Examining the Metropolitan and Non-metropolitan Educational Divide: Science Teaching Efficacy Beliefs and Teaching Practices of Australian Primary Science Educators

Deehan, James; MacDonald, Amy

doi:10.1007/s11165-023-10113-w

Cited by 3 publications

(1 citation statement)

References 148 publications

(161 reference statements)

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“…Addressing challenges encountered in the teaching and learning of natural sciences in rural schools is also essential for ensuring equitable access to quality science education (Mtsi & Maphosa, 2016). Overcoming challenges in primary science teaching requires a comprehensive approach that takes into account teacher attitudes, competencies and selfe cacy, as well as available resources and innovative teaching approaches (Deehan & MacDonald, 2023). By addressing these challenges, it is possible to improve the quality of science education at the primary school level, thereby laying a strong foundation for students' future academic and professional success.…”

Section: Introductionmentioning

confidence: 99%

Using 3-dimensional Models as Teaching Tools in Science Education for Elementary School Students

Aslan,

Avcı,

Gökçü

2024

Preprint

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This research aims to identify the concepts that elementary school students struggle to understand in their science classes and to overcome these difficulties by utilizing a design thinking model. Specifically, the impact of instructional methods based on the use of 3D models on students' academic achievements has been examined. Additionally, students' opinions on the use of solid 3D models in the classroom were collected. The study adopted a mixed method approach. The sample of the research consists of 3rd grade (N=31) and 4th grade (N=29) students attending an elementary school in the Akçaabat district of Trabzon province. This study used a mixed-method research design. Accordingly, in the "Empathy" phase based on the design thinking model, the concepts in the science course units that elementary school students found difficult to understand were identified through the "Teacher Opinion Form" prepared by the researchers, collecting views from 20 classroom teachers. Subsequently, statistical, and descriptive analyses of the teachers' responses were conducted, determining that the leading concepts students struggled with were "The Structure of the Earth" for the 3rd grade level and "The Structure of the Earth's Crust" for the 4th grade level. In the "Define the Problem" and "Ideation" phases of the Design Thinking Model (DTM) model, the researchers decided which three-dimensional models could be designed for teaching these topics. Initial two-dimensional drawings were made, and designs were developed using 3D pens in the "Prototype Development" phase. The computer-based drawings of the pre-designed models were completed, and prints were obtained from 3D printers. Before using the final models in the lessons, a "Concept Achievement Test" consisting of 10 questions each was administered as a pre-test to the students. One week after the pre-test application, the teaching process using the final models was conducted by the researchers. Three days after the interactive use of the 3D models in the classroom, the post-tests were administered. In the post-test, students were also asked two open-ended questions about their opinions on the use of 3D models in science classes. The research findings indicate that the lessons conducted using the design thinking model and 3D modeling had a significant effect on the students' understanding of science topics. A comparison of pre-test and post-test results revealed a statistically significant improvement favoring the post-test for both 3rd grade (t=-5.005; p<.05) and 4th grade (t=-2.813; p<.05) students. The use of models facilitated the students' learning processes and helped them better understand the concepts at both grade levels. Moreover, by making the lessons more fun and interactive, they increased students' interest in science. The results of the research demonstrate that the design thinking approach and three-dimensional models enhance understanding and comprehension levels in elementary school science classes. These findings can serve as an important resource for educators and policymakers in developing teaching methods that support active learning processes and encourage conceptual understanding. It is also suggested that the applicability of such innovative teaching strategies in other subjects should be explored.

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Section: Introductionmentioning

confidence: 99%

Using 3-dimensional Models as Teaching Tools in Science Education for Elementary School Students

Aslan,

Avcı,

Gökçü

2024

Preprint

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STEM in the classroom: a scoping review of emerging research on the integration of STEM education within Australian schools

Deehan,

Danaia,

Redshaw

et al. 2024

Aust. Educ. Res.

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The paper presents a scoping review of research that has been conducted on integrated STEM programmes in Australian schools over a 10-year period (2012–2022). It aims to determine how integrated STEM is being practiced. A total of 17 papers were chosen for review. The review explored the major characteristics of research that has been conducted on integrated STEM programmes in Australian schools, the teaching strategies used to teach integrated STEM and the reported impacts of these programmes. In fifteen of the papers experts from outside the school such as scientists and engineers, usually academics, were involved. Cooperative learning, project/problem-based learning and authentic experiences were the most common teaching strategies in a field characterised by positive learner outcomes. It is evident that teaching strategies are significant in the integration of STEM. Future research should focus on addressing issues of ecological validity, sustainability and scalability to ensure as many students as possible reap the benefits of high-quality STEM education.

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Relations between Australian primary teachers’ approaches to student choice and their reported science teaching efficacy beliefs and teaching practices

Deehan

MacDonald

2023

International Journal of Science Education

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Examining the Metropolitan and Non-metropolitan Educational Divide: Science Teaching Efficacy Beliefs and Teaching Practices of Australian Primary Science Educators

Cited by 3 publications

References 148 publications

Using 3-dimensional Models as Teaching Tools in Science Education for Elementary School Students

Using 3-dimensional Models as Teaching Tools in Science Education for Elementary School Students

STEM in the classroom: a scoping review of emerging research on the integration of STEM education within Australian schools

Relations between Australian primary teachers’ approaches to student choice and their reported science teaching efficacy beliefs and teaching practices

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