“…Sheldrake, Mujtaba, and Reiss (), echoing the importance of positive attitudinal development in science, in an updated analysis of over 4,000 students' PISA reports in the United Kingdom, concluded the following as to what is the most prominent factor that drives these types of attitudinal shifts:[T]eaching the “applications of science” (conveying the wider applications and/or relevance of science to students' lives) was the only measured teaching approach to consistently and positively associate with students' interest and perceived utility of science, accounting for other teaching approaches and students' background characteristics. (p. 181)…”
Section: Implications and Principal Contribution To The Fieldmentioning
The development of three‐dimensional learning among all K‐12 student demographics remains a prominent goal for the field of science education. However, substantial research in science teacher education for urban populations showcases hurdles to overcome in order to achieve this goal, particularly for elementary teachers. Research shows that urban elementary teachers are often ill‐prepared to develop a type of science pedagogy responsive to students' learning needs. The fidelity of such pedagogies that these teachers adhere to when trying to implement such a requested content–relationality between these populations and how their local contexts can be used as sites to learn science in relevant ways are often not fully realized, as well. Given that science achievement gaps exhibit racial disparities starting in primary grades and attitudes toward science have been shown to affect academic achievement and motivation, we argue that one way to ameliorate, in at least an incremental way, this disparity is to design novel learning experiences to prime students to see the relevancy of science in their local contexts before such three‐dimensional designed learning is set to occur. In this research, we leveraged the immersive nature of Virtual Reality 360 videos and present a design‐based research iteration testing how this novel technologically enhanced learning experience may have influenced close to 400 urban elementary students' attitudes toward science around those attitudes labeled as “behavioral beliefs” by the field. Using a concurrent, convergent mixed‐methods design with a two‐way multivariate analysis of covariance quantitative data set triangulated with students' qualitative self‐reports that were transformed into quantitative preponderances in graphic form, the data support that our design iteration emphasizing the importance of context as a design focus can prime students who struggle to see science as relevant to change their attitudes. Implications are discussed around relationality, novel technological affordances, and the use of local contexts as learning resources.
“…Sheldrake, Mujtaba, and Reiss (), echoing the importance of positive attitudinal development in science, in an updated analysis of over 4,000 students' PISA reports in the United Kingdom, concluded the following as to what is the most prominent factor that drives these types of attitudinal shifts:[T]eaching the “applications of science” (conveying the wider applications and/or relevance of science to students' lives) was the only measured teaching approach to consistently and positively associate with students' interest and perceived utility of science, accounting for other teaching approaches and students' background characteristics. (p. 181)…”
Section: Implications and Principal Contribution To The Fieldmentioning
The development of three‐dimensional learning among all K‐12 student demographics remains a prominent goal for the field of science education. However, substantial research in science teacher education for urban populations showcases hurdles to overcome in order to achieve this goal, particularly for elementary teachers. Research shows that urban elementary teachers are often ill‐prepared to develop a type of science pedagogy responsive to students' learning needs. The fidelity of such pedagogies that these teachers adhere to when trying to implement such a requested content–relationality between these populations and how their local contexts can be used as sites to learn science in relevant ways are often not fully realized, as well. Given that science achievement gaps exhibit racial disparities starting in primary grades and attitudes toward science have been shown to affect academic achievement and motivation, we argue that one way to ameliorate, in at least an incremental way, this disparity is to design novel learning experiences to prime students to see the relevancy of science in their local contexts before such three‐dimensional designed learning is set to occur. In this research, we leveraged the immersive nature of Virtual Reality 360 videos and present a design‐based research iteration testing how this novel technologically enhanced learning experience may have influenced close to 400 urban elementary students' attitudes toward science around those attitudes labeled as “behavioral beliefs” by the field. Using a concurrent, convergent mixed‐methods design with a two‐way multivariate analysis of covariance quantitative data set triangulated with students' qualitative self‐reports that were transformed into quantitative preponderances in graphic form, the data support that our design iteration emphasizing the importance of context as a design focus can prime students who struggle to see science as relevant to change their attitudes. Implications are discussed around relationality, novel technological affordances, and the use of local contexts as learning resources.
“…On the other hand, in the case of Japan, it appears that the science teaching practices there has led to positive scientific attitude towards science which should be encouraged further. Sheldrake, Mujtaba and Reiss (2017) suggest that teaching practices such as interaction, debating, practical or hands-on activities, argumentation approaches and context-based approaches may foster students liking of science subject and enjoyment of learning science. Both Malaysia and Japan have emphasised on students acquiring knowledge in science and technology in the context of natural phenomena and everyday life experiences while practical or hands-on activities are performed by the students every week (Ministry of Education Malaysia, 2005;Ministry of Education, Culture, Sports, Science and Technology, 2008).…”
Japan's continual excellent achievement in TIMSS has led to many research and discussions of the Japanese school system as a way of understanding the factors and system that underlie Japan's success in TIMSS. However, comparative studies have focused more on cognitive skills and less on non-cognitive skills as plausible factors for the continual success. Thus, this study aimed to examine the non-cognitive factors related to students' science achievement in TIMSS. This study adopted secondary data analysis where the analysis was carried out on TIMSS 2015 data for respondents from Malaysia and Japan. This study proposed two models for each country which contained five constructs, namely four independent variables which are science teaching practices, victims of bullying, attitude towards science, school climate, and one independent variable i.e. science achievement. From the structural model of multiple group comparison analysis, almost all non-cognitive factors in the model showed significant difference between the two countries except for the relationship between attitude towards science and science achievement in TIMSS.
“…In the literature, empirical research have been made to specify the underlying factors of students' achievement (Contini, Di Tommaso, & Mendolia, 2017;Sheldrake, Mujtaba, & Reiss, 2017;Kılıç Depren, Aşkın, & Öz, 2017;Kılıç Depren, 2018). Zhang, Khan, and Tahirsylaj (2015) have used regression methods to measure the factors affecting students' performance using the dataset of PISA 2009 participating countries.…”
In the last decade, the usage of advanced statistical models is growing rapidly in many different disciplines. However, the Quantile Regression Mixture Model (QRMIX), which is a developed approach of the Finite Mixture Model (FMM), is an applicable new method in the educational literature. The aim of the proposed study was to determine factors affecting students' science achievement using the QRMIX approach. To reach this aim, data of the Programme for International Student Assessment (PISA) survey, which has been conducted by the Organization Economic for Co-Operation and Development (OECD) every 3 years, was used. Dataset used in the research is composed of 6,115 students from Singapore, which is the top-performer country among the participant countries, and 5,895 students from Turkey. The results showed that the factors affecting students' science achievement and its importance on the achievement differentiated according to the achievement levels of the students. In conclusion, it was revealed that Turkish students with the lowest science achievement level should be supported with home possessions, perceived feedback, and environmental awareness and Singaporean students with the lowest achievement level should be supported with perceived feedback, enjoyment of science, and epistemological beliefs.
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