As global average temperatures rise, there has been an increase in the frequency and magnitude of... more As global average temperatures rise, there has been an increase in the frequency and magnitude of meteorological natural hazards. To survive in the world and thrive in the work place, students need to utilize educational skills (such as creative thinking, non-routine problem solving, collaboration and systems thinking) and become independent thinkers. Such learning can be encompassed under the heading of education through science. This study strives to develop a research instrument, which meaningfully determines student preparedness for dealing with natural hazards, based on their education through science learning, including student understanding of the Nature of Science (NOS) and Nature of Technology (NOT). The instrument, piloted with students in grades 7th/8th and 10th/11th in North America and Europe, is designed to allow comparisons across cultures. Outcomes show that the devised instrument is suitable for determining student competences and understanding of NOS/NOT associated...
The core idea of the PROFILES project is to support science teachers' continuous professional dev... more The core idea of the PROFILES project is to support science teachers' continuous professional development. The instructional innovation of the PROFILES is the so called Three Stage Model (TSM) which aims to arouse students' intrinsic motivation, to offer a meaningful inquiry-based learning environment and to use the science learning in socio-scientific decision making. Incorporation of innovations, like the PROFILES philosophy with the TSM, in teachers' daily work is seen here as a frame for their professional development in science teaching. When introducing a new instructional model, e.g., the TSM, to be implemented in science teaching, it is important to first listen to the teachers and grasp their initial views. This is organized by the use of focus group interviews during the first teacher meeting in the Finnish PROFILES program in order to find out, what kind of prior views the teachers have related to the TSM, to its planning and to its implementation in the classroom. The results of this study reveal crucial points that need attention within teacher professional development to implement the TSM. The teachers need, also, to be encouraged to place more trust in their students' abilities: detailed instructions (structured inquiry) might not be needed unless the students ask for them. When the PROFILES-like projects pay attention to explicit consideration to the classroom and school contexts in which teachers work, and emphasize the opportunities to implement new pedagogies in these contexts, teachers can develop strategies for overcoming such constraints. Acknowledging the teacher's voice is a crucial factor for adapting any professional development towards teachers' ownership of new developments.
AMnet-Published entbalpy data for simple boron compounds, mostly containing trigonallycoordmated ... more AMnet-Published entbalpy data for simple boron compounds, mostly containing trigonallycoordmated boron atoms, have been used to calculate bond enthalpy terms E(B-X), for their B-X bonds (X = N, 0, F, Cl or Br) that vary with their bond order, n(B-X), according to the relationship &B-X) = A[n(ELX)]". Values of the constants A (the bond enthalpy term for a single bond) and m depend on X as follows: X N 0 F Cl Br A (kJ mol-') 385 434 606 419 347 m 0.32 0.65 0.21 0.21 0.21 Analysis of published thermochemical data for compounds with boron-hydrogen and boron-carbon single bonds affords single bond enthalpy terms &B-H) = 371+ 12 k.J mol-' and E(B-C) = 350 f 10 kl mol-'. These bond enthalpy terms have been used to estimate enthalpies of atomisation and standard heats of formation of gaseous mixed boranes BR'Rs', BR'R2R3, BRX, and BR,X which have not yet been measured experimentally.
The 9th Nordic Research Symposium on Science Education was held in Reykjavík in June 2008. The co... more The 9th Nordic Research Symposium on Science Education was held in Reykjavík in June 2008. The conference theme was Planning science instruction: From insight to learning to pedagogical practice. This theme opened the way for presentations and discussions on a broad range of topics in the field of science education. The community of researchers in science education includes representatives from all the natural sciences and all levels of formal education. Increasingly connections are made to related areas, such as informal science learning, science for the public, the nature of science and relationships between science and technology. Those who presented papers at the Reykjavík symposium reflected this diversity and indeed it was often difficult for participants to decide on which session to attend. On offer was a Nordic smörgåsbord. With this publication, participants have an opportunity to go back to the table, for more of the same or to try something different.
The purpose of this chapter is to recognise the need for a ‘education-related’ view of science ed... more The purpose of this chapter is to recognise the need for a ‘education-related’ view of science education, especially identified with society links and establishing the need to encompass technology, engineering, mathematics and also other societal important areas such as ‘art’ (in its multiple conceptions). In interrelating these perceived multiple disciplines, the chapter also sets out to promote a transdisciplinary inquiry approach to science education, favouring a skills rather than content learning frame, and which challenges interdisciplinary or multidisciplinary approaches, within which single disciplines are discretely recognised. The chapter enhances constructivism as an education theory as elaborated in earlier chapters (see Chaps. 16– 26), but seeks to move away from a conceptual, content frame dominated by a knowledge approach to endorse transdisciplinary skills as the major focus approached from multiple perspectives, but dominated by application of ideas within an inquiry frame. The transdisciplinary focus is linked to a vision of STEAM education, where STEAM education is not a theory, but more a philosophy and approach, which builds on theories previously mentioned in the book. It involves a paradigm shift seeking a balance between knowledge and transdisciplinary skills, but arguing for an emphasis on skills, encompassing social relatedness, research skills and the enhancement of thinking, communication and self-management skills.
In this paper we report on the views of students with and Background without visual impairments o... more In this paper we report on the views of students with and Background without visual impairments on the use of illustrations, diagrams and drawings (IDD) in science lessons. : Our findings are based on data gathered through a brief Method questionnaire completed by a convenience sample of students prior to trialling new resource material. The questionnaire sought to understand the students' views about using IDD in science lessons. The classes involved in the study included one class from a primary school, five classes from a secondary school and one class from a school for visually impaired students. : Approximately 20% of the participants thought that the diagrams Results were boring and just under half (48%) of the total sample (regardless of whether they were sighted or visually impaired) did not think diagrams were easy to use. Only 14% of the participants felt that repeated encounters with the same diagrams made the diagrams easy to understand. Unlike sighted students who can 'flit' across diagrams, a visually impaired student may only see or touch a small part of the diagram at a time so for them 'fliting' could result in loss of orientation with the diagram. : Treating sighted and visually impaired pupils equally is Conclusions different to treating them identically. Sighted students incidentally learn how to interpret visual information from a young age. Students who acquire sight loss need to learn the different rules associated with reading tactile diagrams, or large print and those who are congenitally blind do not have visual memories to rely upon.
This article focuses on concerns related to a lack of students' perception of relevance in school... more This article focuses on concerns related to a lack of students' perception of relevance in school science seen as differing from educators' perception of relevance. In order to determine how relevance is portrayed in teaching and learning materials (TLMs), the titles and introductory texts (scenarios) from 77 TLMs, aiming to induce students' intrinsic relevance, were analysed using conventional content analysis. The content analysis resulted in the identification of three categories, with altogether nine subcategories, which could induce perceptions of intrinsic relevance among students and therefore could be used by TLM developers to help induce intrinsic relevance among students. The results showed that although authors of these TLMs had undertaken a course on developing student relevant TLMs, there was diversity in the approach to intrinsic relevance and less than half of the TLMs were identified, based on expert opinion, as being seen to be intrinsically relevant for students. Although most introductory texts were seen somewhat familiar to students, promoting relevance in the context of students' perceptions remains a question.
European journal of educational research, Oct 15, 2020
This longitudinal study focuses on evaluating grade 7-9 school students' perceptions of intervent... more This longitudinal study focuses on evaluating grade 7-9 school students' perceptions of intervention modules intended to be relevant, as well as promoting learning attributes to raise awareness of science-related careers. Students are taught through six purposely developed and designed career-related teaching-learning modules (C-TLMs). Each module is initiated by means of a career-related scenario, followed up by promoting conceptual science learning plus drawing attention to careers to which each module intends to relate. Student perceptions are obtained by means of a questionnaire after each module with respect to its relevance and also the mean by which the learning environment raise interest, enjoyment and motivation associated with career awareness. Outcomes show that, in general, students participating in this study agree that the developed C-TLMs are relevant and students value the learning experienced through the different module contexts. Nevertheless, student appreciation of the specific inclusion of career awareness components in the modules is mixed.
This article sets out to describe the PROFILES project, an European Commission FP7 science and so... more This article sets out to describe the PROFILES project, an European Commission FP7 science and society project, addresses problems and issues in science education by guiding teachers to embrace a range of teaching factors, such as a context-based approach, motivational constructivist learning; student centred inquiry teaching; enhancing cognitive conceptualisation, and including socio-scientific decision making. The PROFILES project bases the teaching on a theoretically derived, 3 stage model, which is supported through carefully designed PROFILES modules, providing for both the students and the teacher. The major focus of the project is promoting more relevant school science education at the secondary level (grade 7 and above) by guiding teachers to gain ownership of the PROFILES philosophy and approach. (DIPF/Orig.
Background The goal of this research was to determine students’ perceived self-efficacy in scienc... more Background The goal of this research was to determine students’ perceived self-efficacy in science classes through involving students in expanding disciplinary core idea (DCI) and interdisciplinary core idea (ICI) maps, as a method to visualize knowledge (utilizing mind mapping and concept mapping) to support students to integrate interdisciplinary learning. The research involved (a) creating (by science educators) eight curriculum-related, disciplinary core idea maps and two interdisciplinary core idea maps; (b) teachers guiding students in an experimental group, to make interdisciplinary connections so as to expand DCI and ICI maps in an intervention lasting a year and a half from grade 10 to 11; (c) providing feedback on students’ developed DCI and ICI maps; (d) administering questionnaires seeking students’ perceptions about their self-efficacy towards core ideas, both before and after the intervention and (e) interviewing science teachers (5) and selected students (25), after t...
Today’s society faces new challenges, especially related to sustainability, in which the role of ... more Today’s society faces new challenges, especially related to sustainability, in which the role of science within society is becoming increasingly important. This study seeks to re-examine the focus of school science/STEM education in light of increasing societal challenges by introducing a trans-contextualisation component within science education so as to go beyond the classroom and seek to impact the societal setting. In so doing, this study, through a constructivism-humanism approach, develops a theoretical 4-phase model by adding a trans-contextualisation learning phase to a literature-supported 3-stage science education teaching model. This enhanced model is put forward to enable science education to play a stronger role in impacting societal development towards building an active informed citizenry, enabling society to reflect on potential ways to meet its needs in moving towards a sustainable future. The study seeks science educator views familiar with the 3-stage teaching app...
Students’ lack of motivation in learning school science has been recognized as a problem, due to ... more Students’ lack of motivation in learning school science has been recognized as a problem, due to its negative impact on students´ STEM-related career choices. For supporting students´ motivation to study science, the use of an introduction which sets the scene, sometimes called a scenario, has been recommended. Although scenarios, which introduce STEM-related careers in an everyday life problem solving context, are seen as useful tools for the teachers, they are not automatically guaranteed to be motivating to students. The current research aims to develop an empirically tested and validated instrument to measure the impact of context-based scenarios, through evaluating perceived motivational triggers such as relevance, interest and enjoyment by 7th grade students. An analysis of students´ responses showed that the test scenario was able to trigger mostly situational interest toward the topic of energetics. Only a small number of students indicated motivation to take the learning of...
Background: A major professionals replacement demand due to an aging trend among STEM (science, t... more Background: A major professionals replacement demand due to an aging trend among STEM (science, technology, engineering and mathematics) occupational fields has been recognised in several European Union countries. However, research has shown that adolescents are not aspiring to such careers. One possible cause has been students´ low awareness of STEM career opportunities and their work characteristics. One solution to this has been suggested as embedding career education into science teaching at school thus raising students´ awareness of possible STEM careers and shaping their stereotypical images of STEM occupations and hence attitude towards studying science. Purpose: The study aims to determine the effects of embedding STEM career education into science teaching on a) students´ career aspirations, and b) on their occupational images in STEM fields, in terms of students´ perceptions of competency requirements for STEM careers and for their career aspirations. Methodology: The curr...
As global average temperatures rise, there has been an increase in the frequency and magnitude of... more As global average temperatures rise, there has been an increase in the frequency and magnitude of meteorological natural hazards. To survive in the world and thrive in the work place, students need to utilize educational skills (such as creative thinking, non-routine problem solving, collaboration and systems thinking) and become independent thinkers. Such learning can be encompassed under the heading of education through science. This study strives to develop a research instrument, which meaningfully determines student preparedness for dealing with natural hazards, based on their education through science learning, including student understanding of the Nature of Science (NOS) and Nature of Technology (NOT). The instrument, piloted with students in grades 7th/8th and 10th/11th in North America and Europe, is designed to allow comparisons across cultures. Outcomes show that the devised instrument is suitable for determining student competences and understanding of NOS/NOT associated...
The core idea of the PROFILES project is to support science teachers' continuous professional dev... more The core idea of the PROFILES project is to support science teachers' continuous professional development. The instructional innovation of the PROFILES is the so called Three Stage Model (TSM) which aims to arouse students' intrinsic motivation, to offer a meaningful inquiry-based learning environment and to use the science learning in socio-scientific decision making. Incorporation of innovations, like the PROFILES philosophy with the TSM, in teachers' daily work is seen here as a frame for their professional development in science teaching. When introducing a new instructional model, e.g., the TSM, to be implemented in science teaching, it is important to first listen to the teachers and grasp their initial views. This is organized by the use of focus group interviews during the first teacher meeting in the Finnish PROFILES program in order to find out, what kind of prior views the teachers have related to the TSM, to its planning and to its implementation in the classroom. The results of this study reveal crucial points that need attention within teacher professional development to implement the TSM. The teachers need, also, to be encouraged to place more trust in their students' abilities: detailed instructions (structured inquiry) might not be needed unless the students ask for them. When the PROFILES-like projects pay attention to explicit consideration to the classroom and school contexts in which teachers work, and emphasize the opportunities to implement new pedagogies in these contexts, teachers can develop strategies for overcoming such constraints. Acknowledging the teacher's voice is a crucial factor for adapting any professional development towards teachers' ownership of new developments.
AMnet-Published entbalpy data for simple boron compounds, mostly containing trigonallycoordmated ... more AMnet-Published entbalpy data for simple boron compounds, mostly containing trigonallycoordmated boron atoms, have been used to calculate bond enthalpy terms E(B-X), for their B-X bonds (X = N, 0, F, Cl or Br) that vary with their bond order, n(B-X), according to the relationship &B-X) = A[n(ELX)]". Values of the constants A (the bond enthalpy term for a single bond) and m depend on X as follows: X N 0 F Cl Br A (kJ mol-') 385 434 606 419 347 m 0.32 0.65 0.21 0.21 0.21 Analysis of published thermochemical data for compounds with boron-hydrogen and boron-carbon single bonds affords single bond enthalpy terms &B-H) = 371+ 12 k.J mol-' and E(B-C) = 350 f 10 kl mol-'. These bond enthalpy terms have been used to estimate enthalpies of atomisation and standard heats of formation of gaseous mixed boranes BR'Rs', BR'R2R3, BRX, and BR,X which have not yet been measured experimentally.
The 9th Nordic Research Symposium on Science Education was held in Reykjavík in June 2008. The co... more The 9th Nordic Research Symposium on Science Education was held in Reykjavík in June 2008. The conference theme was Planning science instruction: From insight to learning to pedagogical practice. This theme opened the way for presentations and discussions on a broad range of topics in the field of science education. The community of researchers in science education includes representatives from all the natural sciences and all levels of formal education. Increasingly connections are made to related areas, such as informal science learning, science for the public, the nature of science and relationships between science and technology. Those who presented papers at the Reykjavík symposium reflected this diversity and indeed it was often difficult for participants to decide on which session to attend. On offer was a Nordic smörgåsbord. With this publication, participants have an opportunity to go back to the table, for more of the same or to try something different.
The purpose of this chapter is to recognise the need for a ‘education-related’ view of science ed... more The purpose of this chapter is to recognise the need for a ‘education-related’ view of science education, especially identified with society links and establishing the need to encompass technology, engineering, mathematics and also other societal important areas such as ‘art’ (in its multiple conceptions). In interrelating these perceived multiple disciplines, the chapter also sets out to promote a transdisciplinary inquiry approach to science education, favouring a skills rather than content learning frame, and which challenges interdisciplinary or multidisciplinary approaches, within which single disciplines are discretely recognised. The chapter enhances constructivism as an education theory as elaborated in earlier chapters (see Chaps. 16– 26), but seeks to move away from a conceptual, content frame dominated by a knowledge approach to endorse transdisciplinary skills as the major focus approached from multiple perspectives, but dominated by application of ideas within an inquiry frame. The transdisciplinary focus is linked to a vision of STEAM education, where STEAM education is not a theory, but more a philosophy and approach, which builds on theories previously mentioned in the book. It involves a paradigm shift seeking a balance between knowledge and transdisciplinary skills, but arguing for an emphasis on skills, encompassing social relatedness, research skills and the enhancement of thinking, communication and self-management skills.
In this paper we report on the views of students with and Background without visual impairments o... more In this paper we report on the views of students with and Background without visual impairments on the use of illustrations, diagrams and drawings (IDD) in science lessons. : Our findings are based on data gathered through a brief Method questionnaire completed by a convenience sample of students prior to trialling new resource material. The questionnaire sought to understand the students' views about using IDD in science lessons. The classes involved in the study included one class from a primary school, five classes from a secondary school and one class from a school for visually impaired students. : Approximately 20% of the participants thought that the diagrams Results were boring and just under half (48%) of the total sample (regardless of whether they were sighted or visually impaired) did not think diagrams were easy to use. Only 14% of the participants felt that repeated encounters with the same diagrams made the diagrams easy to understand. Unlike sighted students who can 'flit' across diagrams, a visually impaired student may only see or touch a small part of the diagram at a time so for them 'fliting' could result in loss of orientation with the diagram. : Treating sighted and visually impaired pupils equally is Conclusions different to treating them identically. Sighted students incidentally learn how to interpret visual information from a young age. Students who acquire sight loss need to learn the different rules associated with reading tactile diagrams, or large print and those who are congenitally blind do not have visual memories to rely upon.
This article focuses on concerns related to a lack of students' perception of relevance in school... more This article focuses on concerns related to a lack of students' perception of relevance in school science seen as differing from educators' perception of relevance. In order to determine how relevance is portrayed in teaching and learning materials (TLMs), the titles and introductory texts (scenarios) from 77 TLMs, aiming to induce students' intrinsic relevance, were analysed using conventional content analysis. The content analysis resulted in the identification of three categories, with altogether nine subcategories, which could induce perceptions of intrinsic relevance among students and therefore could be used by TLM developers to help induce intrinsic relevance among students. The results showed that although authors of these TLMs had undertaken a course on developing student relevant TLMs, there was diversity in the approach to intrinsic relevance and less than half of the TLMs were identified, based on expert opinion, as being seen to be intrinsically relevant for students. Although most introductory texts were seen somewhat familiar to students, promoting relevance in the context of students' perceptions remains a question.
European journal of educational research, Oct 15, 2020
This longitudinal study focuses on evaluating grade 7-9 school students' perceptions of intervent... more This longitudinal study focuses on evaluating grade 7-9 school students' perceptions of intervention modules intended to be relevant, as well as promoting learning attributes to raise awareness of science-related careers. Students are taught through six purposely developed and designed career-related teaching-learning modules (C-TLMs). Each module is initiated by means of a career-related scenario, followed up by promoting conceptual science learning plus drawing attention to careers to which each module intends to relate. Student perceptions are obtained by means of a questionnaire after each module with respect to its relevance and also the mean by which the learning environment raise interest, enjoyment and motivation associated with career awareness. Outcomes show that, in general, students participating in this study agree that the developed C-TLMs are relevant and students value the learning experienced through the different module contexts. Nevertheless, student appreciation of the specific inclusion of career awareness components in the modules is mixed.
This article sets out to describe the PROFILES project, an European Commission FP7 science and so... more This article sets out to describe the PROFILES project, an European Commission FP7 science and society project, addresses problems and issues in science education by guiding teachers to embrace a range of teaching factors, such as a context-based approach, motivational constructivist learning; student centred inquiry teaching; enhancing cognitive conceptualisation, and including socio-scientific decision making. The PROFILES project bases the teaching on a theoretically derived, 3 stage model, which is supported through carefully designed PROFILES modules, providing for both the students and the teacher. The major focus of the project is promoting more relevant school science education at the secondary level (grade 7 and above) by guiding teachers to gain ownership of the PROFILES philosophy and approach. (DIPF/Orig.
Background The goal of this research was to determine students’ perceived self-efficacy in scienc... more Background The goal of this research was to determine students’ perceived self-efficacy in science classes through involving students in expanding disciplinary core idea (DCI) and interdisciplinary core idea (ICI) maps, as a method to visualize knowledge (utilizing mind mapping and concept mapping) to support students to integrate interdisciplinary learning. The research involved (a) creating (by science educators) eight curriculum-related, disciplinary core idea maps and two interdisciplinary core idea maps; (b) teachers guiding students in an experimental group, to make interdisciplinary connections so as to expand DCI and ICI maps in an intervention lasting a year and a half from grade 10 to 11; (c) providing feedback on students’ developed DCI and ICI maps; (d) administering questionnaires seeking students’ perceptions about their self-efficacy towards core ideas, both before and after the intervention and (e) interviewing science teachers (5) and selected students (25), after t...
Today’s society faces new challenges, especially related to sustainability, in which the role of ... more Today’s society faces new challenges, especially related to sustainability, in which the role of science within society is becoming increasingly important. This study seeks to re-examine the focus of school science/STEM education in light of increasing societal challenges by introducing a trans-contextualisation component within science education so as to go beyond the classroom and seek to impact the societal setting. In so doing, this study, through a constructivism-humanism approach, develops a theoretical 4-phase model by adding a trans-contextualisation learning phase to a literature-supported 3-stage science education teaching model. This enhanced model is put forward to enable science education to play a stronger role in impacting societal development towards building an active informed citizenry, enabling society to reflect on potential ways to meet its needs in moving towards a sustainable future. The study seeks science educator views familiar with the 3-stage teaching app...
Students’ lack of motivation in learning school science has been recognized as a problem, due to ... more Students’ lack of motivation in learning school science has been recognized as a problem, due to its negative impact on students´ STEM-related career choices. For supporting students´ motivation to study science, the use of an introduction which sets the scene, sometimes called a scenario, has been recommended. Although scenarios, which introduce STEM-related careers in an everyday life problem solving context, are seen as useful tools for the teachers, they are not automatically guaranteed to be motivating to students. The current research aims to develop an empirically tested and validated instrument to measure the impact of context-based scenarios, through evaluating perceived motivational triggers such as relevance, interest and enjoyment by 7th grade students. An analysis of students´ responses showed that the test scenario was able to trigger mostly situational interest toward the topic of energetics. Only a small number of students indicated motivation to take the learning of...
Background: A major professionals replacement demand due to an aging trend among STEM (science, t... more Background: A major professionals replacement demand due to an aging trend among STEM (science, technology, engineering and mathematics) occupational fields has been recognised in several European Union countries. However, research has shown that adolescents are not aspiring to such careers. One possible cause has been students´ low awareness of STEM career opportunities and their work characteristics. One solution to this has been suggested as embedding career education into science teaching at school thus raising students´ awareness of possible STEM careers and shaping their stereotypical images of STEM occupations and hence attitude towards studying science. Purpose: The study aims to determine the effects of embedding STEM career education into science teaching on a) students´ career aspirations, and b) on their occupational images in STEM fields, in terms of students´ perceptions of competency requirements for STEM careers and for their career aspirations. Methodology: The curr...
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