Rethinking teaching and learning of science inference competencies of lower track students in Singapore: a Rasch investigation

Teo, Tang Wee; Goh, Jonathan Wee Pin; Aye, Khin Maung; Yeo, Leck Wee

doi:10.1080/02188791.2018.1476320

Cited by 6 publications

(3 citation statements)

References 34 publications

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“…For young students, it mainly refers to the relationships and resources that are related to science and will affect scientific attitudes and career choices, including family economic conditions, social networks, and off-campus scientific practice activities. Scientific capital is also considered as an important predictor of the development of students' ST. For example, Teo et al (2018) classified scientific capital into social capital, cultural capital, and psychological schema, and used Rasch analysis and ordinary least squares regression analysis to explore the types of scientific capital that predict students' scientific reasoning ability. The results showed that among the forms of scientific capital studied, students' self-view in science learning and view on the nature of science are significant predictors of the change of new students' scientific reasoning ability.…”

Section: Influential Factors Of Scientific Thinkingmentioning

confidence: 99%

Multiple Factors Drive the Development of Scientific Thinking in Urban Primary School Students of China: FsQCA Analysis Based on the Ecological Systems Theory

Lin,

Zhou,

et al. 2024

Education and Urban Society

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With the introduction and implementation of core literacy, scientific thinking (ST) has become an essential goal and key dimension of science teaching. At present, there is no agreement on how to cultivate students’ ST. This study took 238 sixth grade students from a public primary school in urban China as research sample, built a theoretical model of scientific thinking development based on the theory of the Bronfenbrenner’ ecological systems theory, and used multiple data to explore and analyze the impact path of ST development of primary school students using the fuzzy sets of qualitative comparative analysis method (fsQCA). The development of urban primary school students’ ST is the result of multiple factors at the level of individual drive, family environment, school teaching, and social resources. The result of data analysis showed that the influence path of ST development of urban primary school students driven by multiple factors includes three paths: parent participation leading, scientific practice leading, and home-school-community integration. We have interpreted the influence mechanism of each path in detail and put forward the enlightenment for science education policy and practice.

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Section: Influential Factors Of Scientific Thinkingmentioning

confidence: 99%

Multiple Factors Drive the Development of Scientific Thinking in Urban Primary School Students of China: FsQCA Analysis Based on the Ecological Systems Theory

Lin,

Zhou,

et al. 2024

Education and Urban Society

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“…Em outro trabalho, Jones et al (2021) relataram que a motivação dos estudantes por ciência está relacionada a fatores do capital da ciência como experiência, participação e ferramentas relacionadas à ciência. Teo et al (2018) encontraram que a autoimagem do aprendizado de ciências e as concepções de natureza da ciência foram as formas mais importantes para o capital da ciência para alunos regulares, enquanto, para aqueles de um currículo técnico, a imagem do professor de ciências foi mais impactante. Adams-Wiggins, Myers e Dancis (2020) relataram que o capital da ciência representou uma forma de imposição de legitimidade e de hierarquização de estudantes ou grupos durante as dinâmicas de ensino por investigação.…”

Section: Os Usos Do Capital Da Ciência Para Além De Seus Desenvolvedoresunclassified

A Educação Em Ciências E a Teoria Dos Capitais De Bourdieu: Uma Revisão Crítica Do Conceito De Science Capital

Moris¹,

Massi

Nascimento

2022

IENCI

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A teoria de Bourdieu, ainda que não predominante, tem sido usada para fundamentar trabalhos na educação em ciência que buscam inserir a dimensão social nas discussões da área. Contudo, as ciências da natureza não receberam um foco direto na bibliografia de Bourdieu. Baseado nessa lacuna, o conceito de science capital foi proposto como um agregador dos aspectos das ciências nos capitais de Bourdieu. Ainda que já utilizado na literatura inglesa da área, esse conceito parece ter alguns distanciamentos com a teoria bourdiana. Assim, propomos realizar uma revisão crítica, baseada na teoria de Bourdieu, sobre a proposta e usos do science capital, por meio de uma revisão bibliográfica sistemática. Com base nos resultados, o novo conceito parece se fundar em uma leitura substancialista que concebe, a priori, valores sociais para determinadas práticas e disposições relacionadas à ciência, tendendo a não questionar as relações de poder vigentes; o que entendemos como um distanciamento com a teoria bourdiana. Contudo, ressaltamos que o science capital apresenta a potencialidade de mobilizar um foco nas desigualdades sociais associadas à ciência na área de educação em ciências. Concluímos reafirmando que essa potencialidade pode ser ampliada se buscarmos repensar o science capital por uma perspectiva não substancialista.

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“…Most of the critical research on education in Singapore has been produced from the vantage point of institutional and historical analysis, and thus there remains a dearth of research on the lived encounters and perceptions of students within the educational system. Student-focused studies do exist, but these are primarily quantitative (e.g., Liu et al, 2005;Teo et al, 2018) and thus often overlap with the field of administrative educational research (e.g., Luo et al, 2011;Ning, 2017). Regardless, a small number of qualitative studies that focus on students has been conducted in the past decade, and it is worth examining them further.…”

Section: Educational Research Gaps In Singaporementioning

confidence: 99%

Educational inequality and student engagement: an in-depth study of school experiences across social class and track

Kheng

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Rethinking teaching and learning of science inference competencies of lower track students in Singapore: a Rasch investigation

Cited by 6 publications

References 34 publications

Multiple Factors Drive the Development of Scientific Thinking in Urban Primary School Students of China: FsQCA Analysis Based on the Ecological Systems Theory

Multiple Factors Drive the Development of Scientific Thinking in Urban Primary School Students of China: FsQCA Analysis Based on the Ecological Systems Theory

A Educação Em Ciências E a Teoria Dos Capitais De Bourdieu: Uma Revisão Crítica Do Conceito De Science Capital

Educational inequality and student engagement: an in-depth study of school experiences across social class and track

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