Including Students’ Voices as Engagement With Curriculum: Perspectives From a Secondary Biology Course

Hagay, Galit; Baram‐Tsabari, Ayelet

doi:10.1080/14926156.2012.679997

Cited by 5 publications

(9 citation statements)

References 48 publications

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“…Some other reasons discussed in the low enrollment of women students in science subjects related to socio-cultural and family responsibilities and associated restrictions and negative perceptions [ 116 ]. Social, cultural, and religious parameters in the Middle Eastern countries such as epistemology, values, beliefs, communication patterns, and gender-specific role expectations affect students’ learning experience; thus, contextual factors exemplify the attitudes towards science learning [ 24 , 117 ]. Despite many efforts to promote equitable enrollments, the low enrollment in science fields is due to low aspirations in science careers and a lack of interest in science subjects.…”

Section: Discussionmentioning

confidence: 99%

“…A copy of the questionnaire is included in the S1 Questionnaire. The questionnaire was in English and consisted of section # 1 includes (14 questions) about feeling toward biology, and section #2 has 8 sub-scales (48 questions) that included: general interest (1-5), motivation towards learning biology (6)(7)(8)(9)(10)(11)(12)(13)(14)(15), benefit and utility of biology item (16)(17)(18)(19)(20), career motivation (21)(22)(23)(24)(25), self-efficacy in biology learning (26)(27)(28)(29)(30)(31)(32)(33), self-determination (34)(35)(36)(37)(38), grade motivation (39)(40)(41)(42)(43) and assessment anxiety (44)(45)(46)(47)(48).…”

Section: Attitude Instrumentmentioning

confidence: 99%

“…Our findings are consistent with Baram-Tsabari & Yarden's (2008) and Kang et al's (2018), and Hagay et al's (2012) research. Especially in the Middle Eastern countries, social, cultural, religious, and national affiliations and gender have been the influential factors affecting students' attitudes towards biology [24,108,109]. Koballa and Glynn (2007), based on social cognitive theory, posit that student motivation has an attitudinal dimension related to their beliefs about career and grade motivation.…”

Section: Effects Of CL Vs Tl In Single-gender Nonmajor Men and Women's Attitudesmentioning

confidence: 99%

“…A few studies found that academic performance, self-efficacy, and motivation are linked to the outcomes of (STEM) science, technology, engineering, and mathematics education [21][22][23]. Hagay et al (2012) posit that context-specific factors such as religion and culture have a higher effect on generating students' interest, and therefore, developing interest-based teaching materials reduces the gender gap in biology in Islamic societies [24]. Russel and Hollander (1975) state that general interest is expressing positive feelings towards biology, and therefore, measuring general interest is a fundamental element of measuring attitudes.…”

Section: Introductionmentioning

confidence: 99%

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Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

et al. 2021

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This study examined the effect of collaborative learning (CL) versus traditional lecture-based learning (TL) pedagogies and gender group composition in effecting positive or negative attitudes of biology major and nonmajor men and women students. The experimental research method was administered in experimental and control groups to test the hypotheses. Students’ attitudes refer to their positive or negative feelings and inclinations to learn biology. A nine-factor attitude scale was administered in (1) single-gender nonmajor biology, (2) mixed-gender nonmajor biology, (3) single-gender major biology, and (4) mixed-gender biology major groups. Men (221) and women (219) were randomly assigned into single and mixed-gender classes without groups and single-gender groups (4M) or (4W) and mix-gender (2M+2W) groups. In CL nonmajor and major single-gender groups, women demonstrated significantly higher positive attitudes than men. In contrast, men’s attitudes were significantly improved in mixed-gender CL groups for major and nonmajor sections, and the effect size was larger in mix-gender classes. Women feel less anxious in single-gender groups but more anxious in mixed-gender groups. In mixed-gender groups, men’s self-efficacy, general interest, and motivation enhanced significantly; overall, men experienced greater satisfaction and triggered their desire to collaborate better, affecting all nine attitudinal factors. There was an interaction effect demonstrating the teaching pedagogy’s impact on improving students’ attitudes toward biology; students’ gender and gender-specific group composition have been the most influential factor for nonmajor students. These findings suggest that there is a need for developing gender-specific and context-specific learning pedagogies, and instructors carefully select gender grouping in teaching undergraduate science subjects.

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Section: Discussionmentioning

confidence: 99%

Section: Attitude Instrumentmentioning

confidence: 99%

Section: Effects Of CL Vs Tl In Single-gender Nonmajor Men and Women's Attitudesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

et al. 2021

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“…Students' engagement can contribute to the interpersonal dimension and integrating students' questions in class strengthens the connection between students and their teacher (Hagay & Baram-Tsabari, 2012). "If curriculum relevance is to have any meaning, it cannot exclude the views of the students themselves" (Jenkins & Nelson, 2005, p.53).…”

Section: Students' Voice and The Elementary School Science Curriculummentioning

confidence: 99%

Bridging the Gap between the Science Curriculum and Students’ Questions: Comparing Linear vs. Hypermedia Online Learning Environments

Swirski

Baram‐Tsabari

2014

IJELL

Self Cite

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Investigating students' interest in chemistry through self-generated questions

Demırdöğen

Çakmakçı

2014

Chem. Educ. Res. Pract.

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This study investigates Turkish students' (age 15 or older) interest in chemistry by analysing 1027 of their self-generated chemistry-related questions, which had been submitted to a popular science magazine. These questions were classified based on the field of interest, the cognitive level of the question, and the stimulating impetus for asking the question. In addition, gender-related patterns were noted in these three categories. Those results demonstrated that males asked overwhelmingly more questions than females in an informal setting. In general, students mostly asked questions about ''states of matter and solutions'' and ''nuclear chemistry and chemistry of the elements.'' Most of the students asked for the properties of a variable and sought to learn about factual and explanatory types of information. The driving factors that led students to ask questions were mostly non-applicative stimulus. Significant differences emerged in some categories. For example, while males were more interested in comparison and causal relationships, females were more interested in specific information about properties. Moreover, while males tended toward seeking methodological information, making predictions, asking open-ended questions, and making general requests for information, females were more interested than males in factual and explanatory types of information. The implications of students' self-generated chemistry questions for science curriculum reform and teaching are discussed in this paper.

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Including Students’ Voices as Engagement With Curriculum: Perspectives From a Secondary Biology Course

Cited by 5 publications

References 48 publications

Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

Bridging the Gap between the Science Curriculum and Students’ Questions: Comparing Linear vs. Hypermedia Online Learning Environments

Investigating students' interest in chemistry through self-generated questions

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