Elementary Teachers’ Positive and Practical Risk-Taking When Teaching Science Through Engineering Design

Radloff, Jeffrey; Capobianco, Brenda M.; Dooley, Annie

doi:10.7771/2157-9288.1208

Cited by 11 publications

(15 citation statements)

References 40 publications

(54 reference statements)

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“…In the study conducted by Allmond et al (2016), it was observed that positive classroom cultures contribute to students' intellectual risk-taking behaviors. Radloff et al (2019), also in a study that included elementary school students, concluded that risktaking and the teacher's contributions both serve to increase students' participation in science courses and help develop their course-specific self-confidence.…”

Section: Discussionmentioning

confidence: 99%

“…Similarly, Allmond et al (2016) demonstrated intellectual risk-taking behaviors to be among 21 st century skills and emphasized that it is necessary to support students in adopting such behaviors. Radloff et al (2019) also observed that the benefits of risk-taking included increased student participation in science courses, increased self-confidence in teachers about teaching science, and increased collaborative teacher relations. Studies conducted at middle school level have demonstrated that there is a low-level relation between test anxiety and intellectual risk-taking behavior (Bal-İncebacak et al, 2019).…”

Section: Theoretical Backgroundmentioning

confidence: 92%

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Examination of Elementary School Students’ Scientific Attitudes and Intellectual Risk Taking Behaviours

Küçükaydın

2021

SEI

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Science Education International ¦ Volume 32 ¦ Issue 2 149 ORIGINAL ARTICLE INTRODUCTION Science classes in elementary schools should seek to enable students to engage in scientific thinking, encourage them to perform work on basic sciences, and positively develop their attitudes toward science classes with a positive educational environment. Studies related to both the healthy construction of classroom environments and attitudes have a long history (Gardner, 1975; Ma and Bateson, 1999; Toma et al., 2019; Zhang and Campbell, 2011). Wang and Berlin (2010) indicated that attitudes toward science are effective factors in attaining goals of science education. In addition, they reported that these factors affect student motivation. According to Zhang and Campbell (2011), scientific attitudes of students also direct their interest in lessons and simultaneously affect their long-term success in courses. Attitude, as an affective domain of learning, is an element affecting learning outputs of students in science courses (Ministry of National Education, 2018). Accordingly, the importance of performing attitude studies emerges with regard to obtaining positive outputs on scientific attitude. Individuals with scientific attitudes have inquisitive and argumentative characteristics; therefore, they do not fall prey to preconceptions or dogmatic belief systems. Individuals with positive scientific attitudes are more willing to identify and solve the problems in their surroundings, as well as being willing to search for solutions. In addition, while scientific attitudes may help an individual to be successful, they also support his or her continual improvement by affecting his or her thinking (Demirbaş and Yağbasan, 2006). In this study, the effect of a different variable on attitude was examined by focusing on the relationship between scientific attitudes and intellectual risk-taking behaviors of elementary school students. Theoretical Background While an individual’s attitude cannot always be observed precisely, it largely directs love, hate, and the ideas of the individual (Morgan, 2005). Munby (1980) examined scientific attitudes in four categories as attitudes toward school science, attitudes toward science careers, attitudes toward science itself, and attitudes toward specific issues in science. This examination, indeed, emphasizes the importance of attitudes in terms of long-term learning and indifference toward science or the development of deep understandings (Hong and Lin, 2011). Gardner (1975), however, divided such attitudes into two, as attitudes toward science and scientific attitudes. Moreover, the scientific attitudes included within the context of this study were expressed as a mixture of the will to know and understand, inquiring attitudes, data collection and sense-making, and evaluation and interpretation of results (Education In this study, the relationship between scientific attitudes and intellectual risk-taking behaviors of fourth-grade students in elementary school in Turkey was examined. A total of 184 students participated in the study, which was conducted based on a survey model. For data collection, the “Scientific Attitude Inventory” and the “Intellectual Risk-Taking and Perceptions About Its Predictors Scale in Science Education” were utilized. Descriptive statistical analyses and t-test, ANOVA, simple linear regression, and multiple regression analyses were utilized for the analysis of the data. As a result of this data analysis, it was observed that these elementary school students have scientific attitudes at the “not sure” level and have intellectual risk-taking behaviors at the “mostly correct” level. Gender was not observed to have an effect on scientific attitude; however, it was effective on intellectual risk-taking behavior. In addition, the analysis results demonstrated that there is a meaningful difference between intellectual risk-taking behaviors of students and the educational levels of their fathers. Moreover, when the relations between other pairs of variables were examined, the variables of intellectual risk-taking, gender, educational level of the mother, and educational level of the father together had low-level but meaningful relations with the scientific attitudes of elementary school students. It was indicated that teachers will contribute to students’ adoption of positive scientific attitudes by introducing the lives and studies of scientists, and it was suggested that the effect of changes in educational patterns in classroom environments be examined through experimental studies on intellectual risk-taking behaviors of students. With the results obtained from this study, more light can be shed on what should be done to support students’ intellectual risk-taking behaviors.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 92%

Examination of Elementary School Students’ Scientific Attitudes and Intellectual Risk Taking Behaviours

Küçükaydın

2021

SEI

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“…But more than this, they need an open dialogue in their schools, a culture to be able to plan for risk taking and the ability to leverage a community to share best practice. As Radloff et al (2019) found there are four types of perceived risks which included practical, pedagogical, conceptual, and personal; these varied between different generations of teachers. Significantly, they found that the benefits of risk-taking include increased student engagement, improved self-confidence, and greater teacher collaboration across generations (Radloff et al, 2019).…”

Section: Leadership and Risk Takingmentioning

confidence: 99%

“…As Radloff et al (2019) found there are four types of perceived risks which included practical, pedagogical, conceptual, and personal; these varied between different generations of teachers. Significantly, they found that the benefits of risk-taking include increased student engagement, improved self-confidence, and greater teacher collaboration across generations (Radloff et al, 2019). Furthermore, Slavit et al (2016) highlight the power of doing and risk-taking in teacher development, particularly in the ways in which teacher collaboration advances curriculum and instruction.…”

Section: Leadership and Risk Takingmentioning

confidence: 99%

Promoting Teacher Confidence With Technology Through Risk Taking and Organisational Changes: A Welsh Perspective

Meace¹,

Carroll²,

Kop³

2022

BCE Official Conference Proceedings

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There is no doubt that technology is a powerful pedagogical tool, playing an important role in learning within and outside of the curriculum at varying levels of education. In Wales, the recent curriculum changes, and the emergence of the Digital Competence Framework (DCF) means that primary and secondary schools and teachers across are now responsible for creating "learners [who can] thrive in an increasingly digital world".To nurture digital competence in school pupils in Wales, we need to understand how teachers feel about using technology in their teaching practice and how confident they are with promoting and cultivating digital competency amongst their learners. This paper aims to give a snapshot of how teachers are feeling, particularly after a disruptive shift to moving learning and teaching online during the COVID-19 pandemic. For many teachers, this dramatic shift in their practice took them totally out of their comfort zones and presented many challenges along the way.Through findings from a longitudinal qualitative study with one school in Wales, specifically through a series of semi-structured interviews, we learn that taking risks is an integral part of changing teachers' practice with technology. Whilst COVID-19 presented many challenges for teachers, positive experiences during this period has the potential to foster confidence amongst teachers for the future. The question now is, how do we support teachers to take risks with technology and make this change in their practice?

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“…e advancement and innovation of traditional industries and technological progress in the enterprise have played an exciting role [5,6].…”

Section: Basic Connotation Of Industry Education Integrationmentioning

confidence: 99%

Reform of the Practice Teaching System of Entrepreneurship Education Based on 5G Fog Computing in Colleges and Universities

Liu

Gong

Zhou

2021

Scientific Programming

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Innovation is inevitable for economic development of the China and even the world, and entrepreneurship education is also an important topic for educators at home and abroad. It is an important issue for the sustainable development and effective operation of industry and education to establish an integrated support system of industry and education in universities. The purpose of this research is to analyze the reform of entrepreneurship education in the fusion of industrial education and university education and use the latest 5G fog computing technology. In this study, we select different types of universities and graduates as our subject. This study gathers the problems that exist in the academic view and measures of the integration of university production and education, education facilities, and entrepreneurship education through research, literature analysis, and interview methods. A corresponding solution is proposed in conjunction with an analysis model of student performance evaluation. The results show that 22% of teachers think that entrepreneurship education helps students develop in an all-round way, 42% of teachers interviewed think that entrepreneurship education is “graduation service,” 13% of teachers think that entrepreneurship education is an organic supplement to professional education, and 23% of teachers interviewed say it is difficult to position it. 80.5% of university teachers think that the current school management system is not suitable for combination of production and learning, school enterprise cooperation, and development needs. It is concluded that the reform of entrepreneurship education system industry and education that are combined in this study has a good effect on improving the current employment problem, but the adaptation degree of colleges and universities is insufficient. This study contributes to the development of integrated model of new technology with entrepreneurship education.

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Elementary Teachers’ Positive and Practical Risk-Taking When Teaching Science Through Engineering Design

Cited by 11 publications

References 40 publications

Examination of Elementary School Students’ Scientific Attitudes and Intellectual Risk Taking Behaviours

Examination of Elementary School Students’ Scientific Attitudes and Intellectual Risk Taking Behaviours

Promoting Teacher Confidence With Technology Through Risk Taking and Organisational Changes: A Welsh Perspective

Reform of the Practice Teaching System of Entrepreneurship Education Based on 5G Fog Computing in Colleges and Universities

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