Examining Science Teacher Reflections on Argument-Based Inquiry Through a Critical Discourse Lens

Quarderer, Nathan; McDermott, Mark

doi:10.1007/s11165-018-9790-z

Cited by 12 publications

(5 citation statements)

References 37 publications

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“…2. Assesing strategies (Aslam et al, 2021;Ayaz & Gök, 2022;Bassachs et al, 2020;Bawaneh et al, 2020;Eppler et al, 2021;Hiscox et al, 2022;Ho & Smith, 2021;Parmin, 2019;Puig et al, 2020;Quarderer & Mcdermott, 2020;Rosmiati et al, 2020;Yang et al, 2022). 3.…”

Section: Methodology Distribution Of the Research Of Reflecttive Thin...unclassified

“…Australia and Sweden are also countries that have been productive in this area, with both countries having a consistent number of articles published over the years. Hong, 2019;Gette & Kryjevskaia, 2019;Halpin et al, 2020;Burgin, 2020;Quarderer & Mcdermott, 2020;Leopold & Smith, 2020;Menon & Azam, 2021;Naidoo et al, 2021;Tran et al, 2022;Treibergs et al, 2022) On the other hand, China and Canada have had a slower rate of publication in this area. Overall, this analysis of Figure 4 suggests that Turkey and the USA are leading the way in research on reflective thinking, while Australia and Sweden are also contributing significantly to this area of research.…”

Section: Countries Of Publication Distributionmentioning

confidence: 99%

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The Review of Fundamental Framework for Reflective Thinking and Practice in Science Education: Implications for Transformative Science Learning

Nurhayati,

Widodo,

Syamsudin

2023

JISE

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The primary objective of this study is to establish a fundamental framework for reflective thinking and practice in science education that can contribute to transformative learning worldwide. The study utilized the SPIDER inclusion criteria to select relevant articles from SCOPUS and WoS databases in March 2023, which included sample, phenomenon of interest, design, evaluation, and research type. The PRISMA framework was also used, which consisted of four steps: identification, screening, eligibility, and inclusion. In the end, the study analyzed 52 articles using Biblioshiny as a tool for analysis. The results indicated that Reflective Practice, International Journal of Science Education, and Education Sciences are the most commonly used sources for research on this topic. Turkey and the USA have shown the highest productivity in terms of research on reflective thinking. The frequency of the term "reflective thinking" has increased steadily over the years, indicating its growing significance in the field of education and research. Several teaching and assesment strategies can play a significant role in facilitating transformative learning by encouraging individuals to solve problems, communicate effectively, exhibit self-confidence, remain engaged, plan and collaborate with others.

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Section: Methodology Distribution Of the Research Of Reflecttive Thin...unclassified

Section: Countries Of Publication Distributionmentioning

confidence: 99%

The Review of Fundamental Framework for Reflective Thinking and Practice in Science Education: Implications for Transformative Science Learning

Nurhayati,

Widodo,

Syamsudin

2023

JISE

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“…A review conducted by Huang et al (2022) on STEM TPD programs emphasized the use of the "learning by design" approach, where teachers engage in tasks that they are likely to encounter in their classrooms. This approach aims to enhance teachers' comprehension of student requirements and offers them opportunities to participate in relevant tasks (Quarderer & McDermott, 2018). We suggest that in addition to CK, PK, and knowledge regarding AI-specific pedagogical approaches, TPD programs should give teachers practical teaching experience, such as experience in microteaching with peers.…”

Section: Organizational Learningmentioning

confidence: 99%

Understanding K–12 teachers’ technological pedagogical content knowledge readiness and attitudes toward artificial intelligence education

Yue,

Jong,

2024

Educ Inf Technol

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Artificial intelligence (AI) education is increasingly being recognized as essential at the K–12 level. For better understanding teachers’ preparedness for AI education and effectively developing relevant teacher training programs, teachers’ technological pedagogical content knowledge (TPACK) readiness and attitudes toward AI teaching must be determined. However, limited research has been conducted on this topic. To address this research gap, we recruited 1,664 K–12 teachers to obtain a comprehensive view of teachers’ readiness for and attitudes toward teaching AI in K–12 classrooms. These teachers differed in terms of their gender, teaching subject, teaching grade, teaching experience, and experience in teaching AI. The findings of this study indicated that a substantial gap exists in the AI-related content and technological knowledge of the recruited teachers. Moreover, intriguing relationships were found between the teachers’ pedagogical knowledge, content knowledge, and attitudes toward teaching AI. The effects of demographic factors on the teachers’ TPACK and attitudes were also examined. On the basis of the findings of this study, recommendations were formulated for developing effective teacher professional development programs in the field of AI education.

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“…Umpan balik yang efektif tidak hanya dapat meningkatkan kualitas pengajaran guru tetapi juga memperkuat kesempatan untuk pengembangan profesional mereka. Umpan balik yang khusus dan tepat waktu kepada guru memiliki dampak besar pada peningkatan kinerja mereka (Anderson Quarderer & McDermott, 2020;Harris et al, 2015;James et al, 2021;Waleed Daweli, 2018). Penelitian tersebut menekankan pentingnya menyediakan umpan balik terarah dan berfokus pada aspek-aspek tertentu dalam pengajaran guru agar mereka dapat secara aktif memperbaiki metode pengajaran yang dilakukan oleh para guru.…”

Section: Memberikan Umpan Balik Yang Membangun Dan Rekomendasi Perbai...unclassified

Peran Kepala Sekolah dalam mencapai sekolah yang unggul

Nofridasari,

Hasanah

2024

AoEJ

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The school principal is the key factor in achieving an excellent school. This research explores the role of the school principal in building an outstanding school. The research method used is a field research method. Data collection is conducted through interviews, and data analysis is performed using qualitative data analysis. The results of the research indicate that the role of the school principal in building an excellent school begins with the establishment of the criteria for an outstanding school, providing continuous guidance and evaluation of teacher performance, as well as providing feedback based on performance evaluations, and implementing proportional rewards and punishments.

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Examining Science Teacher Reflections on Argument-Based Inquiry Through a Critical Discourse Lens

Cited by 12 publications

References 37 publications

The Review of Fundamental Framework for Reflective Thinking and Practice in Science Education: Implications for Transformative Science Learning

The Review of Fundamental Framework for Reflective Thinking and Practice in Science Education: Implications for Transformative Science Learning

Understanding K–12 teachers’ technological pedagogical content knowledge readiness and attitudes toward artificial intelligence education

Peran Kepala Sekolah dalam mencapai sekolah yang unggul

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