The classroom observation protocol for socioscientific issue-based instruction: development and implementation of a new research tool

Topçu, Mustafa Sami; Foulk, Jaimie A.; Sadler, Troy D.; Pitiporntapin, Sasithep; Atabey, Nejla

doi:10.1080/02635143.2017.1399353

Cited by 22 publications

(17 citation statements)

References 39 publications

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“…The researchers developed an observation protocol (Appendix D ) to observation online sessions to measure how students engage in online activities and how teachers encourage students to engage in online activities and discussions. The development of the online classroom observation was based on different previous studies including Wheeler et al ( 2019 ) and Topçu et al ( 2018 ) studies. The first two researchers observed 13 online classes for 40 min each.…”

Section: Methodsmentioning

confidence: 99%

Emergency remote learning during COVID-19 crisis: Students’ engagement

2021

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Student engagement in online learning enhance students performance and the outcomes of the learning process in online learning environment. The existed literature revealed various factors influencing student engagement in online leaning, however these studies were before the COVID-19 crisis. The purpose of the current paper is to explore the factors that influence student engagement in online learning during the COVID-19 crisis in middle school settings in developing countries where is a lack of studies about the factors influencing student’s engagement in emergency remote learning during the crisis. A qualitative approach was used for data collection and analysis. Semi-structured interviews with 34 participants (14 students, 13 teachers, and 7 parents) were conducted for 20–30 min. Furthermore, online class observations were used for data collection; 13 online classes were observed. Each class was 40 min. A thematic analysis was used to categorize the findings into themes and subthemes. The findings of the study revealed that various factors influence student engagement in online learning during the crisis including infrastructure factors, cultural factors, digital inequality, and the threat to digital privacy. Cultural factors were the important factor that influences females because of parents’ culture and their bias against females using online learning compared to male students. Teachers’ presence and quality of content were the major factors that influence student engagement, where parental concerns, norms, and traditions emerged as the major factors in the crisis, influencing engagement. Most of the participants reported that teaching and learning online during the crisis has broadened the digital inequality and threatened their digital privacy which influenced negatively student engagement. The limitations of this research included the limited number of participants covering a large geographic area, and the research design using diverse and often limited educational software and delivery methods. Future studies could utilize a mixed-method approach and include more participants. Supplementary Information The online version contains supplementary material available at 10.1007/s10639-021-10566-4.

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Section: Methodsmentioning

confidence: 99%

Emergency remote learning during COVID-19 crisis: Students’ engagement

2021

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“…For the multiple choice questions, each correct answer was rated as 1 point and for the fill-in-the-gap questions, every correct phrase was rated as 1 point. The validity committee assessed all the video-recorded lessons by offering three options: -never, scarcely and frequently‖ based on the SSI observation protocol (Topçu, Pitiporntapin, Foulk, & Sadler, 2016). The committee completed the observation protocols while watching the videos and presented feedback to the teacher about the SSI-based instruction.…”

Section: Discussionmentioning

confidence: 99%

The Development of a Socioscientific Issues-Based Curriculum Unit for Middle School Students: Global Warming Issue

Atabey¹,

Topçu²

2017

International Journal of Education in Mathematics, Science and Technology

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In this study, we aimed at developing -Human and Environment‖ unit around SSI based instruction. We followed action research methodology in development and implementation of the unit. The participants of this study were 24 seventh graders students and the instruction was extended to eight and a half weeks, taking four hours in a week. The data collection tools included the teacher's, the students' diaries, midterm exams, and video records. The SSI-based instructional framework of Presley and colleagues (2013) guided us to develop this unit for middle school. We also used the framework for analyzing student and teachers' diaries. The correct answers were scored with 1 point while wrong answers were evaluated with 0 point for mid-term exams which were multiple choice exams. Video records were evaluated in terms of SSI-based instruction observation form. Our findings showed that the framework of Presley and colleagues (2013) was useful for the development of an effective SSI-based instruction. At the end of the study a unit started with a global warming, interacting with science ideas and practices, and ended with a final activity was presented.

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“…Studies have revealed that SSI potential to challenge students' rational, social, and emotional skills [42]- [44]. Additionally, SSI can serve as a useful context for learning specific science content knowledge, understanding of the nature of science and addressing citizenship education [45]- [50]. Moreover, having students collaboratively work on SSI can help them learn better through cognitive interaction and knowledge co-construction among learner of diverse background and prior knowledge.…”

Section: Decision-making Style Based On Gender Grade Region and Universitiesmentioning

confidence: 99%

Decision-making style profiles of pre-service biology teachers in socio-scientific issues

Genisa

Subali

Djukri

et al. 2021

IJERE

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This study aimed to describe the decision-making style regarding the socio-scientific issue (SSI) of pre-service Biology teachers in four regions of Indonesia as a guide in designing active, varied, and creative learning involving students in each learning session. Data were collected using a questionnaire to 514 participants and analyzed descriptively-quantitatively. The results showed that each student's decision-making style is influenced by cognitive dimensions and processes during learning. Analytical decision-making styles also have a positive effect on gender, grade, region, and university.

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The classroom observation protocol for socioscientific issue-based instruction: development and implementation of a new research tool

Cited by 22 publications

References 39 publications

Emergency remote learning during COVID-19 crisis: Students’ engagement

Emergency remote learning during COVID-19 crisis: Students’ engagement

The Development of a Socioscientific Issues-Based Curriculum Unit for Middle School Students: Global Warming Issue

Decision-making style profiles of pre-service biology teachers in socio-scientific issues

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