What Really Makes Secondary School Students “Want” to Study Physics?

Hadzigeorgiou, Yannis; Schulz, Roland M.

doi:10.3390/educsci7040084

Cited by 18 publications

(17 citation statements)

References 32 publications

(31 reference statements)

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“…4 This includes affective aspects like imagination, aesthetic experience, sense of wonder and personal involvement, completing conceptual and logical modes of thinking in science learning in an important way (Hadzigeorgiou 2005;Hampp and Schwan 2015). These aspects have been widely discussed in the context of science education, in particular for younger children (Girod and Wong 2002;Kokkotas and Rizaki 2011;Murmann and Avraamidou 2016), and even shown to be at work in secondary-level students (Hadzigeorgiou and Schulz 2017). While an investigation of this line of thought was not in the scope of the present study, we feel that it represents an important approach for further research and development of interventions like Valentina and Leo.…”

Section: Affective Domain and Appreciationmentioning

confidence: 99%

Learning About Archaeology and Prehistoric Life

et al. 2019

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This article is about an intervention introducing prehistoric life in primary education. Its objectives were to foster openness and interest for prehistory and archaeology, as well as content knowledge and conceptual learning with a focus on four main facets: basic knowledge about prehistoric life; conceptual learning/change regarding prehistory; learning about archaeologists and archaeology as a scientific discipline; and learning about interactions of archaeology and other disciplines (interdisciplinarity). Students participated in two workshops about the creation of a prehistoric object, highlighting the close interaction between the natural sciences and humanities within archaeology. The workshop emphasised dialogue between students, teachers and researchers, as well as active participation by the students. The educational effects of the workshops were studied using a pre-post design (N = 439, ages 8-10 years). Results show that the workshops had sizeable positive effects on both affective and cognitive variables. The appreciation of the workshops ranged from ≈ 70 to 90% (of maximum value) for interest, perceived educational value and further aspects. We also found a positive impact of the intervention on cognitive variables, e.g. for several elements of key knowledge about prehistory (such as where prehistoric people lived and with what resources; medium to large effect sizes: d > 0.9 and d = 0.46, respectively). Regarding conceptual learning, we found improved understanding of the link between climate change and long-term changes in wildlife in a given area (medium to large effect sizes, d = 0.5-0.8). A positive impact was also found for the understanding of archaeology encompassing both humanities and the natural sciences (e.g. understanding of climate change as inferred from archaeological knowledge, d = 0.3-0.5). No differences of the various outcomes were found between girls and boys; the workshops appear suitable for both genders. We conclude with a discussion of the interpretation of our findings, of some limitations and possible improvements, and of future perspectives, in particular for further classroom implementation.

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Section: Affective Domain and Appreciationmentioning

confidence: 99%

Learning About Archaeology and Prehistoric Life

et al. 2019

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“…Thus, almost half of the teachers involved in the survey consider that the climate in the school unit they serve is largely effective. In addition, less than half say they are happy with the quality of the educational process in the school unit they serve [20]. However, others expressed a different view because of problems at the organizational and operational levels.…”

Section: Discussionmentioning

confidence: 99%

The Current Organization and Administration Situation of the Secondary Education Units in the North Aegean Region

Ntalossis¹,

Zarotis²

2019

SARJHSS

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After analyzing various studies, we can conclude that the elements characterizing an effective school unit are leadership, teachers, and communication among school unit members, the climate of a school unit, school culture, the logistical infrastructure, the school's relationship with the local community, and the administrative system of the educational institution. The ultimate goal of this research is to detect the current organization and administration situation of secondary education units. In particular, to examine the concept of education, the school role and the concept of effective school, to identify the existing model of administration of the educational system, the organization and administration models of the school unit in which the respondents work, and furthermore the school culture level. The method adopted for the study is the classified cluster sampling method. According to this method, clusters are initially defined, which in this case are Secondary School Units. The clusters are then classified according to their characteristics, which in this case was the geographical feature: they all belonged to the North Aegean Region. In this context, 312 questionnaires were sent to all 104 secondary schools of the North Aegean (Lesvos, Chios, Samos, Ikaria, Limnos, Fourni, Oinousses, Psara, Agios Efstratios). Out of the 312, 148 were returned completed. This means a 47.44% response rate. According to the survey results, the overwhelming majority of secondary schools in the North Aegean Region does not have a secretary at the school, and the principal already has several responsibilities, while the big problem is the centralized and bureaucratic nature of the administrative organization model of the educational system, but also of the administration and organization of the school units. The nature of this model makes it incomplete, time-consuming, perfunctory, irrational, inadequate and ineffective, which means that principals and teachers do not have the flexibility to take initiatives that will improve the quality of education and teaching at the school unit they serve according to the needs of students and the local community, and based on the school's connection to the wider society and the changes that are taking place in its environment. Moreover, it was emphasized that this model, in addition to making school units more difficult to operate, also results in a misallocation of staff and consequently increased costs.

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“…Furthermore, the notion of engagement should not be conflated specifically with the notion of student "interest" either. Apart from the conceptual problems inherent in the notion of interest itself, there is empirical evidence that what students think is interesting (e.g., a topic, an issue, an idea) does not necessarily motivate them to study it, let alone to study it further-that is, to try to learn more about it and move beyond the class situation (Hadzigeorgiou and Schulz, 2017).…”

Section: The Problem Of Students' Engagement With Science Content Knomentioning

confidence: 99%

“…He had argued that the methods of logic are insufficient for describing science as a human endeavor: "logical tools are of limited use in understanding the development of science or, what is even more important, in the teaching of science" (Elkana, 2000, p. 473). Private science, as Hadzigeorgiou and Schulz (2017) argued, is inevitably phenomenological but the prevailing insistence on the "logic" of science, when formulated in public language of "final form science" as found in textbooks, does not give students the picture of science as a human activity, or even a proper historical activity (though the presented history is too often mythical-Allchin, 2013), as pointed out by several previous researchers (see Matthews, 1994Matthews, , 2015Hodson, 1998;Donnelly, 2004). A "Romantic Understanding" of science, if it takes place in a narrative learning context, in addition to 3 There are, no doubt, certain limitations regarding the intervention.…”

Section: "Romantic Understanding" As a Way To Be Engaged With The Conmentioning

confidence: 99%

Engaging Students in Science: The Potential Role of “Narrative Thinking” and “Romantic Understanding”

Hadzigeorgiou

Schulz

2019

Front. Educ.

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Engaging students in science and helping them develop an understanding of its ideas has been a consistent challenge for both science teachers and science educators alike. Such a challenge is even greater in the context of the "Science for All" curriculum initiative. However, Bruner's notion of "narrative thinking" and Egan's "romantic understanding" offer an alternative approach to teaching and learning science, in a way that engagement and understanding become a possibility. This chapter focuses on students' "narrative mode of thought," as a bridge to understanding science-which has traditionally been based more upon the use of logico-mathematical thinking in the upper grades-and on a distinctive form of understanding the world, characteristic of students of the age range from 8 to 15 years. This latter form of understanding, that the educational theorist Kieran Egan calls "romantic understanding," has features that can be readily associated with the natural world and its phenomena. Therefore its development could be fostered in the context of school science learning, and in a way that the narrative mode would also be taken into consideration.

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What Really Makes Secondary School Students “Want” to Study Physics?

Cited by 18 publications

References 32 publications

Learning About Archaeology and Prehistoric Life

Learning About Archaeology and Prehistoric Life

The Current Organization and Administration Situation of the Secondary Education Units in the North Aegean Region

Engaging Students in Science: The Potential Role of “Narrative Thinking” and “Romantic Understanding”

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