A Cross-Age Study of Elementary Student Teachers’ Scientific Habits of Mind Concerning Socioscientific Issues

Çalık, Muammer; Turan, Burcin; Coll, Richard K.

doi:10.1007/s10763-013-9458-0

Cited by 37 publications

(26 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The achieved results are consistent with the research results (Roschelle et al 2000;Calik and Coll 2012;Calik et al 2013). As Zhang (2013) noticed, an important issue is the proper integration and implementation of ICT technology in the educational process.…”

Section: Summing Upsupporting

confidence: 89%

“…Building scientific knowledge of students is associated with their ability of analytical thinking, which includes scientific reasoning and critical thinking (Roth and RoyChoudhury 1993;Tamir and Lunetta 1981). Scientific inquiry just as logical thinking requires student engagement (Roschelle et al 2000), the understanding of scientific knowledge and processes that are dependent on the cognitive structure related to the scientific, intellectual and social context (Cobb and Bowers 1999;Calik and Coll 2012;Calik et al 2013). A constructivist model of learning suggests that knowledge is the result of the interaction of individual actions or activities by which this model of learning is crucial to the active participation of students (Bernard et al 2004).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Assessment of Application Technology of Natural User Interfaces in the Creation of a Virtual Chemical Laboratory

Jagodziński

Wolski

2014

J Sci Educ Technol

View full text Add to dashboard Cite

Natural User Interfaces (NUI) are now widely used in electronic devices such as smartphones, tablets and gaming consoles. We have tried to apply this technology in the teaching of chemistry in middle school and high school. A virtual chemical laboratory was developed in which students can simulate the performance of laboratory activities similar to those that they perform in a real laboratory. Kinect sensor was used for the detection and analysis of the student's hand movements, which is an example of NUI. The studies conducted found the effectiveness of educational virtual laboratory. The extent to which the use of a teaching aid increased the students' progress in learning chemistry was examined.The results indicate that the use of NUI creates opportunities to both enhance and improve the quality of the chemistry education. Working in a virtual laboratory using the Kinect interface results in greater emotional involvement and an increased sense of self-efficacy in the laboratory work among students. As a consequence, students are getting higher marks and are more interested in the subject of chemistry.

show abstract

Section: Summing Upsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Assessment of Application Technology of Natural User Interfaces in the Creation of a Virtual Chemical Laboratory

Jagodziński

Wolski

2014

J Sci Educ Technol

View full text Add to dashboard Cite

show abstract

“…This may indicate that the hard-core alternative conceptions are too robust to change via any teaching design (e.g., Guzzetti, Williams, Skeels & Wu, 1997; Kolomuç & Çalık, 2012). This may further indicate that the hard-core alternative conception tend to cause the PSTs to be closed-minded (instead of open-minded) to scientific concepts (e.g., Çalik & Coll, 2012;Çalık, Turan & Coll, 2014;Lakatos, 1970). The high conceptual change rate for 5Es group may be an outcome of the activities and function of third step (explanation) in which the lecturer actively discussed the acid-base concepts (e.g.…”

Section: Discussion Of the First Two Research Questionsmentioning

confidence: 99%

A Comparison of Different Teaching Designs of ‘Acids and Bases’ Subject

Ültay

Çalık

2015

EURASIA J MATH SCI T

View full text Add to dashboard Cite

Inability to link the acid-base concepts with daily life phenomena (as contexts) highlights the need for further research on the context-based acid-base chemistry. In this vein, the aim of this study is to investigate the effects of different teaching designs (REACT strategy, 5Es learning model and traditional (existing) instruction) relevant with 'acids and bases' subject on pre-service science teachers' conceptions and attitudes towards chemistry and to compare them with each other. Within quasi-experimental research design, the sample comprised of 95 pre-service science teachers from Faculty of Education in Giresun University, Turkey. Three intact groups were randomly assigned as either experimental and control groups. To gather data, Acid-Base Chemistry Concept Test (ABCCT), Chemistry Attitudes and Experiences Questionnaire (CAEQ) and semistructured interviews were used. The results denote that REACT strategy is effective in helping the pre-service science teachers retain their gained conceptions in long-term memory whilst 5Es learning model is efficient in achieving conceptual learning. Finally, future studies should test the effects of REACT strategy and 5Es learning model on different variables (i.e. sample, subject, scientific process skills, scientific inquiry) over a longer period of time (i.e. one semester or one-year).Keywords: acids and bases, REACT Strategy, 5Es learning model, contextual learning, constructivism INTRODUCTIONConstructivist learning theory claims that learning is an interaction between new knowledge and pre-existing knowledge (e.g. Bybee, Taylor, Gardner, van Scotter, Powell, Westbrook & Landes, 2006;Driver, 1981). To achieve constructivist learning, 3Es (Explore-Explain-Elaborate) (called Learning Cycle Model), 4Es (Engage-Explore-Explain-Evaluate), 5Es (Engage-Explore-Explain-ElaborateEvaluate) and 7Es (Excite-Explore-Explain-Expand-Extend-Exchange-Examine) learning models have been released (e.g. Bybee, 2003;Eisenkraft, 2003). Of these models, 5Es learning model, which has been adopted for structuring teaching and learning, is widely used by the science educators (Bybee et al., 2006). However, some authors point to shortcomings of elaboration stage (forth step in 5Es learning model) that asks the students/learners for linking their gained experiences with daily life or socioscientific or science-technology-society issues (Kurnaz & Çalık, 2008). Unfortunately, most of 5Es learning papers have confused this stage with the last one (evaluation stage) (e.g. Er Nas, Coruhlu & Cepni, 2010). Inability to associate daily life or socioscientific issues with scientific knowledge (Demircioğlu, Demircioğlu & Çalık, 2009;Gilbert, 2006;Stolk, Bulte, de Jong, & Pilot, 2009a;Ültay & Çalık, 2012) calls for a new learning pedagogy, for example context-based approach, which centralize the learning and teaching around one main context. Because the context-based approach also deploys constructivist learning theory (e.g. Berns & Erickson, 2001;Crawford, 2001;Glynn & Koballa, 2005), the student's pre...

show abstract

“…The science involved in current socioscientific issues is often science-in-the-making and includes tentative results from frontier science (Bingle and Gaskell 1994;Kolstø 2000;Çalik et al 2014). That is why it is important for students to be aware that scientific inquiries about socioscientific issues are ongoing.…”

Section: Inquirymentioning

confidence: 99%

Secondary School Students’ Understanding of Science and Their Socioscientific Reasoning

Karahan

Roehrig

2016

Res Sci Educ

View full text Add to dashboard Cite

Research in socioscientific issue (SSI)-based interventions is relatively new ) highlighted the need for detailed case studies that would focus on how students respond to teachers' practices of teaching SSI. This study presents case studies that investigated the development of secondary school students' science understanding and their socioscientific reasoning within SSI-based learning environments. A multiple case study with embedded units of analysis was implemented for this research because of the contextual differences for each case. The findings of the study revealed that students' understanding of science, including scientific method, social and cultural influences on science, and scientific bias, was strongly influenced by their experiences in SSI-based learning environments. Furthermore, multidimensional SSI-based science classes resulted in students having multiple reasoning modes, such as ethical and economic reasoning, compared to data-driven SSI-based science classes. In addition to portraying how participants presented complexity, perspectives, inquiry, and skepticism as aspects of socioscientific reasoning (Sadler et al. in Research in Science Education 37:371-391, 2007), this study proposes the inclusion of three additional aspects for the socioscientific reasoning theoretical construct: (1) identification of social domains affecting the SSI, (2) using cost and benefit analysis for evaluation of claims, and (3) understanding that SSIs and scientific studies around them are context-bound.

show abstract

A Cross-Age Study of Elementary Student Teachers’ Scientific Habits of Mind Concerning Socioscientific Issues

Cited by 37 publications

References 48 publications

Assessment of Application Technology of Natural User Interfaces in the Creation of a Virtual Chemical Laboratory

Assessment of Application Technology of Natural User Interfaces in the Creation of a Virtual Chemical Laboratory

A Comparison of Different Teaching Designs of ‘Acids and Bases’ Subject

Secondary School Students’ Understanding of Science and Their Socioscientific Reasoning

Contact Info

Product

Resources

About