Writers in Community Model: 15 Recommendations for Future Research in Using Writing to Promote Science Learning

2019 ◽  
pp. 43-60 ◽  
Author(s):  
Steve Graham
Keyword(s):  
Science Learning ◽  
Future Research ◽  
Community Model

scholarly journals THE EFFECTS OF SCIENCE LEARNING BASED ON THE SOCIO-SCIENTIFIC ISSUES WITH ISLAMIC VALUES ON LEARNERS’ ATTITUDES TOWARDS THE SOCIO-SCIENTIFIC ISSUES

2017 ◽  
Vol 2 (2) ◽  
pp. 231
Author(s):  
Rahimawati Abd. Rahim ◽  
Mohd. Ali Samsudin
Keyword(s):  
Repeated Measures ◽  
Science Learning ◽  
Socioscientific Issues ◽  
Future Research ◽  
School Students ◽  
Positive Effects ◽  
Post Test ◽  
Students Attitudes ◽  
Science Classes ◽  
Islamic Values

This study aimed to investigate the effects of ‘science learning based on the socio-scientific issues with Islamic values (PSBIS-NI)’ on form four secondary school students’ attitudes towards the socio-scientific issues. PSBIS-NI is a learning method that focuses on the socio-scientific issues with the integration of Islamic values. A learning module was developed based on PSBIS-NI conceptual model as a reference for the intervention of PSBIS-NI. The Pre-experimental design: One Group Pre Test-Post Test Design was employed in this study. The effects of PSBIS-NI on the variable were measured in the pretest, posttest and extended posttest. The purposive sampling was used to select 31 form four Muslim students from the science classes to undergo the PSBIS-NI intervention. A Science teacher and an Islamic Education teacher were involved collaboratively as facilitators during the intervention. Attitudes towards Socioscientific Issues Scale was administered to the students. Hypotheses were tested for statistical inference by using ANOVA repeated measures. Findings of the study indicate that PSBIS-NI has positive effects on the learners’ attitudes toward socio-scientific issues. This study contributes to science education in providing content and methods for implementation of PSBIS-NI through the development of PSBIS-NI Integrated Module. One of the suggestions for future research is to implement PSBIS-NI with a focus on specific skills such as argumentative and decision-making skills. Keywords: Attitude, Islamic values, Malaysia, socioscientific issues, Science learningCite as: Abd. Rahim, R. & Samsudin, M.A. (2017). Kesan pembelajaran Sains berasaskan isu sosiosaintifik dengan nilai Islam ke atas sikap pelajar terhadap isu sosiosaintifik [The effects of Science learning based on the socio-scientific issues with Islamic values on learners’ attitudes towards the socio-scientific issues]. Journal of Nusantara Studies, 2(2), 231-250. AbstrakKajian ini bertujuan mengkaji kesan pembelajaran sains berasaskan isu sosiosaintifik dengan nilai Islam (PSBIS-NI) ke atas sikap pelajar sekolah menengah tingkatan empat terhadap isu sosiosaintifik. Dalam kajian ini, sebuah modul pembelajaran dibina berasaskan Model Konseptual PSBIS-NI sebagai rujukan untuk intervensi PSBIS-NI. Reka bentuk Pra-eksperimen: Ujian Pra-Ujian Pos Satu Kumpulan digunakan dalam kajian ini. Kesan PSBIS-NI ke atas variabel sikap terhadap isu sosiosaintifik diukur dalam ujian pra, ujian pos dan ujian pos lanjutan. Kaedah pensampelan bertujuan digunakan bagi memilih 31 orang pelajar tingkatan empat aliran sains dan beragama Islam untuk menjalani intervensi PSBIS-NI. Seorang guru mata pelajaran Sains dan seorang guru Pendidikan Islam terlibat secara kolaboratif sebagai fasilitator semasa pelaksanaan intervensi. Soal Selidik Sikap Terhadap Isu Sosiosaintifik digunakan untuk mengukur sikap pelajar terhadap isu sosiosaintifik. Data diproses dan dianalisis berbantukan pakej statistik SPSS versi 19. Hipotesis kajian diuji secara statistik inferensi menggunakan Ujian Anova dengan Pengukuran Berulang. Dapatan kajian menunjukkan bahawa PSBIS-NI memberi kesan positif ke atas sikap pelajar terhadap isu sosiosaintifik. Kajian ini memberi sumbangan kepada pendidikan sains dalam menyediakan isi kandungan dan kaedah pelaksanaan PSBIS-NI melalui pembangunan Modul Bersepadu PSBIS-NI. Antara cadangan untuk kajian lanjutan adalah melaksanakan intervensi PSBIS-NI dengan menumpukan kepada kemahiran tertentu seperti kemahiran berhujah dan kemahiran membuat keputusan. Kata Kunci: Isu sosio-saintifik, Malaysia, nilai Islam, sikap, pembelajaran Sains

scholarly journals Social media for informal science learning in China: A case study

2014 ◽  
pp. 262-280
Keyword(s):  
Social Media ◽  
Learning Communities ◽  
Learning Community ◽  
Social Networking Sites ◽  
Science Learning ◽  
Future Research ◽  
Informal Science ◽  
Informal Science Learning ◽  
Social Events

This article reports a case study on a popular informal science learning community via social media in China, named GuoKr (meaning “nutshell” in English). Data were collected through a variety of Chinese social media and social networking sites, web-based community portals, and discussion boards. Content analyses and data mining were conducted to investigate how GuoKr successfully attracted and engaged public in informal learning on scientific topics in particular. The study found three key characteristics that contributed to the success of such learning communities: (a) utilizing a variety of social media to empower participants with just-in-time, accidental learning opportunities; (b) daily tweets related to emerging or ongoing social events or hot topics to provide brief but intriguing knowledge “bites”, which often leads to extended readings and related resources; and (c) the integration of social media and traditional face-to-face local events to engage the public in science-related learning and knowledge sharing. Practical and research implications are discussed with suggestions for future research as related to ubiquitous learning communities for informal science learning.

scholarly journals An SSI-Based STEAM Approach to Developing Science Programs

2021 ◽  
pp. 1-37
Author(s):  
Ha My Anna Mang ◽  
Hye-Eun Chu ◽  
Sonya N. Martin ◽  
Chan-Jong Kim
Keyword(s):  
Climate Change ◽  
Scientific Literacy ◽  
Science Learning ◽  
Learning Opportunities ◽  
Cultural Relevance ◽  
Cross Cultural ◽  
Future Research ◽  
Cultural Contexts ◽  
Science Technology ◽  
And Mathematics

Abstract This study employed a multi-phased process to guide the development of an approach for integrating socio-scientific issues (SSI) and science, technology, engineering, arts, and mathematics (STEAM) education in a way that can reform how science is taught in schools to improve scientific literacy. This approach can help teachers connect science authentically to real-world issues that have social and cultural relevance to students’ everyday lives. To demonstrate how the approach could be used for curriculum development, the authors defined the dimensions and key principles of SSI-based STEAM teaching and translated the approach into a climate change program by using a 6E inquiry model, which emphasizes an “enactment” stage. This program was used to discuss the benefits and challenges of employing an SSI-based STEAM approach in classroom contexts. We conclude by discussing implications for using this approach to improve science learning opportunities in cross-cultural contexts, and we raise questions about the need for future research.

A Theoretical and Methodological Approach to Examine Young Learners' Cognitive Engagement in Science Learning

2018 ◽  
pp. 763-784
Author(s):  
Meng-Fang Tsai ◽  
Syh-Jong Jang
Keyword(s):  
Scientific Literacy ◽  
Science Learning ◽  
Science Curriculum ◽  
Methodological Approach ◽  
Cognitive Strategies ◽  
Cognitive Engagement ◽  
Self Report ◽  
Future Research ◽  
Young Learners ◽  
Scientific Disciplines

Children start learning science in formal school settings as early as kindergarten ages. Scientific literacy is an essential component in forming science curriculum for students' knowledge and understanding of scientific concepts across grades and with different scientific disciplines. Students' cognitive engagement is displayed through different levels of cognitive processes involved during their knowledge construction. Much of the research in students' cognitive engagement of science learning focuses on older students and the use of self-report measures on their cognitive strategies. Research on young learners' cognitive engagement in science learning is missing in current literature. Part of the reason may be young learners are just beginning to develop a repertoire of cognitive strategies as well as lacking sufficient linguistic competence to accurately articulate the cognitive strategies involved in their science learning. The chapter introduces a theoretical and methodological approach, quantitative content analysis, to fulfill the gap. The chapter manifests the approach through three perspectives: (a) methodological approaches being employed in current studies of cognitive engagement in science learning, (b) the need for a different methodological approach for young learners, and (c) how this particular approach can be adopted in future research on young learners' cognitive engagement in science learning.

No Child Too Young

2021 ◽  
pp. 1-30
Author(s):  
Sami Kahn
Keyword(s):  
Emotion Regulation ◽  
Young Children ◽  
Real World ◽  
Teacher Research ◽  
Science Learning ◽  
Fourth Grade ◽  
Socioscientific Issues ◽  
Future Research ◽  
Compelling Evidence ◽  
One Year

Research on the Socioscientific Issues (SSI) framework provides compelling evidence of its ability to provide contextualized science learning as preparation for informed citizenship. However, few SSI studies provide insight as to whether the pedagogical demands of SSI warrant modification or refinement when implemented with young children. Through this exploratory teacher research study, SSI units were developed and implemented in the teacher-researcher's first, second, and fourth grade science classrooms over a one-year period. Results suggest that while SSI provided a critical real-world context for science learning and student discourse, several developmentally-influenced challenges were evident including students' difficulties in shifting from emotional to cognitive bases of argumentation, unintended activation of student fears, confusion between real and imaginary scenarios, and uneven emotion regulation. Findings and recommendations provide a foundation for future research on curricular and pedagogical supports that can facilitate successful elementary SSI implementation.

scholarly journals Engaging With Biology by Asking Questions: Investigating Students’ Interaction and Learning With an Artificial Intelligence-Enriched Textbook

2020 ◽  
Vol 58 (6) ◽  
pp. 1190-1224 ◽  
Author(s):  
Marta M. Koć-Januchta ◽  
Konrad J. Schönborn ◽  
Lena A. E. Tibell ◽  
Vinay K. Chaudhri ◽  
H. Craig Heller
Keyword(s):  
Artificial Intelligence ◽  
Future Development ◽  
Science Learning ◽  
Visual Representations ◽  
Future Research ◽  
Personalized Feedback ◽  
Learning Gain ◽  
Digital Education ◽  
Asking Questions ◽  
Book Group

Applying artificial intelligence (AI) to support science learning is a prominent aspect of the digital education revolution. This study investigates students’ interaction and learning with an AI book, which enables the inputting of questions and receiving of suggested questions to understand biology, in comparison with a traditional E-book. Students ( n = 16) in a tertiary biology course engaged with the topics of energy in cells and cell signaling. The AI book group ( n = 6) interacted with the AI book first followed by the E-book, while the E-book group ( n = 10) did so in reverse. Students responded to pre-/posttests and to cognitive load, motivation, and usability questionnaires; and three students were interviewed. All interactions with the books were automatically logged. Results revealed a learning gain and a similar pattern of feature use across both books. Nevertheless, asking questions with the AI book was associated with higher retention and correlated positively with viewing visual representations more often. Students with a higher intrinsic motivation to know and to experience stimulation perceived book usability more favorably. Interviews revealed that posing and receiving suggested questions was helpful, while ideas for future development included more personalized feedback. Future research shall explore how learning can be benefitted with the AI-enriched book.

Optimizing Students' Information Processing in Science Learning

2016 ◽  
pp. 307-329 ◽  
Author(s):  
Robert Z. Zheng ◽  
Yiqing Wang
Keyword(s):  
Instructional Strategies ◽  
Visual Information ◽  
Science Learning ◽  
Visual Learning ◽  
Practical Significance ◽  
Future Research ◽  
Structural Part ◽  
Information Processes ◽  
Dynamic Linking ◽  
New Perspective

This chapter discusses a theoretical framework for designing effective visual learning in science education. The framework is based on several theories related to cognitive visual information processes and empirical evidence from authors' previous research in visual-based science learning. Emphasis has been made on the structural part of the framework that allows dynamic linking to critical factors in visual learning. The framework provides a new perspective by identifying the variables in visual learning and the instructional strategies aiming at the improvement of visual performance. The discussion of the theoretical and practical significance of the framework is made, followed by suggestions for future research.

A Theoretical and Methodological Approach to Examine Young Learners’ Cognitive Engagement in Science Learning

2013 ◽  
pp. 64-83 ◽  
Author(s):  
Meng-Fang Tsai ◽  
Syh-Jong Jang
Keyword(s):  
Scientific Literacy ◽  
Science Learning ◽  
Science Curriculum ◽  
Methodological Approach ◽  
Cognitive Strategies ◽  
Cognitive Engagement ◽  
Self Report ◽  
Future Research ◽  
Young Learners ◽  
Scientific Disciplines

Children start learning science in formal school settings as early as kindergarten ages. Scientific literacy is an essential component in forming science curriculum for students’ knowledge and understanding of scientific concepts across grades and with different scientific disciplines. Students’ cognitive engagement is displayed through different levels of cognitive processes involved during their knowledge construction. Much of the research in students’ cognitive engagement of science learning focuses on older students and the use of self-report measures on their cognitive strategies. Research on young learners’ cognitive engagement in science learning is missing in current literature. Part of the reason may be young learners are just beginning to develop a repertoire of cognitive strategies as well as lacking sufficient linguistic competence to accurately articulate the cognitive strategies involved in their science learning. The chapter introduces a theoretical and methodological approach, quantitative content analysis, to fulfill the gap. The chapter manifests the approach through three perspectives: (a) methodological approaches being employed in current studies of cognitive engagement in science learning, (b) the need for a different methodological approach for young learners, and (c) how this particular approach can be adopted in future research on young learners’ cognitive engagement in science learning.

Attitudes toward Mental Patients’ Rights: Program Models and the Ideology of Nurses

1986 ◽  
Vol 14 (3-4) ◽  
pp. 469-478 ◽  
Author(s):  
James T. Ziegenfuss ◽  
David I. Lasky
Keyword(s):  
Conflict Resolution ◽  
Therapeutic Community ◽  
Medical Model ◽  
Future Research ◽  
Willingness To Participate ◽  
Mental Patients ◽  
Patients Rights ◽  
Community Model ◽  
Model Unit

This article examines the respective linkages of the medical model and the therapeutic community model of treatment to patients’ rights attitudes, knowledge of patients’ rights, and willingness to participate in rights conflict resolution. Nurses from units representing each of the program models were given questionnaires. The results indicated that nurses on the medical model unit had more favorable attitudes toward patients’ rights and were more willing to participate in rights activities than the nurses on the therapeutic community unit. Examination of the respective program structures indicated possible reasons for the obtained differences. Other reasons for the contradictory findings are discussed, as are the implications of such findings for future research.

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