A survey of children's reported use of school science in their everyday lives

Jarman, Ruth; McAleese, Liam

doi:10.1177/003452379605500101

Cited by 4 publications

(3 citation statements)

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“…Most instruction in science does focus on helping students amass information about scientific ideas, but does not foster development of understanding of these ideas, nor does it help them learn how to apply the concepts outside of school in the real world in which they live (Jarman & McAleese, 1996;Soudani et al, 2000). It is not surprising that most of students could not apply their science knowledge learned in schools to everyday-life events, because they do not have opportunity to do so in schools (Gallagher, 2000).…”

Section: Introductionmentioning

confidence: 99%

“…Although they focused on the connecting science to students' everyday-life experiences and taught their students in similar ways, they still fail to provide for students to apply their science knowledge to make sense of everyday situations (e.g. Jarman & McAleese, 1996). Thus, teaching strategy should be developed for teachers in order to provide students to make connection between their knowledge of science and related everyday situations.…”

Section: Introductionmentioning

confidence: 99%

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Learning Science through the PDEODE Teaching Strategy: Helping Students Make Sense of Everyday Situations

Çoştu

2008

EURASIA J MATH SCI T

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The aim of this study was to investigate effectiveness of PDEODE (Predict-DiscussExplain-Observe-Discuss-Explain) teaching strategy in helping students make sense of everyday situations. For this, condensation concept was chosen among many science concepts since it is related to many everyday-life events. Forty-eight eleventh graders students were involved in this study. In order to assess students' application of their knowledge to problem solving in everyday situations, a test including two everyday problems were presented to them as pre-and post-test. As an intervention phase, two PDEODE tasks were utilized to teach condensation. The test scores were analyzed both qualitative and quantitative methods. Statistical analysis using paired t-test of student test scores point to statistically significant differences in tests and total scores (p<0.05) suggesting that the PDEODE teaching strategy either facilitates students to help students make sense of everyday situations or helps students to achieve better conceptual understanding for the concept of condensation.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Learning Science through the PDEODE Teaching Strategy: Helping Students Make Sense of Everyday Situations

Çoştu

2008

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…However, our study focuses on the largely unexplored area of pupils' use of science in everyday situations. When Jarman and McAleese (1996) asked high school academic pupils in Northern Ireland what science ideas they used in their daily life, the most frequent responses referred to explicitly taught applications of science: e.g. the wiring of an electrical plug.…”

Section: Introductionmentioning

confidence: 99%