Promoting Children’s Understanding And Interest In Science Through Informal Science Education

Bartley, Jessica E.; Mayhew, Laurel M.; Finkelstein, Noah D.; Sabella, Mel; Henderson, Charles; Singh, Chandralekha

doi:10.1063/1.3266763

Cited by 23 publications

(15 citation statements)

References 4 publications

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“…A few activities incorporated more student-structured investigations (see Discussion); however, these questions were located toward the end of the curriculum and most students did not have enough time to complete more than one of these activities. Based on observations and pre/post test analysis, by the end of the semester students were able to correctly build, identify and explain circuit configurations that would cause single bulbs to light, an outcome shown in prior semesters [7]. While content learning was evident, the students, teachers and volunteers reported that the program was not very engaging and expressed a desire to do more hands-on experiments.…”

Section: Inquiry Curriculamentioning

confidence: 94%

Comparing Mechanistic Reasoning in Open and Guided Inquiry Physics Activities

Wulf¹,

Hinko²,

Finkelstein³

2014

2013 Physics Education Research Conference Proceedings

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Abstract. Inquiry activities can provide students with the chance to experiment and to externalize their reasoning. To examine the impacts of level of guidance in inquiry-based activities on students' mechanistic reasoning, we analyze middle school students' scientific notebooks from an afterschool program by applying a coding scheme that is modified from Russ (Russ, R. et al.. (2008). Sci. Ed.,. We compare students' mechanistic reasoning in two inquiry physics curricula, one that is guided and another that is more open-ended inquiry. We find that students exhibit more types and more overall mechanistic reasoning in the open curriculum. We also code the curricula and find that students have more opportunities to practice mechanistic reasoning in the open-ended curriculum. We examine why students take the opportunities provided to them in both curricula and the implications for both informal and formal curriculum design.

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Section: Inquiry Curriculamentioning

confidence: 94%

Comparing Mechanistic Reasoning in Open and Guided Inquiry Physics Activities

Wulf¹,

Hinko²,

Finkelstein³

2014

2013 Physics Education Research Conference Proceedings

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“…Bu anlamda çeşitli sosyobilimsel konuların okul dışı öğrenme ortamlarında işlenmesiyle bu konulara dayalı öğrenmeler gerçekleşebilir. Bu bulgulara paralel şekilde literatürde okul dışı öğrenme ortamlarının öğrencilerin farkındalık ve bilgi düzeylerindeki değişimi (Bartley, Mayhew ve Finkelstein, 2009;Fisman, 2005;Pereira ve diğerleri, 2006;Randler ve diğerleri, 2012;Sanders, 2007), öğrenmelerini (Bätz, Wittler ve Wilde 2010;Tosun, 2012), kavramları anlama düzeylerindeki değişimi (Sağlamer Yazgan, 2013) olumlu yönde etkilediğini vurgulayan çalışmalar yer almaktadır. Ayrıca sosyobilimsel tartışma destekli öğretimin öğrencilerin bilgi düzeylerindeki değişimi (Şahintürk, 2014;Taşpınar, 2011) ve sosyobilimsel aktivitelerle verilen eğitimin kavram öğrenmelerini (Goloğlu, 2009) olumlu yönde etkilediğini inceleyen çalışmalara rastlanmıştır.…”

Section: Tartışma / Sonuç Ve öNerilerunclassified

Hidroelektrik Santral Gezisinin Ortaokul Öğrencilerinin Kavramsal Anlamalarına Etkisi

Topaloğlu¹,

Kıyıcı²

2017

Mersin Üniversitesi Eğitim Fakültesi Dergisi

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Öz: Bu araştırma ile sosyobilimsel konuya dayalı okul dışı öğrenme ortamında yürütülen etkinliklerin, 7.sınıf öğrencilerinin kavramsal anlamalarındaki etkisinin belirlenmesi amaçlanmıştır. Tek grup ön testson test deneysel deseninde gerçekleştirilen araştırmaya bir ortaokulda öğrenim görmekte olan toplam 21 yedinci sınıf öğrencisi katılmıştır. Bu kapsamda çalışma grubunda yer alan öğrenciler ile; araştırma kapsamında belirlenen sosyobilimsel konuyla (Hidroelektrik santrali) ilgili okul dışı öğrenme ortamına (ADASU hidroelektrik santrali) ziyaret yapılmıştır. Okul dışı öğrenme ortamında yürütülen ziyaret ve etkinlikler öncesinde ve sonrasında olmak üzere araştırmacı tarafından geliştirilen HES'e yönelik kavramsal anlama testi ön ve son test olarak uygulanmıştır. Kavramsal anlama testinden nicel ve nitel veriler elde edilmiştir. Elde edilen nitel verilerin çözümlenmesinde içerik analizine başvurulurken, nicel verilerin analizinde bağımlı örneklemler t-testi kullanılmıştır. Araştırma sonucunda; sosyobilimsel konulara dayalı okul dışı öğrenme ortamlarında yürütülen etkinliklerin öğrencilerin kavramsal anlamalarını olumlu yönde etkilediği tespit edilmiştir. Anahtar Kelimeler: Okul dışı öğrenme ortamları, hidroelektrik santrali, kavramsal anlama, ortaokul öğrencileri Abstract: The aim of this study is to determine the effect of the activities related to socio-scientific issues carried out within out-of-school learning environments on the conceptual understanding of the seventh grade students. A total of twenty one seventh-grade students from a middle school participated in the study which was carried out via experimental design with one group pretest and posttest. Within this context, a visit to the out-of-school learning environment (ADASU Hydroelectric Power Plant) related to the socio-scientific issue (Hydroelectric Power Plant) determined within the scope of the research was made with the students who were selected from the study group. The Conceptual Understanding of HPP Test developed by the researcher was carried out before and after the visit to the out-of-school learning environment. Quantitative and qualitative data were obtained from the conceptual understanding test. While the qualitative data gathered from the tests were analyzed with content analysis method, the paired samples t-test was used for quantitative data analysis. Analysis of the data revealed that activities related to socio-scientific issues carried out in out-of-school learning environments helped students to develop their conceptual learning skills.

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“…Some pedagogies that we use, either in a regular or flipped classroom setting, include group work, peer instruction [5][6][7] (including using personal response systems or clickers [6]), problem/project based learning (PBL, for example see [10]), reflective writing exercises [11], computer/ICT based activities [12][13][14][15][16], incorporating creativity [17][18] and learning outside of the classroom (i.e. class outings) [19].…”

Section: The Quebec College System and Its Physics Classroommentioning

confidence: 99%

Engaging colleagues in active learning pedagogies through mentoring and co-design

Adams

Lenton

2017

14th Conference on Education and Training in Optics and Photonics: ETOP 2017

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When implemented correctly, active learning pedagogies increase student engagement with discipline content. In addition, there is accumulating evidence that they also positively impact the learning of this content. This is particularly relevant for teaching science disciplines because many students perceive science as being difficult to fully understand. However, an ongoing problem is that instructors have difficulty implementing active learning pedagogies effectively and therefore see no benefit to it. Without persistence or guidance, instructors can become discouraged and return to a more traditional style of teaching. We report on how the Faculty of Science at Vanier College is getting more instructors to engage in active learning pedagogies through mentoring and activity co-design.

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Promoting Children’s Understanding And Interest In Science Through Informal Science Education

Cited by 23 publications

References 4 publications

Comparing Mechanistic Reasoning in Open and Guided Inquiry Physics Activities

Comparing Mechanistic Reasoning in Open and Guided Inquiry Physics Activities

Hidroelektrik Santral Gezisinin Ortaokul Öğrencilerinin Kavramsal Anlamalarına Etkisi

Engaging colleagues in active learning pedagogies through mentoring and co-design

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