An educational theory base for science teaching

Renner, John W.; Marek, Edmund A.

doi:10.1002/tea.3660270307

Cited by 48 publications

(36 citation statements)

References 5 publications

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“…It was reasoned that science instruction must therefore be more than the clear explication of information; it must include the investigative processes and thinking that lead to the development of concepts. Instructional designs aiming to reflect scientific inquiry in topic teaching and concept development are often based on Blearning cycle^models, which have stages devised to represent aspects of scientific inquiry (AAAS 1990;Eisenkraft 2003;Lawson 2001;Renner and Marek 1990), with concept development a central stage.…”

Section: Inquiry Instructionmentioning

confidence: 99%

“…We used active-direct and guided-inquiry modes, which we define operationally below, informed by ideas from Cobern et al (2012), Haak et al (2011), NRC (2000b, and Renner and Marek (1990). These two active-engagement options can both potentially lead to meaningful learning, and thus are located in quadrants I and IV of Ausubel's framework.…”

Section: Operational Models For Contrasting Instructional Modesmentioning

confidence: 99%

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Learning of Core Disciplinary Ideas: Efficacy Comparison of Two Contrasting Modes of Science Instruction

et al. 2017

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Science curricula and teaching methods vary greatly, depending in part on which facets of science are emphasized, e.g., core disciplinary ideas or science practices and process skills, and perspectives differ considerably on desirable pedagogies. Given the multi-faceted nature of science and the variety of teaching methods found in practice, it is no simple task to determine what teaching approaches might be most effective and for what purposes. Research into relative efficacy faces considerable challenges, with confounding factors, ambiguities, conflations, and lack of controls being threats to validity. We provide a conceptual framework characterizing the many teaching strategies found in practice as being variants of two fundamental contrasting epistemic modes, and we disentangle conflations of terms and confusions of constructs in both teaching practice and research. Instructional units for two science topics were developed in parallel in the alternative epistemic modes, differing in concept learning paths but otherwise equivalent. We conducted a randomized controlled study of the comparative efficacy of the two modes for learning core disciplinary ideas, using operationally defined active-direct and guided-inquiry teaching methods. Five middle school teachers taught each unit in both modes over 4 years of classroom trials in an 8-day summer program for eighth grade students. Student understanding of core ideas was assessed using pre-and post-tests, and learning gains were analyzed by mode, teacher, topic, and trial year. Although routes to concept understanding were very different in the two modes, eventual student learning gains were similar, within statistical variation. Efficacy variations between and within teachers were greater than between modes, indicating the importance of teacher effects on student achievement. Findings suggest that teachers need not be bound to one mode throughout and can flexibly decide on the pedagogical approach for each concept and situation, on several grounds other than efficacy of core content acquisition alone.

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Section: Inquiry Instructionmentioning

confidence: 99%

Section: Operational Models For Contrasting Instructional Modesmentioning

confidence: 99%

Learning of Core Disciplinary Ideas: Efficacy Comparison of Two Contrasting Modes of Science Instruction

et al. 2017

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“…Individuals with environmental literacy have various experiences and understandings of the fundamentals of problems related to environments, have values and concerns as well as motivation to active participation in prevention and improvement of environments, have skills in diagnosis and solving problems, have opportunities for active participation working at any level and orientation to recovery and improvement of environmental problems. (Federal Interagency Committee on Education, 1978) Basic components of an environmental education program is the study of natural sciences and science education (UNESCO-UNEP, 1983;Braus & Wood, 2005;Schneider, 1977) Learning activities for environmental education at the basic education schools during the education reform period is the process of the development of the learners' thinking process (Abraham et al, 1990;Renner & Marek, 1990).In order to effectively teach environmental contents, the proper method of teaching should be developed and implemented. The good science thinking moves method using metacognitive techniques is the integration of a metacognition with an inquiry teaching method.…”

Section: Introductionmentioning

confidence: 99%

A development of knowledge and understanding, critical thinking, awareness, environmental conservation behaviors of grade 12 students using the good science thinking moves method with metacognition techniques

Ladawan

2017

PROSOC

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“…Activity-based instruction derives from philosophies based on the view that learning occurs in the mind of the individual (Renner & Marek, 1990). The individual tries to understand the nature through previously occurred learning experiences.…”

Section: Introductionmentioning

confidence: 99%

A Scale to Assess Science Activity Videos (SASAV): The Study of Validity and Reliability

Kara¹,

Bakırcı²

2017

JETS

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The purpose of the study was to develop an assessment scale for science activity videos that can be used to determine qualified science activity videos that can fulfill the objectives of activity based science education, help teachers to evaluate any science activity videos and decide whether to include into science learning process. The subjects for the study comprised a group of 47 science teacher candidates who were at their junior year in state university. In scope of a must course, each science teacher candidates were assigned an objective from K12 science curricula. Then, they were expected to seek for a science activity that can be conducted and recorded in form of 3-5 minutes long science activity video. The teacher candidates were asked to evaluate science activity videos developed by themselves for their classes, schools, and individual use through a scale to assess science activity videos. Science teacher candidates were given three weeks to complete the evaluation form, after which time they were returned to the researchers for assessment. The data from the scale were analyzed through descriptive and item analysis in terms of frequency, reliability and factor routines. The body of the scale covers 20 evaluation criteria in four major categories as technical features, narrator features, activity process, and security issues. The developed evaluation scale for science activity videos will provide a useful logical framework to help educators and/or trainers to identify adequate science activities in point of quality for their instructional purposes.

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An educational theory base for science teaching

Cited by 48 publications

References 5 publications

Learning of Core Disciplinary Ideas: Efficacy Comparison of Two Contrasting Modes of Science Instruction

Learning of Core Disciplinary Ideas: Efficacy Comparison of Two Contrasting Modes of Science Instruction

A development of knowledge and understanding, critical thinking, awareness, environmental conservation behaviors of grade 12 students using the good science thinking moves method with metacognition techniques

A Scale to Assess Science Activity Videos (SASAV): The Study of Validity and Reliability

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