The influence of educational context on science learning: a cross‐national analysis of PISA

Coll, Richard K.; Dahsah, Chanyah; Faikhamta, Chatree

doi:10.1080/02635140903513532

Cited by 24 publications

(26 citation statements)

References 20 publications

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“…Understanding of various concepts associated with the topic has been investigated since the early 1990s and reviews of these studies have been documented by several researchers (de Jong and Treagust 2002;Garnett, Garnett, and Hackling 1995). In addition, several models and strategies including conceptual change strategies have been proposed by researchers (de Jong and Treagust 2002;Garnett, Garnett, and Treagust 1990;Huddle, White, and Rogers 2000;Niaz and Chaćon 2003;Sanger and Greenbowe 2000;Thompson and Soyibo 2002).…”

Section: Theoretical Backgroundmentioning

confidence: 98%

“…Among the topics in a high-school chemistry curriculum, electrochemistry has been regarded as one of the most difficult for both students and teachers (Huddle, White, and Rogers 2000;Johnstone 1980;de Jong and Treagust 2002;Sanger and Greenbowe 1997a). Understanding of various concepts associated with the topic has been investigated since the early 1990s and reviews of these studies have been documented by several researchers (de Jong and Treagust 2002;Garnett, Garnett, and Hackling 1995).…”

Section: Theoretical Backgroundmentioning

confidence: 98%

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Assessment of electrochemical concepts: a comparative study involving senior high-school students in Indonesia and Japan

Rahayu

Treagust

Chandrasegaran

et al. 2011

Research in Science & Technological Education

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Background and purpose: This study investigated Indonesian and Japanese senior high-school students' understanding of electrochemistry concepts. Sample: The questionnaire was administered to 244 Indonesian and 189 Japanese public senior high-school students. Design and methods: An 18-item multiple-choice questionnaire relating to five conceptual categories (reactions occurring during electrolysis, differences between electrolytic and voltaic cells, movement of ions in voltaic cells, poles in voltaic cells, voltaic cell reactions) was administered. Results: The findings of this study show that difficulties and alternative conceptions previously reported in the literature are held equally by students from a developing and developed country, Indonesian and Japan respectively. Conclusions: Collectively, the findings suggest that students' understanding of electrochemistry concepts is relatively weak. Students from both samples shared common difficulties and displayed several alternative conceptions dealing with electrolysis, electricity flow, the voltaic cell and the electrode reactions. Not surprisingly, the students displayed limited consistency in understanding of the concepts in the five categories. This study has implications for teaching and learning, particularly in classroom discussions using models and computer animations in order to reinforce understanding at the sub-microscopic level.

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Section: Theoretical Backgroundmentioning

confidence: 98%

Section: Theoretical Backgroundmentioning

confidence: 98%

Assessment of electrochemical concepts: a comparative study involving senior high-school students in Indonesia and Japan

Rahayu

Treagust

Chandrasegaran

et al. 2011

Research in Science & Technological Education

View full text Add to dashboard Cite

show abstract

“…However, Thailand, unlike some western countries, did not change the assessment regime to make it consistent with the new learner-centered curriculum. It retains a series of external summative examinations that act as gatekeepers to further study, including university participation (Coll et al 2010). Although NOS appears as one of the learning sub-strands in the Thai science curriculum, its content has not been included in any format in the university entrance examination.…”

Section: Discussionmentioning

confidence: 99%

Embedding Nature of Science in Teaching About Astronomy and Space

Buaraphan

2011

J Sci Educ Technol

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Science teachers need an adequate understanding of nature of science (NOS) and the ability to embed NOS in their teaching. This collective case study aims to explore in-service science teachers' conceptions of NOS and the embeddedness of NOS in their teaching about astronomy and space. Three science teachers participated in this study. All participants attended the NOS workshop based on an explicit-reflective approach. They were asked to respond to the Myths of Science Questionnaire on three different occasions, i.e., at the beginning and the end of the NOS workshop and a semester after the workshop. Classroom observation, interviews after teaching, and a collection of related documents were also employed to collect data. The data were analyzed using a constant comparative method. The results revealed two important assertions. First, science teachers' conceptions of NOS are stable and resistant to change. However, an explicit-reflective approach employed in the NOS workshop, to some extent, promoted science teachers' understanding and reasoning about NOS. Second, science teachers' conceptions of NOS are not directly related to their classroom practices. With different degrees of NOS understanding, all participants taught NOS implicitly and missed most of the opportunities to address aspects of NOS embedded in the topics they taught. The implications of these findings are also discussed.

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“…Lo relevante de estos hallazgos, es que aun cuando el nivel socio-económico sigue apareciendo como una variable explicativa del rendimiento educativo (Anderson, Chui & Yore, 2010;Willms, 2010;Coll, Dahsah, & Faikhamta, 2010;Oreiro & Valenzuela, 2011;Demir & Depren, 2010;Cordero, Crespo, & Santín 2010;De Jorge & Santín, 2010), en escuelas rurales de alto rendimiento, no da cuenta necesariamente de mejores resultados de aprendizaje. De este modo, aún en condiciones de pobreza y aislamiento, el rol del profesor en cuanto a clima escolar y el desarrollo de competencias transversales en el estudiante resultan clave para la mejora educativa (Arshad, Ahmad, Tahira, & Ahmad, 2011), dos factores profusamente estudiados desde la psicología educacional.…”

Section: Conclusionesunclassified

Perfiles de escuelas rurales exitosas: Una propuesta de la psicología educacional ante el cierre de escuelas

Vera-Bachmann

Salvo

2016

Univ Psychol

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r e S u m e n La política pública chilena ha optado por materializar el cierre de escuelas rurales argumentando su baja calidad educativa. Esto ha traído una serie de consecuencias para la comunidad en la que se inserta la escuela. Una forma de revertir esta situación, es mejorando la calidad educativa, para lo cual se identificaron y caracterizaron perfiles de escuelas rurales de alto rendimiento académico según sus resultados en la prueba SIMCE 2011. Se utilizó un análisis multivariado, que incluyó análisis por componentes principales y el método de clasification and regression trees. Los resultados evidenciaron dos perfiles de escuelas rurales exitosas, cuyas principales características se relacionan con la disciplina y la percepción de autoeficacia del estudiante. Estos factores se presentan como importantes elementos a potenciar en los planes de mejoramiento educativo, como alternativa al cierre de escuelas.Palabras clave educación rural; cierre de escuelas; calidad de la educación; accountability; perfiles de escuelas a B S t r a c t The Chilean public policy has chosen to materialize the closure of rural schools arguing the low quality of its education. This decision has several consequences for the community in which the school is inserted. This situation can be address by improving the quality of education itself. For this purpose, in this study the profiles of rural schools with high academic performance were identified and characterized based on the results of the SIMCE 2011. A multivariate analysis was used including principal component analysis and the method of classification and regression trees. The results showed two profiles of successful rural schools, the main characteristics of them are related to the discipline and self-efficacy of the students. These factors are presented as milestones for the improvement programs for the education (promoted by the Ministry of Education throughout the country), as an alternative to the closure of the rural schools.

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The influence of educational context on science learning: a cross‐national analysis of PISA

Cited by 24 publications

References 20 publications

Assessment of electrochemical concepts: a comparative study involving senior high-school students in Indonesia and Japan

Assessment of electrochemical concepts: a comparative study involving senior high-school students in Indonesia and Japan

Embedding Nature of Science in Teaching About Astronomy and Space

Perfiles de escuelas rurales exitosas: Una propuesta de la psicología educacional ante el cierre de escuelas

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