Investigating of conceptions of learning biology with respect to gender, grade level and school type

Sadi, Özlem; Çevik, Mustafa

doi:10.1051/shsconf/20162601025

Cited by 5 publications

(5 citation statements)

References 17 publications

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“…Similar to the findings of previous studies in traditional science learning contexts Sadi & Cevik, 2016), the higher grade students in this study tended to possess more sophisticated conceptions of learning science by AR as extending learning content (extending) and creating interaction between learners and learning materials (interaction) than the lower grade students did. In addition to the positive conceptions, the higher grade students also showed an inclination to think negatively about learning science by AR (i.e., obstructing reading and diminishing imagination).…”

Section: Discussionsupporting

confidence: 85%

“…Similar results were found in Sadi and Lee's study (2015), which reported that female students considered learning science with higher levels of conception than male students. However, some other studies with large sample sizes (e.g., Sadi & Cevik, 2016 with 1,691 high school students) did not find any interaction between students' gender and their conceptions of learning science. Grade level is another demographic variable included in the studies of students' conceptions of learning science.…”

Section: Demographic Variables and Conceptions Of Learning Sciencementioning

confidence: 71%

“…Grade level is another demographic variable included in the studies of students' conceptions of learning science. Some studies have addressed that students with higher-level grades tended to express more sophisticated conceptions of learning science (e.g., learning science as a process of active construction of meaning) than those students in lower grades Sadi & Cevik, 2016). Nevertheless, a few studies have addressed that higher graders may possess more unfruitful conceptions than lower graders such as considering science learning from the aspects of how much is learned, not how well it is learned (Hsieh & Tsai, 2017).…”

Section: Demographic Variables and Conceptions Of Learning Sciencementioning

confidence: 99%

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Surveying Students’ Conceptions of Learning Science by Augmented Reality and their Scientific Epistemic Beliefs

Cheng

2018

EURASIA J MATH SCI T

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Previous studies have addressed the positive influences of augmented reality (AR) on science learning. However, few studies have explored how learners consider learning science by such an emerging technology, particularly from the perspectives of conceptions of learning. This study therefore aimed to develop a survey to understand students' conceptions of learning science by AR (CLSAR) considering their demographic characteristics and scientific epistemic beliefs. The CLSAR survey was validated by the responses of 267 junior high school students. The results indicate that the students generally exhibited positive conceptions, with stronger perceptions of learning science by AR as increasing motivation and interaction. Although they expressed less negative conceptions, their considerations of learning science by AR as diminishing learners' imagination about the scientific information were stronger than those as interrupting learning. The students' grade level played a role in their conceptions, but their gender did not. However, when considering the relationships between the students' scientific epistemic beliefs and their conceptions, the gender factor may interfere with the relations. Based on the findings, some suggestions for the development of AR-related science learning systems are discussed.

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Section: Discussionsupporting

confidence: 85%

Section: Demographic Variables and Conceptions Of Learning Sciencementioning

confidence: 71%

Section: Demographic Variables and Conceptions Of Learning Sciencementioning

confidence: 99%

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Surveying Students’ Conceptions of Learning Science by Augmented Reality and their Scientific Epistemic Beliefs

Cheng

2018

EURASIA J MATH SCI T

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“…Scholars have delved into the factors influencing the acquisition of scientific knowledge and have established that students' conceptions of learning science (COLS) are impacted by variables such as grade level, school type, and teaching methodologies employed by educators (Sadi & Cevik, 2016). These conceptions of learning pertain to the beliefs and perceptions held by students about their learning experiences and their preferred approaches to learning (Liang & Tsai, 2010).…”

Section: Conceptions Of Learning Science In Technology-enhanced Envir...mentioning

confidence: 99%

An effect of technology-infused active inquiry learning in primary school science on students’ conceptions of learning science

Premthaisong,

Srisawasdi

2024

EURASIA J Math Sci Tech Ed

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Digital technology has been proposed as a pedagogical tool capable of transforming traditional inquiry-based learning methods into innovative inquiry-based learning environments for school science. Researchers have reported that technology-enhanced learning environments have significant potential to shape students’ conceptions of learning and their learning approaches. This study, therefore, introduces a technology-infused active inquiry learning approach aimed at transforming primary school students’ conceptions of learning science. 11 fifth-grade students from a university-based primary school in the northeastern region of Thailand were selected to participate in a two-week intervention based on this approach. The results indicate a noticeable shift in the students’ conceptions of technology-infused active inquiry learning following the intervention. However, it was observed that many students still exhibited a tendency towards passive learning due to the overall interaction with technology during science lessons. This highlights the ongoing challenge of effectively incorporating technology in the classroom to foster more advanced conceptions of learning.

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“…Besides the influence of curriculum on students' conceptions of learning science, some factors were also found to significantly contribute to students' conceptions of learning science, particularly gender (e.g., Den Brok, Telli, Cakiroglu, Taconis & Tekkaya, 2010;Lonka & Lindblom-Ylänne, 1996;Sadi & Çevik, 2016) and the specific domain of science subjects (e.g., Buehl & Alexander, 2001;Lin, Liang & Tsai 2015;Sadi & Lee, 2017;Sadi, 2015;Tsai, 2006). In terms of the gender issue in cognitive and affective aspects of learning science, Severiens & Dam (1997), in their research of gender differences in learning styles, have pointed out that the differences in learning and learning outcomes are derived from the inequality in learning environments that may result from teachers' and society's stereotyping of gender.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Curriculum, Gender and Students’ Favorite Science Subject on Indonesian High-School Students’ Conceptions of Learning Science

Rachmatullah

Diana

2017

JBSE

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Conceptions of learning have been known as having influence on students’ learning outcomes, the one of which is science learning as to be a scientifically literate person. Even, the effects of students’ conceptions in learning have been known, but the contributing factors are still vague. This research aims to explore Indonesian high-school students’ conceptions of learning science (COLS), to find out if gender and students’ favorite science subject cause differences in their COLS, and to validate the COLS instrument by using Rasch analyses. Thirty-one items measuring six COLS were administered to 609 Indonesian high-school students. Rasch analyses, an independent sample t-test, analysis of variance (ANOVA), and cluster analyses featuring chi-square tests of interdependence were used to answer the research questions. Based on the analyses, it was found that the COLS instrument was best fitted as six-dimensional. Gender difference was emerged in memorizing, and differences based on students’ favorite science subject were also found in memorizing and calculating and practicing. Finally, the results of cluster analyses showed that Indonesian students were divided into three different classes based on their COLS, and that the clusters were significantly related to the school locations. Keywords: conceptions of learning science, gender, Indonesia, science learning, secondary level.

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Investigating of conceptions of learning biology with respect to gender, grade level and school type

Cited by 5 publications

References 17 publications

Surveying Students’ Conceptions of Learning Science by Augmented Reality and their Scientific Epistemic Beliefs

Surveying Students’ Conceptions of Learning Science by Augmented Reality and their Scientific Epistemic Beliefs

An effect of technology-infused active inquiry learning in primary school science on students’ conceptions of learning science

The Effects of Curriculum, Gender and Students’ Favorite Science Subject on Indonesian High-School Students’ Conceptions of Learning Science

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