Authentic Science Learning Contexts

2014 ◽  
pp. 10-10
Author(s):  
William F. McComas
Keyword(s):  
Science Learning ◽  
Authentic Science ◽  
Learning Contexts

scholarly journals Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts

2021 ◽  
Author(s):  
Tuike Iiskala ◽  
Simone Volet ◽  
Cheryl Jones ◽  
Milo Koretsky ◽  
Marja Vauras
Keyword(s):  
Science Learning ◽  
Successful Outcome ◽  
Verbal Interactions ◽  
Academic Level ◽  
Coding Systems ◽  
Learning Contexts ◽  
Diverse Learning ◽  
Metacognitive Regulation ◽  
Video And Audio ◽  
Analytical Tools

AbstractThis study investigated how metacognitive regulation (MR), especially its forms and foci, was manifested in less and more successful outcome groups’ collaborative science learning in diverse learning contexts. Whilst previous research has shown that different forms and foci of MR exist in collaborative learning, their role in groups’ learning outcomes remains unexplored. Drawing conclusions from different studies has been difficult because these have used different conceptualisations and analytic methods. In the present study, the learning processes of less and more successful outcome groups from three diverse collaborative science learning contexts were scrutinised. The contexts differed in academic level, disciplinary subject, and national culture. The same theory-based conceptualisations, coding systems, coders, and analyses were used across contexts. In addition, the tasks studied were designed using the same guiding principles. Transcribed video and audio recordings of the groups’ verbal interactions for two distinct interaction segments from these tasks formed the basis of the analyses. Manifestation of forms and foci of MR were quantitatively and qualitatively illustrated in each context. The main findings show that the manifestation of MR of less and more successful outcome groups demonstrated similarities and differences in the three different learning contexts. This study contributes to a contextualised understanding of MR in collaborative science learning, and highlights the importance of using similar, rigorous analytical tools across diverse contexts.

scholarly journals Trending Research Topics in the Field of Physics Education from 2017 to 2019 in Highly Reputable International Journals

2021 ◽  
Vol 10 (1) ◽  
pp. 29-36
Author(s):  
Hartono Bancong ◽  
Nurazmi Nurazmi ◽  
Tri Hastiti Fiskawarni ◽  
Jisun Park
Keyword(s):  
Science Education ◽  
Education Research ◽  
Content Analysis ◽  
Physics Education ◽  
Science Learning ◽  
Descriptive Study ◽  
Physics Education Research ◽  
Research Topics ◽  
Learning Contexts ◽  
Data Collection And Analysis

This study aims to map the physics education research topics trending in the last three years in highly reputable international journals. This is a descriptive study that analyzed 511 articles using content analysis. All articles were selected from the top 3 academic journals: International Journal of Science Education (IJSE), Research in Science Education (RISE), and Science Education (SE). All three journals have JSRs above 0.8 with a quartile of Q1. Data collection and analysis were carried out from April to September 2020. The results showed that the top research topics in the IJSE journal were science learning: contexts, characteristics, and interactions with a percentage of 15.05%. Likewise, in the RISE journal, the topics of science learning: contexts, characteristics, and interactions also ranked first with a percentage of 16.30%. Meanwhile, the top research topics in the SE journal were STEM/STEAM, with a percentage of 13.28%. Based on the results, it can be concluded that overall, the top three research topics highlighted by physics researchers in highly reputable international journals from 2017 to 2019 period were science learning: contexts, characteristics and interactions, STEM/STEAM, and curriculum and assessment.

scholarly journals Adapted Primary Literature in Authentic Science: Students’ Perception

2021 ◽  
Vol 4 (4) ◽  
pp. 309-315
Author(s):  
Toni Hidayat ◽  
Nuryani Rustaman ◽  
Parsaoran Siahaan
Keyword(s):  
Science Teachers ◽  
Scientific Reasoning ◽  
Science Learning ◽  
Science Students ◽  
Authentic Science ◽  
Primary Literature ◽  
Quasi Experimental ◽  
Scientific Facts ◽  
Difference Test ◽  
Adapted Primary Literature

Science textbooks only present scientific facts that cause the textbooks to seem not to promote scientific reasoning. Science learning also becomes not in line with the nature of Science. Then, Science learning requires applying authentic Science as an approach. Adapted Primary Literature (APL) is assumed to be able to achieve this objective. Therefore, this study aims to examine how APL is a source of Science learning in actualizing authentic Science. This research using a quasi-experimental method, 81 students from two 7th grade groups were involved as participants. One group analyzed APL using a jigsaw, another using a Numbered Heads Together (NHT). A perception questionnaire of APL was given. Quantitative analysis was only performed on data from 44 students due to other students’ participation that is lacked by a pandemic. The result showed both classes possess a high perception of APL. A mean difference test also showed that there were no differences in perception between the two classes. These indicated that analyzing APL was perceived as an authentic Science. Science teachers can utilize APL as an alternative way to actualize authentic Science with a relatively more straightforward model, strategy, and method than commonly applied.

Physics Students' Social Media Learning Behaviours and Connectedness

2015 ◽  
Vol 6 (2) ◽  
pp. 16-35 ◽  
Author(s):  
Rachel F. Moll ◽  
Wendy Nielsen ◽  
Cedric Linder
Keyword(s):  
Social Media ◽  
Science Learning ◽  
Focus Group Interview ◽  
Analytic Framework ◽  
Physics Learning ◽  
Physics Students ◽  
Learning Contexts ◽  
Science Curricula ◽  
Media Learning ◽  
Learning Behaviours

Drawing on a complexity thinking perspective on learning, the conditions of emergence for complex systems were used as an analytic framework to characterize social media learning behaviours for their potential to promote connectedness. The authors' analysis identifies trends in secondary and tertiary physics students' social media use from focus group interview data and characterizes the nature of these behaviours for their potential to benefit students' understanding of the content of science curricula. While the authors' study focuses on physics learning, they propose implications that extend to other science learning contexts vis-a-vis how to transform connectivity learning behaviours into connectedness learning behaviours.

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