Science teachers' pedagogical content knowledge development during enactment of socioscientific curriculum materials

Bayram-Jacobs, Dürdane; Henze, Ineke; Evagorou, María; Shwartz, Yael; Aschim, Elin L.; Alcaraz-Domínguez, Sílvia; Barajas, Mario; Dagan, Etty

doi:10.1002/tea.21550

Cited by 72 publications

(69 citation statements)

References 75 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This result confirmed that perceived competence and relatedness with others in RRI activity (finding practical and complex problems of innovations, dilemma solving, planning solutions to innovation implementation, and performing collaborative research to solve problems of innovations) engage students in learning science. In practice, we agree with the view of others scholars that such an activity requires teachers and learners to play roles that are different from the roles they have been accustomed to; students must take more responsibility for the acquisition of their social competences, and not just their academic competences (Bayram-Jacobs, 2015;Okada, 2015;Bayram-Jacobs et al, 2019).…”

Section: Discussionsupporting

confidence: 82%

“…This research was designed to study the influence of school students' perceived competence and relatedness on intrinsic motivation for learning science by solving problems of innovation implementation in the life of society. The results of others scholars' qualitative research disclosed that perceived competence and relatedness between peers and scientists engage students in science more deeply and move away from the teacher-centred way (Bayram-Jacobs et al, 2019;Nolen, 2003;Ocada, 2016). In line with the previous evidence, our quantitative study showed high relations between perceived competence, relatedness and students' intrinsic motivation for learning science.…”

Section: Discussionmentioning

confidence: 99%

“…Teaching methods which strengthen school students' intrinsic motivation in RRI activity are more relevant than ever. Scholars reveal that the task of educators is more than inform students about science and technology innovations (Anderson, 2002;Bayram-Jacobs, 2015;Bayram-Jacobs et al, 2019). Griffiths (2004) and Healey (2005) reveal four group teaching methods which may be applicable in RRI activity.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

See 2 more Smart Citations

School Students’ Intrinsic Motivation for Learning Science in RRI Activity: the Influence of Perceived Competence and Relatedness

Pečiuliauskienė

2019

RREM

View full text Add to dashboard Cite

The article deals with the influences of perceived competence and relatedness on school students' intrinsic motivation for learning science (IMLS) in responsible research and innovation (RRI) activity. RRI activity in the science classroom discloses the positive and negative impact of research and innovation discoveries for the society. The evaluation of the negative and positive sides of the research and innovation involves school students in discussion and gives a possibility to feel competent and related with others. 5E model is used in this research. It encompasses formal and informal science education. The purpose of the study is to explore the influence of perceived competence and relatedness on school students' intrinsic motivation for learning science in RRI activity. The data presented in the current study are a part of the 7BP ENGAGE project, implemented in Lithuania (2014-2017). The participants chosen for this study were 8th-10th grade school students from different schools of Lithuania. Multiple regression analysis was used to test if the two basic psychological needs (perceived competence and relatedness) significantly predicted students' intrinsic motivation for learning science. Our research revealed that school students' motivation for learning science was simultaneously influenced by perceived competence and relatedness in RRI activity. We established a statistically significant relation between the students' motivation for learning science and their perceived competence and relatedness. Perceived competence influenced the school students' motivation for learning science more than perceived relatedness in RRI.

show abstract

Section: Discussionsupporting

confidence: 82%

Section: Discussionmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

See 1 more Smart Citation

School Students’ Intrinsic Motivation for Learning Science in RRI Activity: the Influence of Perceived Competence and Relatedness

Pečiuliauskienė

2019

RREM

View full text Add to dashboard Cite

show abstract

“…Thus, in the present research, the coding process was iterative, since the code list, new codes that emerged from the data, and the adopted coding strategy were tested, improved, and confirmed. Specifically, an a-priori code list which was developed by the data from the pilot study and based on the conceptualisations of student engagement were elaborated with new codes emerging from the data analysis process in the main research [32].…”

Section: Data Analysis Processmentioning

confidence: 99%

Student Disaffection: The Contribution of Greek In-service Kindergarten Teachers in Engaging Each Preschooler in Learning

Sakellariou

Tsiara

2020

Behavioral Sciences

View full text Add to dashboard Cite

Engaging each student in learning comprises a continuous challenge and concern for the contemporary teacher. Educational research confirms the alarming increase of the disengaged students, relating student disaffection to adverse effects on students’ academic development. In the present research through one-on-one, semi-structured interviews, we investigate 80 Greek in-service kindergarten teachers’ opinions with regards to the significance of engaging the disengaged students in learning activities in preschool environments. The interviews based on Creswell’s (2009) interview model, incorporate open-ended and close-ended questions that offer a well-rounded view of the subject. Qualitative and quantitative data analysis of teachers’ opinions show that engaging each disengaged preschooler has multiple benefits on students’ academic development, class climate, and cohesion, and teacher’s self-efficacy, as well. Specifically, teachers’ engaging actions offer students the opportunity to develop their abilities, self-efficacy, and sense of belonging. The interviewees also recognise that increased student engagement levels decisively affect teachers—students’ interactions, offering at the same time clear feedback to the teacher.

show abstract

“…as an initial step; thus, their ideas are put in conflict with the search for evidence and the construction of explanatory models. Likewise, the didactic use of socio-ecological controversies is a current and relevant line of research [20][21][22][23] which focuses the science education on giving answers to real problems and promotes the development of systemic thinking and active participation [24,25].…”

Section: Introductionmentioning

confidence: 99%

Socio-Ecological Controversies in the News as Trigger of a Model-Based Inquiry Instructional Sequence about the Effect of Global Warming on the Great Barrier Reef

2020

View full text Add to dashboard Cite

The use of socio-ecological controversies, such as global warming, in classrooms has been suggested to increase students’ awareness about complex issues, although detailed analysis of their implementation in classrooms are still scarce. This research shows a model-based inquiry approach (MBI) instructional sequence, using scientific news as a trigger, aimed at addressing a global problem on a real socio-ecological system: the effect of global warming on the Great Barrier Reef. Its implementation in a lower secondary school classroom allowed the assessment of the effectiveness of the instructional sequence designed, based on students’ perception of what secondary school students have learned and felt. Results show that the MBI instructional sequence seems to have favored the mobilization of students’ alternative conceptions about global warming, coral reefs, and symbiotic relationships. In addition, it contributed to increasing the students’ awareness of the problem of global warming and its effects on an essential socio-ecological system, such as coral reefs.

show abstract

Science teachers' pedagogical content knowledge development during enactment of socioscientific curriculum materials

Abstract: The purpose of this study is to provide insight into shortterm professionalization of teachers regarding teaching socioscientific issues (SSI). The study aimed to capture the development of science teachers' pedagogical content

Cited by 72 publications

References 75 publications

School Students’ Intrinsic Motivation for Learning Science in RRI Activity: the Influence of Perceived Competence and Relatedness

School Students’ Intrinsic Motivation for Learning Science in RRI Activity: the Influence of Perceived Competence and Relatedness

Student Disaffection: The Contribution of Greek In-service Kindergarten Teachers in Engaging Each Preschooler in Learning

Socio-Ecological Controversies in the News as Trigger of a Model-Based Inquiry Instructional Sequence about the Effect of Global Warming on the Great Barrier Reef

Contact Info

Product

Resources

About