Exploring Epistemological Trends in Students’ Understanding of Science from the Perspective of Large-Scale Studies

Jakobsson, Anders; Davidsson, Eva; Karlsson, Karl-Göran; Oskarsson, Magnus

doi:10.1155/2013/196014

Cited by 5 publications

(11 citation statements)

References 17 publications

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“…The findings of this study in terms of English language challenges are in line with previous studies [6,15,28,30,73,81], since language barriers may inhibit the ability of international students to take an active learning role inside the classroom. Even through the findings of the survey showed that international students face language challenges upon their arrival to study in Malaysia and could overcome language challenges with the passage of time, this does not eliminate the negative effect of language challenges on gaining sustainable learning among international students, especially since weak English language skills do not help them to improve their knowledge and skills, which they need for their future careers [53].…”

Section: Discussionmentioning

confidence: 94%

“…Intercultural challenges have been investigated by different studies, which showed that such challenges have a negative effect on students' learning and academic achievements [6,59]. The negative effect of intercultural challenges might have a negative effect on international students' learning outcomes, which is related to gaining sustainable learning [7,53,54]. Therefore, it is hypothesized that: Hypothesis 1 (H1).…”

Section: A Intercultural Challengesmentioning

confidence: 99%

“…Scholars have investigated education sustainability in HEIs from different perspectives such as focusing on educational systems, employment, curriculums, teachers, and technology [19][20][21]23]. Nevertheless, learners' achievements, knowledge, and skills are still discussed under the term education sustainability [53]. Hence, the term learning sustainability in this study is used to refer to students' abilities to obtain sustainable learning and improve their knowledge, and academic and research skills, all of which are required by their future occupations [7,53,54].…”

Section: Introductionmentioning

confidence: 99%

“…Nevertheless, learners' achievements, knowledge, and skills are still discussed under the term education sustainability [53]. Hence, the term learning sustainability in this study is used to refer to students' abilities to obtain sustainable learning and improve their knowledge, and academic and research skills, all of which are required by their future occupations [7,53,54].…”

Section: Introductionmentioning

confidence: 99%

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Intercultural Learning Challenges Affecting International Students’ Sustainable Learning in Malaysian Higher Education Institutions

et al. 2020

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The tendency for internationalization of higher education in many Higher Education Institutions (HEIs) around the world, including those of Malaysia, is increasing with the current wave of globalization; however, the main challenge of international HEIs is how to manage intercultural diversity and overcome intercultural learning challenges that affect international students’ learning outcomes and learning sustainability. Hence, the aim of this study was to investigate intercultural learning challenges that affect international students’ learning sustainability through a proposed measurement model. The data were collected from 273 international students in Malaysian HEIs through a survey and were analyzed using variance-based structural equation modeling (i.e., PLS-SEM). The results showed that intercultural challenges did not have a significant effect on students’ learning sustainability. Nevertheless, language challenges, academic challenges, and research challenges were found to have a significant negative impact on the learning sustainability of international students. The study concluded that intercultural learning barriers are considered to be intercultural learning challenges, which have a negative effect on international students’ learning sustainability even though international students might overcome such challenges with the passage of time. In addition, the study identified different factors pertaining to international students’ learning sustainability, such as students’ language and learning skills, Higher Education Institutions’ educational systems, and lecturers. Based on the finding of the study, Higher Education Institutions need to create a clear framework that encompasses these factors to improve learning sustainability among international students.

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Section: Discussionmentioning

confidence: 94%

Section: A Intercultural Challengesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Intercultural Learning Challenges Affecting International Students’ Sustainable Learning in Malaysian Higher Education Institutions

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“…Estos ítems, utilizados adecuadamente pueden aportar valiosa información a la educación en ciencias, como en el caso de Suecia, Dinamarca y Finlandia, países que a partir de los datos empíricos de algunos de estos ítems categorizaron el conocimiento científico de sus estudiantes y realizaron, entre otras mejoras, cambios en sus currículos que les han permitido mejorar en la cultura científica y así también obtener mejores resultados (Jakobsson, Davidsson, Karlsson y Oskarsson 2013). Sin embargo, en el trabajo de éstos autores (Jakobsson, et al 2013) sólo presentan un par de ítems como ejemplos de sus consideraciones y los demás son resultados generales del conjunto de los ítems que, aunque muy importantes, no dejan ver la esencia de cada uno de ellos. La esencia de los ítems es considerada muy importante, según Angell, Kjaernsli y Lie (2000), quienes partiendo de un análisis cualitativo de las respuestas dadas por los estudiantes a los ítems TIMSS (Trends in International Mathematics and Science Study) de ciencias -otra de las pruebas internacionales a nivel de estudiantes de primaria-concluyen que además de conocer cuánto saben los estudiantes, dan información diagnóstica de lo que saben, llegando a comprender el pensamiento del estudiante sobre el mundo.…”

Section: Contribución De Los íTems Pisaunclassified

Los ítems PISA como herramienta para el docente en la identificación de los conocimientos y habilidades científicas

Muñoz¹,

Charro²

2017

Rev_Eureka_ensen_divulg_cienc

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El desarrollo de habilidades científicas requiere de un razonamiento adecuado que debe fundamentarse en un corpus de conocimientos de contenido, procedimentales y epistémicos de la ciencia. Sin embargo, actualmente es habitual que en la práctica docente se sigan enseñando y evaluando en el aula sólo conocimientos de contenido -al margen de los otros dos mencionados-desconectados de todo contexto que permita un verdadero desarrollo de la competencia científica. Para identificar estos conocimientos y favorecer la confluencia con sus habilidades en algunos contextos es necesario que el docente disponga de recursos que faciliten su comprensión. A partir de una extensa revisión bibliográfica, se generó una base de ítems PISA que fueron caracterizados y categorizados a partir de las habilidades específicas que evalúan y los tipos de conocimientos que utilizan. En este trabajo, se presenta el análisis de algunos de los ítems PISA liberados que se corresponden con la subcompetencia Evaluar y diseñar la investigación científica, con el fin de poder ser utilizados por el docente como herramienta de reconocimiento, autoaprendizaje y retroalimentación de los conocimientos y habilidades científicas que lo orienten a una mejor comprensión de la competencia científica y que a su vez se vean reflejados en los procesos de aprendizaje de sus estudiantes. PISA items as a tool for teachers in identifying scientific knowledge and skillsThe development of scientific skills requires adequate reasoning that must be based on a body of content, procedural and epistemic science knowledge. However, it is now a common teaching practice to continue teaching and focusing only on content knowledge -apart from the two previously mentioned-disconnected from any context that allows for true development of scientific competence. To identify this knowledge and to promote the confluence of these skills it is necessary in some contexts that the educational resources be available to facilitate its understanding. From an extensive literature review, a base of PISA items that were characterized and categorized from assessing specific skills and types of knowledge used was generated. This paper presents the analysis of some of the items released by PISA that correspond to the competence Evaluate and Design Scientific Research, with the explicit goal of it being used by teachers as a tool for recognition, self-learning and feedback of knowledge and scientific skills to guide them to a better understanding of scientific compet ence and which, in turn, are reflected in the learning processes of their students.

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PISA data clusters reveal student and school inequality that affects results

Neuman

2022

PLoS ONE

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The data from the PISA survey show that student performance correlates with socio-economic background, that private schools have higher results and more privileged students, and that this varies between countries. We explore this further and analyze the PISA data using methods from network theory and find clusters of countries whose students have similar performance and socio-economic background. Interestingly, we find a cluster of countries, including China, Spain and Portugal, characterized by less privileged students performing well. When considering private schools only, some countries, such as Portugal and Brazil, are in a cluster with mostly wealthy countries characterized by privileged students. Swedish grades are compared to PISA results, and we see that the higher grades in private schools are in line with the PISA results, suggesting that there is no grade inflation in this case, but differences in socio-economic background suggest that this is due to school segregation.

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Exploring Epistemological Trends in Students’ Understanding of Science from the Perspective of Large-Scale Studies

Cited by 5 publications

References 17 publications

Intercultural Learning Challenges Affecting International Students’ Sustainable Learning in Malaysian Higher Education Institutions

Intercultural Learning Challenges Affecting International Students’ Sustainable Learning in Malaysian Higher Education Institutions

Los ítems PISA como herramienta para el docente en la identificación de los conocimientos y habilidades científicas

PISA data clusters reveal student and school inequality that affects results

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