The Generalizability of Students’ Interests in Biology Across Gender, Country and Religion

Hagay, Galit; Baram‐Tsabari, Ayelet; Ametller, Jaume; Çakmakçı, Gültekin; Lopes, Betina; Moreira, Aurora; Pedrosa-de-Jesus, Helena

doi:10.1007/s11165-012-9289-y

Cited by 26 publications

(24 citation statements)

References 69 publications

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“…One positive indication is the frequency of similar topics in the questions, which repeatedly mentioned disorders, daily phenomena, and the historical and human context of scientific and technological endeavor (Table ). Since students’ questions have been demonstrated to be of interest to other students, even in different national contexts (Hagay & Baram‐Tsabari, 2011; Hagay et al, ), teachers do not need to collect and find answers to questions from scratch, but rather collaboratively share questions and answers, their mapping to the required curriculum, and potential relevant activities. We envision an online collaborative shadow curriculum that could provide a practical, accessible, and flexible way to integrate students’ existing interests in science with disciplinary science learning, prompted by respect of their autonomy and needs.…”

Section: Discussionmentioning

confidence: 99%

A strategy for incorporating students’ interests into the high‐school science classroom

Hagay

Baram‐Tsabari

2015

J Res Sci Teach

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Many students feel the curriculum is detached from their lives and interests. Indeed, about half the questions asked by high school biology students are not addressed by the curriculum. This study presents a strategy to incorporate students’ curiosity questions into the curriculum as a way to reduce the disparity between students’ interests and curricular requirements. We examined how five high school teachers incorporate their students' questions into their teaching and students’ perspectives on and experience of learning this way. In all classes, students were invited to anonymously write down their questions on the next topics to be learned and hand them in to the teacher, who mapped the questions into the required curriculum and planned teaching to address these questions. Teachers were given a freehand concerning how the questions were to be answered. This resulted in five different pedagogies ranging from teacher‐centered to students‐centered and different levels to which students’ voices affected the lesson content. There was no commonality between the level of adaptation of teaching content to include students’ voice and the choice of student‐centered pedagogies. The three basic needs identified by the Self‐Determination Theory were addressed, hence potentially increasing students’ intrinsic motivation. It enabled almost all the students to ask questions and influence lesson content; in some cases, an unintended outcome of improving teacher–student and peer to peer relations was observed. We suggest a practical, accessible, and flexible way to integrate students’ existing interests in science with disciplinary science learning, governed by the respect for their autonomy and needs. If the curriculum does not provide for personal queries, teachers can make this possible by incorporating students’ questions into the curriculum and negotiating a shared shadow curriculum. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 52: 949–978, 2015.

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Section: Discussionmentioning

confidence: 99%

A strategy for incorporating students’ interests into the high‐school science classroom

Hagay

Baram‐Tsabari

2015

J Res Sci Teach

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“…Õpilaste huvi uurimisele on lähenetud kas ühe loodusaine spetsiifiliselt, nt füüsikas (Badri, Al Mazroui, Al Rashedi, & Yang, 2016;Häussler & Hoffmann, 2002;Reid & Skryabina, 2003;Trumper, 2006;Walper, Pollmeier, Lange, Kleickmann, & Möller, 2016), bioloogias (Baram-Tsarabi & Kaadni, 2009;Baram-Tsarabi, Sethi, Bry, & Yarden, 2010;Gardner & Tamir, 1989;Hagay et al, 2013;Hong, Shim, & Chang, 1998), keemias (Alebiosu, 2006) ja geograafias (earth science) (Betzner & Marek, 2014;Harp & Mayer, 1997), või loodusaineteüleselt (Dawson, 2000;Christidou, 2006;Lavonen et al, 2008;Teppo & Rannikmäe, 2008). Õpilaste teadmiste ja oskuste testimise kõrval on loodusainete õppimisega seotud huve ja hinnanguid vähemal määral uuritud ka rahvusvaheliste võrdlusuuringute, nagu TIMSSi ja PISA raames.…”

Section: Huvi Loodusteaduslike Teemade õPpimise Vastuunclassified

9. klassi õpilaste huvi eri kontekstis esitatud loodusteaduslike teemade õppimise vastu ja motivatsioon õppida loodusteadusi

Teppo¹,

Semilarski²,

Soobard³

et al. 2017

EHA

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a a Tartu Ülikooli loodusteadusliku hariduse keskus AnnotatsioonViimaste aastate uuringute tulemused näitavad, et õpilased hindavad üha enam loodus ainete õppimise vajalikkust, kuid endiselt on teemavaldkondi, mille õppi-mise vastu nad huvi ei tunne, kuna need on vähe seotud nende igapäevaelu või sotsiaalse keskkonnaga. Vähe on aga uuritud seda, kuidas loodusteaduslike õppeainete sisu esitamine eri kontekstis mõjutab õpilaste huvi õppekavaga kindlaks määratud teemade õppimise vastu. Artikli põhieesmärk on välja selgitada, millises kontekstis esitatud loodusteaduslike teemade õppimisest on 9. klassi õpilased (N = 848) huvitatud ning milline on õpilaste motivatsioon õppida loodusteaduslikke õppeaineid. Andmeid koguti katsetatud ja valideeritud kompleksinstrumendiga. Andmete analüüsimiseks kasutati nii peakomponentide kui ka klasteranalüüsi meetodeid. Leitud dimensioonid kirjeldavad õpilaste huvide kontekstuaalset iseloomu. K-keskmiste klasteranalüüsi tulemusena eristus nelja loodusaine sees kolm (kokku 12) õpilaste motivatsiooniprofiili, mis võimaldavad kirjeldada põhikooli lõpuklasside õpilaste huvisid ja motivatsioonilisi suundumusi loodusainete õppimisel. Õpilaste motivatsioon õppida loodusaineid on üldiselt suur ja seda nii tüdrukutel kui ka poistel.

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“…We therefore decided not only to measure interest in science as presented in a school environment but also to measure science as an extracurricular activity and as a future field of employment in order to broaden the analysis. As shown by Hagay et al (2013), country of residence, age and gender also shape student interest in science, and therefore, these two factors are taken into account in our study.…”

Section: Introductionmentioning

confidence: 99%

Global Patterns in Students’ Views of Science and Interest in Science

et al. 2014

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International studies have shown that interest in science and technology among primary and secondary school students in Western European countries is low and seems to be decreasing. In many countries outside Europe, and especially in developing countries, interest in science and technology remains strong. As part of the large-scale European Union funded 'Science Education for Diversity' project, a questionnaire probing potential reasons for this difference was completed by students in the UK, Netherlands, Turkey, Lebanon, India and Malaysia. This questionnaire sought information about favourite courses, extracurricular activities and views on the nature of science. Over 9,000 students aged mainly between 10 and 14 years completed the questionnaire. Results revealed that students in countries outside Western Europe showed a greater interest in school science, in careers related to science and in extracurricular activities related to science than did Western European students. Non-European students were also more likely to hold an empiricist view of the nature of science and to believe that science can solve many problems faced by the world. Multilevel analysis revealed a strong correlation between interest in science and having such a view of the Nature of Science.

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The Generalizability of Students’ Interests in Biology Across Gender, Country and Religion

Cited by 26 publications

References 69 publications

A strategy for incorporating students’ interests into the high‐school science classroom

A strategy for incorporating students’ interests into the high‐school science classroom

9. klassi õpilaste huvi eri kontekstis esitatud loodusteaduslike teemade õppimise vastu ja motivatsioon õppida loodusteadusi

Global Patterns in Students’ Views of Science and Interest in Science

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