Informal Science Educators and the Nine Dimensions of Reflective Practice

Patrick, Patricia G.

doi:10.1007/978-3-319-50398-1_3

Cited by 16 publications

(17 citation statements)

References 43 publications

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“…Therefore, it is important to investigate the reasons and solutions for the low level of participation of gifted and non-gifted students in the time regulation dimension compared to the other dimensions. In this context, it is necessary to implement self-reflective learning practices in formal and informal learning environments (Patrick, 2017;Schunk and Zimmerman, 1998). Having self-reflection skills related to monitoring behaviour and feedback of learning evaluation allows students to manage their time by observing their own learning process and evaluating their learning (Grant, Franklin and Langford, 2002;Moeder-Chandler, 2020).…”

Section: Discussionmentioning

confidence: 99%

Examination of Science Self-Regulation Skills of Gifted and Non-Gifted Students

2021

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The study aimed to examine and compare the science self-regulation skills of gifted and non-gifted students in this study. Survey design, one of the quantitative methods, was utilized in the research. The sample of the study consisted of 263 gifted students enrolled in science and art center and 482 non-gifted students located in the Eastern Anatolia Region of Turkey. Science Self-regulation Scale was used as a data collection tool in the research. Independent samples t-test and one-way analysis of variance were used in the analysis of the data. The findings showed that gifted and non-gifted students had high self-regulation skills towards science. In addition, it was found that although there was no statistically significant difference between the average scores of gifted female and male students on the overall scale, there was a significant difference in the other group. Moreover, while the difference between the mean scores obtained in the dimensions of Refinement, Time Organizing, Organizing, Help Seeking, Metacognitive Self-regulation, and Repetition was in favor of gifted students, it was in favor of non-gifted students regarding the mean scores of critical thinking and effort regulation dimensions. The conclusion and implication were discussed in line with these findings.

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Section: Discussionmentioning

confidence: 99%

Examination of Science Self-Regulation Skills of Gifted and Non-Gifted Students

2021

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“…Although studies such as those summarized here exemplify successful collaborations between museum educators and researchers that resulted in observably changed practices, and although the involved museum educators expressed their appreciation of these collaborations, the studies also illustrate the complexity of the encounter between educators and researchers and their two different worlds of practice (Kisiel, ; Patrick, ). In the CILS project, Bevan and Dillon (, p. 174) describe how the gap between researchers and educators in the first part of the project resulted “in mini revolt of the informal practitioners who felt that the language and questions of the academics were not applicable to the real questions that they faced on a daily basis.” Other examples of collaborations have reported a fundamental tension inherent in the projects when practitioners must move from their general educational experiences to the more detailed object of inquiry of the researchers (Bevan et al, ; Hamza, Piqueras, Wickman, & Angelin, ).…”

Section: Introductionmentioning

confidence: 87%

“…However, they all share the ambition of creating the conditions for professional growth based on sustainable changes in the practitioners' knowledge and practices. Many of the projects emphasize the role of reflective practice for educators' identity construction (McLain, ), but also as way for educators to re‐examine their conceptions of learning in their teaching practices (Patrick, ). For example, Bevan and Xanthoudaki () describe how a particular instance of professional development revolved around museum educators' reflections about the process of learning as evidenced in video clips collected by researchers.…”

Section: Introductionmentioning

confidence: 99%

Science museum educators' professional growth: Dynamics of changes in research–practitioner collaboration

Piqueras

Achiam

2019

Science Education

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Educators' work is a key element in museums' learning experience, yet knowledge about their professional development is still limited. In this study, we followed three science museum educators' professional growth during collaboration with researchers, with special focus on the introduction of research-based frameworks in their practice. To analyse the dynamics of educators' changes in knowledge, practices, and beliefs, we used the interconnected model of professional growth (Clarke & Hollingsworth, 2002. Teach Teacher Edu, 18, 947-967). During the collaboration, key educators' changes were evidenced in a progressive acquisition of the concepts and ideas and their transformation in functional tools for museum practice. However, the anticipation of potential benefits of the use of the theoretical frameworks, as well as the close collaboration in dialogue between researchers and educators, were pivotal for the development of these changes. Furthermore, our results show the significance of the contextualization of the frameworks in familiar practices, exhibits, and specific science content to use the theory in new contexts. Overall, our results suggest that introducing research-based frameworks in the work of museum educators was a successful approach in the collaboration but, at least to some extent, challenge the use of learning theories as solely ground for professional development in informal settings. K E Y W O R D S practical epistemology analysis, praxeology, professional development Science Education. 2019;103:389-417.wileyonlinelibrary.com/journal/sce

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“…McEwen et al (2014) found that roleplay experience in scicomm provides lessons for role-play pedagogies in teaching university-level geography, particularly with regard to increased learner diversity in classrooms. Patrick (2017) remarked on the many pedagogical practises that both informal science communicators and university educators need to employ, such as organising and structuring lessons, defining clear lesson objectives, engaging and managing behaviour of students, and reflecting on their teaching practises. Hestness et al (2017) showed comparable goals for outof-school and in-school learning outcomes, such as: sparking interest and abilities to explain phenomena in the natural world, understanding and generating science knowledge, engaging in scientific reasoning, reflecting on science, engaging in scientific practise, and identifying with the scientific enterprise.…”

Section: Flipping the Model Of Deliverymentioning

confidence: 99%

Bringing science communication skills into the university classroom and back out again: What do palaeoscience educators think?

Barbolini

2022

Front. Educ.

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University-level pedagogy and public science communication both have the same broad goal: to facilitate the sharing of knowledge and understanding from a specialist or expert, to a non-specialist group. Recent research has emphasised the need for there to be a two-way transfer or dialogue of ideas between these fields, but collaboration thus far is rare, particularly at the tertiary education level. Performing science outreach is mostly a voluntary service for academics, and institutions provide little in the way of support, training or recognition. Here I explore the potential for a positive feedback loop between science communication and higher-education pedagogy in the palaeosciences. A synthesis of best practises in science outreach is drawn from the literature and related to pedagogical concepts and findings. The resulting congruences suggest enormous potential for ‘cross-pollination' of ideas between the fields. However, in-depth one-on-one interviews and focus groups with palaeoscience educators, as well as an online survey, indicate that this potential remains largely untapped in the palaeosciences community. While respondents could identify certain skills as being integral to success in science communication, they did not appear to realise that the same skills, when applied in the classroom, could contribute towards key challenges in higher education today, including the stimulation of student engagement and motivation, the accommodation of an increasingly diverse student body, the anticipation of common student misconceptions in science, and the improvement of pedagogical models of delivery. Another emergent theme was that being a good science communicator was “much simpler” than being a good teacher, conflicting with evidence-based pedagogical and outreach research. While many palaeoscientists did express strong commitments to science communication, they had previous experience of time constraints and conflicts with other academic responsibilities. Therefore, both palaeoscientists and their institutions would benefit from viewing science communication as a valuable and formally rewardable activity within the scholarship of sharing knowledge, which also contributes to other aspects of a successful academic career.

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Informal Science Educators and the Nine Dimensions of Reflective Practice

Cited by 16 publications

References 43 publications

Examination of Science Self-Regulation Skills of Gifted and Non-Gifted Students

Examination of Science Self-Regulation Skills of Gifted and Non-Gifted Students

Science museum educators' professional growth: Dynamics of changes in research–practitioner collaboration

Bringing science communication skills into the university classroom and back out again: What do palaeoscience educators think?

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