anxiety, leading to an increase in chemistry self‐efficacy indirectly.     

Seeing self as others see you: variability in self‐efficacy ratings in student teaching

The main objective of this study was to compare pre‐service English teachers' self‐efficacy beliefs with the instructors' views of the teaching competence of these pre‐service teachers. Thirty‐nine student teachers (13 males and 26 females) and five female instructors participated in the study. For data collection, student teacher and instructor versions of the same scale were used. The results of the research indicated that the student teachers' self‐efficacy judgments were higher than the instructors' judgments for the student teachers' teaching competence. Interviews with the instructors indicated that enactive experiences and verbal persuasion seem to be important factors which affect the personal efficacy beliefs of the prospective teachers in the current study.     

Challenging moments of novice teachers: survival strategies developed through experiences

The main objective of this qualitative research study is to demonstrate Norwegian and Turkish novice teachers’ reflections on bumpy moments and which strategies they use to cope with the challenges they have faced in practice. The participants of the present study are novice teachers (n = 17) with a maximum of five years’ teaching experience. The logbook and interview were the main data collection tools used to reflect novice teachers’ challenging moments. The data were recorded and transcribed separately in the two countries, and then the categories across the data were identified and the codes compared. The results mainly indicate that the novice teachers in both contexts are learning from their bumpy moments and using their problem-solving skills, based on either their repertoire gained during school practicum or their own strategies developed over time to find solutions to their challenging experiences.     

Teacher shadowing as an empowering technique for EFL student teacher practical knowledge development: insights from three-week shadowing programmes

This study reports on shadowing’s potential as an observational and preparatory tool for learning, drawing on data obtained from a group of EFL student teachers who undertook a practicum. EFL student teachers’ perceptions of the shadowing technique and how shadowing contributes to practical knowledge, are focused on. Data were collected through semi-structured interviews and reflective reports after a shadowing experience of three weeks. Student teachers were found to have positive perceptions towards the shadowing technique, and a considerable development in their practical knowledge was also observed. The study recommends integration of shadowing into EFL practicum courses as a more rigorous approach.     

A Politically Liberal Conception of Formal Education in a Developing Democracy

As discussed by John Rawls, in a well-ordered society, a public political culture’s wide educational role bears the primary responsibility for developing reasonable individuals for the stability of a politically liberal society. Rawlsian scholars have also focused on the stability and enhancement of developed liberal democratic societies by means of those societies’ education systems. In this sense, one thing that is common to Rawlsian scholars’ and Rawls’s own understanding of the role of education appears to be a concern over the stability of a politically liberal society since it is highly dependent on the character of its citizens. Also, it is usually believed that a politically liberal account of education can be implemented in a developed politically liberal society. In contrast, this study discusses the possibility of implementing a politically liberal account of education in a developing liberal society that may become a developed liberal democracy under an overlapping consensus.     

Investigating Socioscientific Issues via Scientific Habits of Mind: Development and validation of the Scientific Habits of Mind Survey

In this paper, we describe the Scientific Habits of Mind Survey (SHOMS) developed to explore public, science teachers’, and scientists’ understanding of habits of mind (HoM). The instrument contained 59 items, and captures the seven SHOM identified by Gauld. The SHOM was validated by administration to two cohorts of pre-service science teachers: primary science teachers with little science background or interest (n?=?145), and secondary school science teachers (who also were science graduates) with stronger science knowledge (n?=?145). Face validity was confirmed by the use of a panel of experts and a pilot study employing participants similar in demographics to the intended sample. To confirm convergent and discriminant validity, confirmatory factor analysis and evaluation of the reliability were calculated. Statistical data and other data gathered from interviews suggest that the SHOMS will prove to be a useful tool for educators and researchers who wish to investigate HoM for a variety of participants.     

Epistemic Beliefs about Justification Employed by Physics Students and Faculty in Two Different Problem Contexts

This study examines the epistemic beliefs about justification employed by physics undergraduate and graduate students and faculty in the context of solving a standard classical physics problem and a frontier physics problem. Data were collected by a think-aloud problem solving session followed by a semi-structured interview conducted with 50 participants, 10 participants at freshmen, seniors, masters, PhD, and faculty levels. Seven modes of justification were identified and used for exploring the relationships between each justification mode and problem context, and expertise level. The data showed that justification modes were not mutually exclusive and many respondents combined different modes in their responses in both problem contexts. Success on solving the standard classical physics problem was not related to any of the justification modes and was independent of expertise level. The strength of the association across the problem contexts for the authoritative, rational, and empirical justification modes fell in the medium range and for the modeling justification mode fell in the large range of practical significance. Expertise level was not related with the empirical and religious justification modes. The strength of the association between the expertise level and the authoritative, rational, experiential, and relativistic justification modes fell in the medium range, and the modeling justification mode fell in the large range of practical significance. The results provide support for the importance of context for the epistemic beliefs about justification and are discussed in terms of the implications for teaching and learning science.     

Enhancing Pre-service Elementary Teachers' Conceptual Understanding of Solution Chemistry with Conceptual Change Text

This paper reports on the use of a constructivist-based pedagogy to enhance understanding of some features of solution chemistry. Pre-service science teacher trainees' prior knowledge about the dissolution of salts and sugar in water were elicited by the use of a simple diagnostic tool. The test revealed widespread alternative conceptions. These evaluation data were used to produce two segments of ‘conceptual change text’: concise summaries that present alternative and scientific conceptualizations for the concepts under study. The texts were administered to 21 pre-service elementary trainee teachers whose understandings of number of conceptions were subsequently re-evaluated employing a pre-test post-test approach in which their answers and reasons for their answers were solicited. The findings suggest that these pre-service elementary trainees' alternative conceptions are changed to become more in accord with the scientific view, with more participants providing correct answers along with correct reasons than before the intervention. This work suggests that the use of conceptual change text may provide a simple and cost and resource-effective way to aid conceptual understanding for the dissolution of ionic solids in water including the effect of solute surface on the dissolution process.     

Flipping the experimentation process: influences on science process skills

Educational technology research and development - This paper reports on a study aiming at examining the development of science process skills through the implementation of experiments in a science...