History of Science Reading Materials as Everyday Homework to Improve Middle School Students’ Epistemological Beliefs about Science

Chen, Shih-Yeh; Chen, Cyong-Huei; Liu, Shiang-Yao

doi:10.1007/s10763-022-10285-3

Cited by 10 publications

(4 citation statements)

References 53 publications

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“…Students in the experimental group thought the simulation-based homework was interesting, difficult, and helpful. Likewise, Chen et al (2022) showed that after using this notebook, these 7 th and 8 th grade students significantly improved their epistemic understandings of the source and the (un)certainty of scientific knowledge. Individual student interests in science and reading were linked to their epistemic perspectives on the development of science and scientific justification techniques.…”

Section: Theme 2: Positive and Effects Of Homework Assignments On Ach...mentioning

confidence: 87%

“…Both primary and secondary school students The primary goals of this study are to identify the types of homework given in the fifth-grade Science and Technology classes at public primary schools in Northern Cyprus and to ascertain the opinions of the teachers regarding homework policies. Chen et al (2022) The study aimed to offer all of the students with "daily extracurricular reading for pleasure" and observe how intrinsic motivation interacts with the reading experience. The purpose of this study is to investigate the students' perspectives on the assigned homework in science and technology courses through a qualitative search.…”

Section: Theme 1: Students' Teachers' and Parents' Views About Homewo...mentioning

confidence: 99%

“…On the other hand, some studies focused on the positive or negative effects of homework on science education and provide explanations about the sources of these effects (Chen et al, 2022;Dolean & Lervag, 2022;Fan et al, 2022;Haq et al, 2020;Kukliansky et al, 2016;Kurt & Tas, 2019;Mešić et al, 2021;Oschepkov et al, 2022;Qarkaxhja et al, 2021;Ratniyom et al 2016;Salame & Hanna, 2020;Uanhoro & Young, 2022;Yildiz & Sahin, 2017;Zhdanov et al, 2022).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

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Exploring the impact of homework assignments on achievement and attitudes in science education

Masalimova

Кузнецова

Orekhovskaya

et al. 2023

EURASIA J Math Sci Tech Ed

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The aim of this study is to review the effects of homework in science education studies in the electronic database. Moreover, journals published in the electronic database were searched using the same keyword. 21 studies were chosen related to the effects of homework in the science education context and analyzed by means of standards obtained from the related literature. A qualitative thematic review was used in this study. All articles were downloaded and read by the researchers. Each researcher studied together to determine themes. The themes were decided as students’, teachers’, and parents’ views about homework assignments and the positive and negative effects of homework assignments on achievement, and attitudes. Results were reviewed in terms of the effects of a homework assignment in science education studies. Some implications of these results were proposed for determining and developing the effects of homework assignments in science education studies.

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Section: Theme 2: Positive and Effects Of Homework Assignments On Ach...mentioning

confidence: 87%

Section: Theme 1: Students' Teachers' and Parents' Views About Homewo...mentioning

confidence: 99%

Section: Conclusion and Recommendationsmentioning

confidence: 99%

See 1 more Smart Citation

Exploring the impact of homework assignments on achievement and attitudes in science education

Masalimova

Кузнецова

Orekhovskaya

et al. 2023

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

show abstract

“…More specifically, students need to evaluate claims in socio-scientific texts by considering source, certainty, development, and justification of knowledge presented in the socio-scientific texts (Chan, Cheung & Erduran, 2023;Cheung et al 2023aCheung et al , 2024. Engaging in students' reading disciplinary scientific texts was also demonstrated to be associated with (Cheung, 2024) and improve their epistemic belief about science (Chen et al 2022).…”

Section: Holistic Reading Of Socio-scientific Texts On Climate Change...mentioning

confidence: 94%

Students’ Holistic Reading of Socio-Scientific Texts on Climate Change in a ChatGPT Scenario

Cheung,

Pun,

2024

Res Sci Educ

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ChatGPT becomes a prominent tool for students’ learning of science when students read its scientific texts. Students read to learn about climate change misinformation using ChatGPT, while they develop critical awareness of the content, linguistic features as well as nature of AI and science to comprehend these texts. In this exploratory study, we investigated students’ reading performance in comprehending two ChatGPT-generated socio-scientific texts, with one focusing on cognitive-epistemic aspects of climate science and another one focusing on social-institutional aspects of climate science. We theorized such reading of ChatGPT-generated outputs as encompassing the content-interpretation, genre-reasoning and epistemic-evaluation domains. Combining Rasch partial-credit model and qualitative analysis, we explored and investigated how a total of 117 junior secondary students (grades 8 to 9) read such texts. Moreover, we also examined how 55 students’ holistic reading of socio-scientific texts on climate change in a ChatGPT scenario changes after a reading-science intervention. Our findings indicate that the content-interpretation was the easiest while the epistemic-evaluation domains were the most difficult. Interestingly, after the reading-science intervention, many students developed their tentative view on nature of science when they evaluated ChatGPT’s claims; while a small increase in number of students discussed reliability and non-epistemic nature of AI when they evaluated ChatGPT’s claims in relation to climate change. The findings also drive a pedagogical model that improves students’ holistic reading of socio-scientific texts generated by ChatGPT.

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Foundations, Insights, and Future Considerations of Reading in Science and Mathematics Education

Yore

Tang

2022

Int J of Sci and Math Educ

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History of Science Reading Materials as Everyday Homework to Improve Middle School Students’ Epistemological Beliefs about Science

Cited by 10 publications

References 53 publications

Exploring the impact of homework assignments on achievement and attitudes in science education

Exploring the impact of homework assignments on achievement and attitudes in science education

Students’ Holistic Reading of Socio-Scientific Texts on Climate Change in a ChatGPT Scenario

Foundations, Insights, and Future Considerations of Reading in Science and Mathematics Education

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