Assessing conceptual change of teachers involved in STES education and curriculum devleopment - the STEMS project approach

Tal, Tali; Dori, Yehudit Judy; Keiny, Shoshana

doi:10.1080/095006901750066501

Cited by 45 publications

(35 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Why or why not? Table 3: Shows the score and scheme answers to students' reasoning (Zohar and Nemet, 2002;Tal et al, 2013) This outcome in line with some other findings that show that Malaysian students in schools and universities is weak in scientific reasoning skills. The results of this study shown Malaysian students has less capable of high level scientific reasoning than students in the United States.…”

Section: Resultssupporting

confidence: 70%

See 1 more Smart Citation

Scientific reasoning skills based on socio-scientific issues in the biology subject

Saad

Baharom

Mokhsein

2017

Int. j. adv. appl. sci

View full text Add to dashboard Cite

Learning strategies using Socio-Scientific Issues (SSI) are approaches that will meet the characteristics of 21 st Century Skills (K-21) and upgrade the Higher Order Thinking Skills (HOTS). One of the reasons of the unfavorable TIMMS and PISA results in Malaysia because students' incompetent to answer science reasoning question based on scientific issues that occur in their daily lives. SSI is a dimension that is used in the assessment of the Trends in International Mathematics and Science Study (TIMMS) and Program for International Student Assessment (PISA) which consists of the issue of the environment, medicine, health and genetic engineering. The purpose of this study is to assess the scientific reasoning level of Form Four science students in the biology subject based on SSI. Quantitative approaches surveys have been used in this study. The SSI instruments used were adapted. Total of 450 Form Four science students are samples used in this study. Findings revealed the needs of students should be discovered to levels of SSI reasoning approach because the results have shown that students' accomplishment are still low or medium level. In addition, students are incompetent to relate the concepts of science and socio-scientific issues. In conclusion, the potential of SSI approach introduced in the research and development process to enable students to master the concept of science, achieve the objectives of learning in the biology and upgrade the Higher Order Thinking. One of the implication of this research is to facilitate policy makers in implementing Biological Education Excellence in Malaysia through the development of model of Scientific Reasoning Skills.

show abstract

Section: Resultssupporting

confidence: 70%

“…To analyze scientific reasoning questions to students, rubric analysis submissions in complex reasoning have been implemented (Tal et al, 2013;Zohar and Nemet, 2002). Table 3 shows the scored and scheme answers for student reasoning.…”

Section: Methodsmentioning

confidence: 99%

Scientific reasoning skills based on socio-scientific issues in the biology subject

Saad

Baharom

Mokhsein

2017

Int. j. adv. appl. sci

View full text Add to dashboard Cite

show abstract

“…Several researchers have highlighted these difficulties in the SSI approach (e.g., Cross & Price, 1996;Geddis, 1991;Lumpe, Haney, & Czerniak, 1998;Solomon, 1988;Tal, Dori, Keiny, & Zoller, 2001). However, the recognition of these dilemmas does not represent an insurmountable barrier to change science education, but a challenge that needs to be overcome.…”

Section: Discussionmentioning

confidence: 99%

Scientific literacy: A Freirean perspective as a radical view of humanistic science education

2008

View full text Add to dashboard Cite

In this article, a rationale for advancing a new idea in humanistic science education is developed from a Paulo Freire perspective. Paulo Freire developed a well‐known approach to adult literacy based on his humanistic ideas through the dialogical process. From Freirean educational principles, the idea unfolds that a Freirean humanistic science education perspective is a political commitment to sociopolitical action, considering conditions of oppression in society. Although some humanistic science education approaches to school science have incorporated a sociopolitical perspective, it is showed that not all of them necessarily focus on the political purpose of transforming oppressive conditions in society as stressed by Paulo Freire. From this Freirean humanistic perspective, an approach to science education is then highlighted, which implies the introduction of socially relevant themes and socioscientific issues, the establishment of a dialogical process in classroom, and the development of sociopolitical action. Hence, a Freirean perspective of science education is presented as a radical view of scientific literacy. Some implications of a Freirean approach to science education are outlined at the end of the paper. © 2008 Wiley Periodicals, Inc. Sci Ed 93: 361–382, 2009

show abstract

“…Teachers do not usually make radical changes, however, but proceed by successively incorporating and putting into practice the ideas that seem to them important and approachable, and that in time they come to regard as positive (Arora et al 2000). Such change is usually slow, but steady and gradual (Appleton and Asoko 1996;Tal et al 2001). It also rarely involves the complete abandonment of their existing educational models in favour of new ones, but rather consists of acquisitions with partial retention (Gunstone and Northfield 1994;Valca´rcel and Sa´nchez 2000).…”

Section: Models Of Gradual Change Through Internal Developmentmentioning

confidence: 99%

Contributions from the Philosophy of Science to the Education of Science Teachers

et al. 2006

View full text Add to dashboard Cite

Abstract. One of the most important topics on the international agenda in educational research is to gain an understanding of the processes of educational change in teachers and of the factors that favour or hinder it. Such understanding is, for instance, an essential element in planning and putting into practice initial and ongoing teacher education programs. This article reviews the research on science teachers' educational change. To organize the information, an analogy is made with the process of scientific change, analyzing and evaluating the contributions of the different models taken from the philosophy of science --positivism, Popper's principle of falsifiability, Lakatos' scientific research programs, Laudan's research traditions, Toulmin's evolutionism, and Kuhn's relativism. We conclude the article with the implications for science teacher education.

show abstract

Assessing conceptual change of teachers involved in STES education and curriculum devleopment - the STEMS project approach

Cited by 45 publications

References 20 publications

Scientific reasoning skills based on socio-scientific issues in the biology subject

Scientific reasoning skills based on socio-scientific issues in the biology subject

Scientific literacy: A Freirean perspective as a radical view of humanistic science education

Contributions from the Philosophy of Science to the Education of Science Teachers

Contact Info

Product

Resources

About