Connecting research in science literacy and classroom practice: a review of science teaching journals in Australia, the UK and the United States, 1998–2008

Hand, Brian; Yore, Larry D.; Jagger, Susan; Prain, Vaughan

doi:10.1080/03057260903562342

Cited by 42 publications

(19 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Many of these researchers initially trained within science traditions that focus on comparison and measurement, which inclines them to quantitative work; while the messy educational context in which they find themselves produces a heightened awareness of the importance of the particular, of the irreducibility of classroom complexity, of the necessity for illumination of obscure experiences and connections [28]. We sometimes work under pressure to "examine our own practices and see on which side we stand" but this should be resisted [29].…”

Section: Discussionmentioning

confidence: 99%

Types, Topics and Trends: A Ten-Year Review of Research Journals in Science Education

O’Toole¹,

Freestone²,

McKoy³

et al. 2018

Education Sciences

View full text Add to dashboard Cite

Such broad reviews provide a useful spur to expert reflection while also mapping the field for novices attempting to enter it. A discussion of the themes of this Special Issue: Interactive Simulations and Innovative Pedagogy for Conceptual Understanding in Science Education provides one example of such use. The paper closes with a comparison with existing reviews and suggestions for further work. This research literature has claims to wider relevance because of its location on the boundary between Science and the Humanities.

show abstract

Section: Discussionmentioning

confidence: 99%

Types, Topics and Trends: A Ten-Year Review of Research Journals in Science Education

O’Toole¹,

Freestone²,

McKoy³

et al. 2018

Education Sciences

View full text Add to dashboard Cite

show abstract

“…The importance of this issue is emphasized by many recent studies (e.g. : Hand, Yore, Jagger, & Prain, 2010;McIntyre, 2005).…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

“…The importance and necessity of this "reconciliation" is emphasized in many recent studies (eg. : Hand, Yore, Jagger, & Prain, 2010;McIntyre, 2005). McIntyre (2005), taking into account these studies' analyses, proposes three main criteria for addressing this gap:…”

Section: Conclusion and Implications For Teaching And Researchmentioning

confidence: 99%

The Teaching and Learning of Diffusion and Osmosis: What Can We Learn from Analysis of Classroom Practices? A Case Study

Hasni

Roy

Dumais

2016

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The objective of this study is to describe the way in which two important biological phenomena, namely diffusion and osmosis, are addressed in the classroom. The study builds on extensive research conducted over the past twenty years showing that students' appropriation of these two phenomena remains partial and incomplete. To understand some of the difficulties these students face in understanding such concepts, we have geared our research toward analysis of classroom practices based on a theoretical framework involving general and specific dimensions of teaching science. Using a case study (a course made up of eight periods), we collected data in three stages: interviews with the teacher regarding his planning; a video recording of the entire course; and feedback interviews with the teacher subsequent to the course. The study's results show that the difficulties encountered by the students cannot be attributed solely to their personal characteristics (state of development of the scientific mindset, prior learning, etc.). Instead, they appear to be largely associated with teaching practices and the potential these practices hold in terms of allowing students to appropriate these concepts. The results presented in this article are significant in their contribution to improving teaching methods for diffusion and osmosis, and thus to facilitating their understanding by students. The paper also presents an example of a conceptual and methodological framework for the study of classroom practices with a view to addressing the gap between educational research and classroom practice.

show abstract

“…(1) Exclude articles published in journals that mainly address teaching professionals or in practical journals (Hand, Yore, Jagger, & Prain, 2010). To do so, we used the information available on the website of each journal.…”

Section: Selecting Articlesmentioning

confidence: 99%

Trends in research on project-based science and technology teaching and learning at K–12 levels: a systematic review

Hasni

Bousadra

Belletête

et al. 2016

Studies in Science Education

101

View full text Add to dashboard Cite

Project-based teaching is nothing new; it originates from the work of authors like Dewey and Kilpatrick. Recent decades have seen renewed interest in this approach. In many countries, it is currently considered to be an innovative approach to science and technology (S&T) teaching. In this article, we present a systematic review of what recent scientific publications teach us about this approach: How is this approach identified in these publications? How is the use of this approach in school S&T justified? What are the main research questions covered by studies in the field? What do these studies on this approach teach us? To answer these questions, we have selected and analysed articles published, between 2000 and 2014, in journals that are specialised in school science and technology education and that are indexed in ERIC database. In the synthesis based on this analysis, we present: (a) the theoretical constructs used by the authors to refer to this approach and the features identified to define it; (b) the justifications for this approach; (c) the research questions covered by studies in the field; (d) the data collection and analysis methods used in these studies; and (e) the main findings. In addition to presenting a synthesis of current research in this field, we offer a critical discussion thereof with a focus on two aspects, namely the way PBSTL is conceptualised and the rigour of the research methods used to ensure the validity of findings.

show abstract

Connecting research in science literacy and classroom practice: a review of science teaching journals in Australia, the UK and the United States, 1998–2008

Cited by 42 publications

References 43 publications

Types, Topics and Trends: A Ten-Year Review of Research Journals in Science Education

Types, Topics and Trends: A Ten-Year Review of Research Journals in Science Education

The Teaching and Learning of Diffusion and Osmosis: What Can We Learn from Analysis of Classroom Practices? A Case Study

Trends in research on project-based science and technology teaching and learning at K–12 levels: a systematic review

Contact Info

Product

Resources

About