Assessing teaching/learning successes in multiple domains of science and science education

Yager, Robert E.; McCormack, Alan J.

doi:10.1002/sce.3730730105

Cited by 52 publications

(43 citation statements)

References 7 publications

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“…Because the problems encountered are situated in reallife contexts, students are also better able to form connections between the science they encounter in their textbooks and the science that is required to solve real-world problems (Yager, 1989;Yager & McCormack, 1989).…”

Section: Problem-based Learningmentioning

confidence: 98%

Problem‐based learning: Using students' questions to drive knowledge construction

Chin

Chia²

2004

Science Education

190

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This study employed problem-based learning for project work in a year 9 biology class. The purpose of the study was to investigate (a) students' inspirations for their self-generated problems and questions, (b) the kinds of questions that students asked individually and collaboratively, and (c) how students' questions guided them in knowledge construction. Data sources included observation and field notes, students' written documents, audiotapes and videotapes of students working in groups, and student interviews. Sources of inspiration for students' problems and questions included cultural beliefs and folklore; wonderment about information propagated by advertisements and the media; curiosity arising from personal encounters, family members' concerns, or observations of others; and issues arising from previous lessons in the school curriculum. Questions asked individually pertained to validation of common beliefs and misconceptions, basic information, explanations, and imagined scenarios. The findings regarding questions asked collaboratively are presented as two assertions. Assertion 1 maintained that students' course of learning were driven by their questions. Assertion 2 was that the ability to ask the "right" questions and the extent to which these could be answered, were important in sustaining students' interest in the project. Implications of the findings for instructional practice are discussed.C

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Section: Problem-based Learningmentioning

confidence: 98%

Problem‐based learning: Using students' questions to drive knowledge construction

Chin

Chia²

2004

Science Education

190

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“…This makes science more meaningful, exciting, and appropriate to the real life. Yager and McCormack (1989) have identified five STS domains that are important as science for all (i.e. applications and connections domain, attitude domain, creativity domain, process domain, and concept domain).…”

Section: Sts Approach Influencing Hearing Students' Achievements In Smentioning

confidence: 99%

“…Chand (2006) in Akram et al (2013) told that science makes a significant contribution to the learning experiences of deaf children not only in the development of scientific knowledge, concepts and skills but also increase their self-esteem and self-concept. Yager and McCormack (1989) have broadened the view of appropriate science for all learners. There are five STS domains that are important as science for all, such as applications and connections, attitudinal, creativity, process, and concept domain.…”

Section: Introductionmentioning

confidence: 99%

Improving Deaf and Hard of Hearing Students’ Achievements Using STS Approach: A Literature Review

Atika

Ediyanto

Kawai

2018

International Journal of Pedagogy and Teacher Education

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Science for all indicates that science should be accessible to all learners including deaf and hard of hearing (DHH) students, but they tend to struggle with developing abstract concepts of science optimally. Science, Technology, and Society (STS) approach is an interdisciplinary approach to science learning which is integrating science with technology and society aspects. Through STS approach, students become more interested in learning abstract concepts of science because they can apply the concepts throughout their daily living. The purpose of this study was to investigate whether DHH students improve their achievement levels of science specifically in the aspects of cognitive and affective via STS approach. A total of five journal articles from 2008-2016 written in English on the topic of science learning using STS approach were reviewed. This literature was collected via ERIC database. Then they were analyzed and interpreted in accordance with the objectives of the study. Based on the literature reviews, students experiencing STS instruction improve their achievements according to five STS domains in science learning. Due to learning via STS approach, students not only memorize the science concepts, but also enable to analyze scientific information as well as to apply it in their real-life situations, and set them on a path of life-long learning in science.

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“…As facilitators of learning, teachers acquaint learners with new ideas or cultural tools, to support and guide students as they make sense of these (Driver et al, 1994), and to scaffold students' ideas in the zone of proximal development (Vygotsky, 1978). Because students work on a problem that is situated in real-life contexts, they are better able to construct links between school science and the science required to solve real-world problems (Yager & McCormack, 1989). Students identify learning issues pertinent to the problems and ask questions related to these issues.…”

Section: Problem-based Learningmentioning

confidence: 99%

Problem-based learning: Using ill-structured problems in biology project work

Chin

Chia²

2005

Sci. Ed.

123

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This case study involved year 9 students carrying out project work in biology via problem-based learning. The purpose of the study was to (a) find out how students approach and work through ill-structured problems, (b) identify some issues and challenges related to the use of such problems, and (c) offer some practical suggestions on the implementation of problem-based project work. Data sources included observation and field notes, students' written documents, audiotapes and videotapes of students at work, and student interviews. The findings showed that several students initially experienced difficulties in identifying a problem themselves but after discussing with family and friends, were able to overcome this initial barrier and subsequently formulated personally meaningful problems for investigation. The ill-structured problems stimulated students to pose questions which charted their courses of action, leading to independent inquiry. Students were led to investigate multidisciplinary elements beyond the boundaries of typical school science, and also learned about different modes of inquiry. The issues and challenges identified included identifying a problem for investigation; asking questions to negotiate the learning pathway; deciding what areas to pursue, given a multitude of possibilities; and figuring out how to extract relevant information from the available mass. Implications of the findings for instructional practice are discussed.

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Assessing teaching/learning successes in multiple domains of science and science education

Cited by 52 publications

References 7 publications

Problem‐based learning: Using students' questions to drive knowledge construction

Problem‐based learning: Using students' questions to drive knowledge construction

Improving Deaf and Hard of Hearing Students’ Achievements Using STS Approach: A Literature Review

Problem-based learning: Using ill-structured problems in biology project work

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