‘Science is accessible for everyone’: preservice special education teachers’ nature of science perceptions and instructional practices

Librea-Carden, Mila Rosa; Mulvey, Bridget K.; Borgerding, Lisa A.; Wiley, Andrew; Ferdous, Tanzimul

doi:10.1080/09500693.2021.1893857

Cited by 11 publications

(4 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Studies in the field of science and science education at the higher education level include: both male and female students commonly believed that issues of gender were restricted to the the male‐dominated science disciplines but female students are more persistent in studying science (Fisher et al., 2020); conceptual changes to SSI‐based obesity (Leung & Cheng, 2020); an effective intervention in science class with a taxonomy code (Newton & Zeidler, 2020); motivation to learn physics and chemistry influenced by academic majors (Salta & Koulougliotis, 2020); a study of teacher candidates that showed a lack of consistency, simplicity and completeness in the explanations given to students (Viennot, 2020); student literacy skills that are enhanced by the context of the task and still use a lot of pre‐interpreted texts (Lennox et al., 2020); teacher candidates implementing NOS in inquiry even though NOS is not required (Librea‐carden et al., 2021); content knowledge and social factors influencing students' moral reasoning (Seiter & Fuselier, 2021); and negotiations in scientific arguments producing group consensus (Governor et al., 2021).…”

Section: Resultsmentioning

confidence: 99%

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

Susilayati,

Hardyanto,

Supriyadi

et al. 2024

Review of Education

View full text Add to dashboard Cite

The COVID‐19 global pandemic was a socio‐scientific issue (SSI) that had an impact on various aspects of life including education. Educational institutions adapted to new learning, teaching and assessment approaches to be effective in responding to the pandemic. This study aims to determine the research trends and contributions of science education during the COVID‐19 pandemic in order to follow up on possible impacts and other crises in the future. The study involved a narrative systematic literature review of 898 articles published in three selected journals from 2018 to 2021. The analysis was divided into two stages. First, to compare research trends between 2018 and 2019 as the baseline with research trends for 2020–2021 during COVID‐19. Second, to systematically analyse the content of articles published between 2020 and 2021 to explore the contribution of science education amidst COVID‐19 descriptively. The results show that the empirical type of research during the COVID‐19 pandemic has increased compared to the baseline. Research topics on learning contexts dominate the baseline and amidst the pandemic, but ‘teaching’ topics are current and future trends in science education research. The three selected journals contributed many publications related to understanding and resolving the crisis during the COVID‐19 pandemic directly and indirectly. In addition, science education amidst COVID‐19 contributes to preparing the younger generation to become resilient citizens capable of dealing with crises. Direct evidence of preparing resilient citizens amidst the COVID‐19 pandemic is contributed by technological and pedagogical knowledge, content and context knowledge, futurising education, and student mobility programmes in science education. Furthermore, indirect evidence is contributed by science education publications published in the three selected journals between 2020 and 2021. Most publications are carried out at the high school level. More articles in the integrated sciences are published than in separate disciplines such as physics, chemistry, biology and earth/space science. Furthermore, the details of research trends and contributions of science education amidst the COVID‐19 pandemic are discussed.

show abstract

Section: Resultsmentioning

confidence: 99%

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

Susilayati,

Hardyanto,

Supriyadi

et al. 2024

Review of Education

View full text Add to dashboard Cite

show abstract

“…Elementary teachers may also be tasked with the challenge of implementing NGSS-aligned STEM + CS curricula in inclusive classrooms (Librea-Carden et al, 2021). Inclusive classrooms typically involve students with disabilities, a special education (SPED) teacher, a general education teacher, and students without disabilities.…”

Section: Inclusive Classroomsmentioning

confidence: 99%

A comparison of elementary teachers' verbal supports for students in inclusive and general classroom contexts during an NGSS‐aligned science, engineering, and computer science unit

et al. 2023

View full text Add to dashboard Cite

show abstract

“…Üçüncüsü, Bilimsel Bilginin Yaratıcılığa ve Hayal Gücüne Bağlılığı, bilimsel bilginin deneysel veriler ile elde edildiğini ancak bu süreçte insanın hayal gücünün önemli bir rolü olduğunu ifade eder Lederman & Lederman, 2014;McComas, 1998). Bilim hem mantığın hem de hayal gücünün bir birleşimidir (Librea-Carden, 2018). Dördüncüsü, Bilimsel Bilginin Öznelliği, bilim insanlarının çalışmalarını yaparken, ön yargılarını, durumlara bakış açılarını ve inançlarını çalışmalarına dâhil ettikleri ve bu nedenle öznel oldukları ifade eder .…”

Section: Bilimsel Bilginin Doğasıunclassified

Öğrenme Etkinlikleri Bağlamında Ortaokul Öğrencilerinin Bilimsel Bilginin Doğası Görüşlerinin İncelenmesi

KARATAŞ ÖZTÜRK,

IŞIK,

ALPASLAN

2023

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

Bu çalışmanın amacı altıncı sınıf Fen ders kitabı öğrenme etkinlikleri bağlamında öğrencilerinin bilimin doğası görüşlerininin düzeylerini incelemektir. Bu doğrultuda çalışmada karma yöntem ve yakınsayan paralel desen kullanılmıştır. 2017-2018 Eğitim-Öğretim yılında Muğla’nın Milas ilçesinde bulunan bir köy okulunda altıncı sınıfa devam eden 23 öğrenci uygun örnekleme yöntemi ile çalışma grubu olarak adlandırılmıştır. Çalışma üç araştırma problemi içermektedir. Birinci problem doğrultusunda adı geçen eğitim öğretim yılında altıncı sınıf fen dersi “Vücudumuzdaki Sistemler” ünitesinde bulunan öğrenme etkinliklerinin özgün sorgulama özellikleri belirlenmeye çalışılmıştır. İkinci problem doğrultusunda etkinliklerin sınıfta uygulanmalarından önce ve sonra öğrencilerin bilimin doğası hakkındaki görüşlerinin değişimleri belirlenmiştir. Üçüncü problem doğrultusunda öğrencilerin öğrenme etkinliklerinin bilimsel araştırmanın doğası ve bilimsel bilgi yönüyle tespitleri ortaya konmuştur. Problemlere yanıt bulmak için Epistemolojik Boyut İçin Değerlendirme Rubriği, Bilimin Doğası Hakkındaki Görüşler Anketi-Form C (BDHGA-C), yarı yapılandırılmış görüşme formu kullanılmıştır. Analizlere bakılarak öğrenme etkinliklerinin özgün sorgulama özelliklerini taşımadıkları söylenebilir. Ayrıca öğrencilerin Bilimin Doğası Hakkında Görüşler Anketi ön ölçüm ve son ölçüm yanıtları değerlendirilmesinde istatistiksel olarak anlamlı bir fark olmadığı belirlenmiştir. Son olarak öğrencilerin öğrenme etkinliklerini bilimsel bilgi ve bilimsel araştırmanın doğası yönünden yeterli bulmadıkları ifade edilmiştir. Ulaşılan sonuçlar doğrultusunda araştırmacılar ve uygulamalar paralelinde öneriler verilmiştir.

show abstract

‘Science is accessible for everyone’: preservice special education teachers’ nature of science perceptions and instructional practices

Cited by 11 publications

References 54 publications

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

A comparison of elementary teachers' verbal supports for students in inclusive and general classroom contexts during an NGSS‐aligned science, engineering, and computer science unit

Öğrenme Etkinlikleri Bağlamında Ortaokul Öğrencilerinin Bilimsel Bilginin Doğası Görüşlerinin İncelenmesi

Contact Info

Product

Resources

About