A Study of the Effects of a LSC Project on Scientists’ Teaching Practices and Beliefs

Ballone-Duran, Lena; Czerniak, Charlene M.; Haney, Jodi J.

doi:10.1007/s10972-005-2650-5

Cited by 6 publications

(4 citation statements)

References 10 publications

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“…The scientists were more likely to implement more inquiry activities, more likely to provide for cooperative learning opportunities and more likely to connect learning to real world experiences. Similar results were reported in a study of a local systemic change project in Ohio (Ballone-Duran, Czerniak & Haney, 2005). Finally, Otero & Gray (2008) report that students' views of physics shift toward those of experts when using the Physics for Everyday Thinking curriculum (Goldberg, Kruse, Robinson, Otero & Thompson, 2008).…”

Section: Attitudes Toward Sciencesupporting

confidence: 61%

Using a State Teacher Certification Test to Assess an Inquiry-Based Science Education Program

Otto

Everett

Moyer

et al. 2011

Int J of Sci and Math Educ

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In this study, we looked at the impact of our specially designed inquirybased science courses for pre-service elementary teachers on their science content knowledge as measured by a high-stakes state certification test for elementary education. We conducted a pre/post-analysis of the certification test scores of 1,003 pre-service teachers. Cohort 1 consisted of 424 students who took the test prior to implementation of our reformed science courses. Cohort 2 consisted of 579 students taking the test after complete implementation. We examined overall test scores, science subscores, total science credits, age, and science transfer credits. We found that the overall test score dropped significantly from cohort 1 to cohort 2, but the science subscores remained unchanged. Our results showed that students who took all 3 of the science content courses vs. none scored significantly higher on the science portion, non-traditional students (older than 25) scored similarly to traditional-aged students, and there was a negative correlation with the number of science courses transferred. Of importance is the fact that students who took the minimal number of science courses and are less interested in science passed the science portion at the same rate (over 90%) as science majors and minors. We conclude that our pre-service elementary teachers can and do learn science content using inquiry as recommended by the National Science Education Standards (NRC, 1996).

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Section: Attitudes Toward Sciencesupporting

confidence: 61%

Using a State Teacher Certification Test to Assess an Inquiry-Based Science Education Program

Otto

Everett

Moyer

et al. 2011

Int J of Sci and Math Educ

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“…Student perceptions of meaningfulness, challenge, choice and appeal of class activities have been associated with motivation and learning (Raineri & Gerber, 2004;Gentry & Springer, 2002). And the science teacher has been found to be the most important factor in improving student achievement in schools (Ballone-Duran, Czerniak & Haney, 2005). Anthony (2000) reported a study of perceptions of factors influencing success in mathematics and emphasized the role of motivation.…”

Section: Introductionmentioning

confidence: 99%

Secondary Student Perceptions of Factors Effecting Failure in Science in Portugal

Fonseca

Conboy

2006

EURASIA J MATH SCI T

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ABSTRACT. High rates of failure in secondary level science classes are a problem worldwide. Effective teaching and efficient management of schools requires information as to the causes of failure. One approach to acquiring this information is to improve our understanding of what the students themselves perceive as the causes and antecedents of school failure. In this article, we analyze the perceptions of the factors of academic failure among grade-ten, science-tracked students. Students from eight schools in southern Portugal (N=346) participated in the study. The major factors of failure in 10th grade science courses, according to students, are quality of teaching and previous student preparation. One third of the students did not think that secondary science education prepared them for life in a scientific-technological society. A culture of high expectancy on the part of teachers, parents and administrators may be key to influencing rates of success.

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“…The need for research-oriented learning is on the rise globally as the way to teach students in the learning institutions as opposed to a problem-solvingbased lecturing approach. Many scholars have come up with several learning schemes like 5E, 6E, and 7E learning cycles [5][6][7][8]. All these learning cycles focus on the active construction of meaningful knowledge and the stimulation of high levels of critical thinking skills.…”

Section: Introduction and Rationale Of The Researchmentioning

confidence: 99%

“…Elaboration/ Extension (students elaborate on their reasoning, solidify and extend their understanding); Evaluation (students assess their own learning and their progress). The steps of the 5E approach are thoroughly described in [5,6,19]. The background of the proposed learning experience is the idea of letting the students to achieve blending and interconnecting separate pieces of knowledge.…”

Section: Introduction and Rationale Of The Researchmentioning

confidence: 99%

A 5E-based learning experience to introduce concepts relevant in Quantum Physics

Obbo,

Dillmann,

Adorno

2024

J. Phys.: Conf. Ser.

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We here present and discuss a 5E-based learning activity focused on introductory concepts of Quantum Physics experienced at the Bachelor of Electrical Engineering of a Kenyan University. The described constructivist environment aimed at supporting an effective understanding of concepts very relevant in Modern Physics, such as wave-particle dualism, discretization, de Broglie wavelength, Heisenberg Uncertainty principle, atomic models, particle in a box, etc., by triggering a chain of reasoned investigation, inquiry, problem solving, and collaboration with peers. As it is well known, the 5E-based learning cycle is a student-centred instructional approach which helps learners to broaden their views on the concepts and link together the ideas, by means of five phases of instruction: Engagement, Exploration, Explanation, Elaboration, and Evaluation. Our findings show the proposed workflows successfully engaged students into active learning, stimulating the activation of the inquiry process and, at the same time, supporting the clarifying of important experimental and technological aspects of modern physics. This learning path represents a feasible example of a combination of a traditional lecture-based teaching method with laboratory and computational activities.

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A Study of the Effects of a LSC Project on Scientists’ Teaching Practices and Beliefs

Cited by 6 publications

References 10 publications

Using a State Teacher Certification Test to Assess an Inquiry-Based Science Education Program

Using a State Teacher Certification Test to Assess an Inquiry-Based Science Education Program

Secondary Student Perceptions of Factors Effecting Failure in Science in Portugal

A 5E-based learning experience to introduce concepts relevant in Quantum Physics

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