Beyond explanations: What else do students need to understand science?

Hamza, Karim; Wickman, Per‐Olof

doi:10.1002/sce.20343

Cited by 34 publications

(30 citation statements)

References 34 publications

(59 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Yet there are few studies that consider how such inquiry‐based strategies transfer into other contexts; we know little about what students “take away” or appropriate (Wertsch, ) from curricula that encourage interactive practices such as discussion, collaboration, or argumentation in science education (Alozie et al., ; Ford & Forman, ; Hamza & Wickman, ). This deficiency is particularly troubling given that science learning depends upon the capacity to frame, build upon, and use knowledge in new contexts, i.e., to transfer skills and processes into new situations and new interactions (Engle, ; Lemke, ; Packer, ).…”

Section: Introductionmentioning

confidence: 99%

Framing Science in a New Context: What Students Take Away From a Student-Directed Inquiry Curriculum

Patchen

Smithenry

2013

Sci. Ed.

View full text Add to dashboard Cite

Student‐directed inquiry in science is an important mechanism for helping students develop a repertoire of practices that reflects the work of real scientists. But few studies consider what students “take away” from this type of instruction, i.e., how strategies developed in such curricula transfer into other contexts. Our research addresses this gap by examining how strategies cultivated in a yearlong chemistry curriculum (the originating context) appeared (absent teacher intervention) in a new context with new peers. Dependent upon Lobato's actor‐oriented transfer perspective (2006), this mixed‐methods study deploys a multilevel analysis of video data collected in six physics classrooms (the new context) during a researcher‐designed activity. Results show that absent teacher directives, two classes partially attempted to frame the physics inquiry using strategies cultivated in the original context, and one fully framed the new context using these strategies. This class's successful use of a specific focusing phenomenon (electing student managers) appeared as the key component in this full framing. Significantly, we found that a carefully designed inquiry curriculum can support students’ capacity to (a) organize to work collaboratively, (b) communicate to engage all students in the inquiry investigation, and (c) conduct scientific work that meets disciplinary requirements.

show abstract

Section: Introductionmentioning

confidence: 99%

Framing Science in a New Context: What Students Take Away From a Student-Directed Inquiry Curriculum

Patchen

Smithenry

2013

Sci. Ed.

View full text Add to dashboard Cite

show abstract

“…Elevernas arbete med detta hade inte sitt direkta ursprung från laborationen utan initierades ofta på grund av tillfälligheter under aktiviteten. Oförutsedda enskildheter har visats ha betydelse för vilken riktning elevers resonemang tar i laborativa sammanhang och under en laboration lär sig därför eleverna också en rad saker som inte är medvetet planerade för, till exempel mätnoggrannhet eller praktiska färdigheter (Hamza & Wickman, 2009). Ett exempel på detta från vårt material var när eleverna med hjälp av miniräknaren försökte plotta en graf.…”

Section: Diskussionunclassified

Syften och tillfälligheter i högstadie- och gymnasielaborationen: En studie om hur elever handlar i relation till aktivitetens mål<br>Purposes and contingencies in the lower and upper secondary school lab

Anderhag

Thorell²,

Andersson³

et al. 2014

NorDiNa

View full text Add to dashboard Cite

Per Anderhag är doktorand i naturvetenskapsämnenas didaktik vid Stockholms universitet. Hans forskningsintresse är elevers intresse för naturvetenskap. Per har en bakgrund som ämneslärare i biologi och naturkunskap. Helena Danielsson Thorell är doktor i kemi och ämneslärare i kemi och matematik. Hon är nu lektor på gymnasiet.Carina Andersson är ämneslärare i naturvetenskapliga ämnen och matematik och arbetar på grundskolan.Andreas Holst är ämneslärare i naturvetenskapliga ämnen och matematik och arbetar på grundskolan.Johan Nordling är ämneslärare i biologi och kemi och arbetar på gymnasiet.Studien genomfördes inom ramen för Stockholm stads ämnesdidaktiska nätverk. PER ANDERHAG AbstractStudies have shown that students' awareness of the goals and purposes of the laboratory activity is important for their possibility to participate in and learn from the activity. While practical activities often have been considered to be a central part of science education, relatively few studies have examined laboratory work in situ. In this paper we addressed these issues by examining (a) what purposes are distinguished when students' work with a laboratory assignment and (b) how these purposes are made continuous with the teacher's aim with the assignment. The data was based on classroom observations from two ordinary laboratory settings, one from a chemistry class in lower secondary school and one from a physics class in the natural science programme in upper secondary school. Although both student groups acknowledged their teacher's intentions with the practical and could act towards the more student centered purposes of the activity, e.g. describe what happens with the copper and measure the speed of a small vessel respectively, there were differences regarding the possibilities the students had to act toward the activity's final aim. The results showed that these factors can be referred to the amount of purposes introduced by the teacher as well as those that arose because of contingences, and the connection of these purposes to students' prior experiences. Syften och tillfälligheter i högstadie-och gymnasielaborationen:En studie om hur elever handlar i relation till aktivitetens mål

show abstract

“…Students need to use reasoning skills to apply, analyse and synthesise concepts and knowledge (Hamza & Wickman, 2009;Schwab, 1978). A study by Utay and Calik (2016) examined the effect of student-centred learning strategies on conceptual learning in chemistry.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of a Multi-Dimensional Teaching Strategy on Students’ Attitudes and Level of Learned-Helplessness

Eldowah¹,

Alnajashi²

2017

IJPS

View full text Add to dashboard Cite

Background: Learned helplessness can become a persistent problem that develops in response to a student's lack of confidence and frustration with a certain course of study. Aims:This study examined the effects that a teaching strategy that was designed to trigger intrinsic motivation components had on students' attitudes toward an unpopular scientific subject and students' learned helplessness as a general characteristic. Sample:The participants consisted of 157 female undergraduate students. Method:A teaching strategy that consisted of multi-dimensional intrinsic motivation components was delivered to one neuropsychology class of students, while a second class was taught exactly the same concepts via a traditional lecturing strategy. Two dependent variables were assessed: Attitude toward the neuropsychology course and learned helplessness. The self-rating scales were administered twice: Once at the beginning of the course and once at the end. An analysis of variance ANCOVA was used to compare the results of the two groups of students. Results:The performance of the students in the experimental group was higher than that of students in the control group in terms of course grades. Furthermore, these students exhibited a more positive attitude to neuropsychology than the students in the control group. Learned helplessness decreased in the experimental group, and this was indicative of the fact that the new teaching strategy had a positive effect on motivational levels. Conclusion:A teaching method that incorporates the components of intrinsic motivation can enhance students' performance on a specific course and can improve their attitude toward completing that course.

show abstract

Beyond explanations: What else do students need to understand science?

Cited by 34 publications

References 34 publications

Framing Science in a New Context: What Students Take Away From a Student-Directed Inquiry Curriculum

Framing Science in a New Context: What Students Take Away From a Student-Directed Inquiry Curriculum

Syften och tillfälligheter i högstadie- och gymnasielaborationen: En studie om hur elever handlar i relation till aktivitetens mål<br>Purposes and contingencies in the lower and upper secondary school lab

The Effectiveness of a Multi-Dimensional Teaching Strategy on Students’ Attitudes and Level of Learned-Helplessness

Contact Info

Product

Resources

About