scholarly journals Productive Disciplinary Engagement in High- and Low-Outcome Student Groups: Observations From Three Collaborative Science Learning Contexts

2019 ◽  
Author(s):  
Milo D. Koretsky ◽  
Marja Vauras ◽  
Cheryl Jones ◽  
Tuike Iiskala ◽  
Simone Volet
Keyword(s):  
Science Learning ◽  
Student Groups ◽  
Learning Contexts ◽  
Productive Disciplinary Engagement

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.

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.

scholarly journals To know or not to know: uncertainty is the answer. Synthesis of six different science exhibition contexts

2018 ◽  
Vol 17 (02) ◽  
pp. A01 ◽  
Author(s):  
Helena Thuneberg ◽  
Hannu Salmi
Keyword(s):  
Path Analysis ◽  
Science Learning ◽  
Sixth Graders ◽  
Informal Science ◽  
Informal Science Learning ◽  
Learning Contexts ◽  
Unique Path

This meta-article aims to explore the role of uncertainty in knowing in informal science learning contexts. Subjects (N=2591) were sixth-graders from four countries. In addition to the correct and incorrect questionnaire alternatives, there was a "don't know" option to choose if uncertain of the answer. The unique path-analysis finding showed that the role of motivation was uniformly positive on correct and negative on uncertainty of answers. In all contexts the number of correct answers increased, incorrect and uncertain answers decreased. Interestingly, although there was no more difference in knowledge pro boys after the intervention, the girls were still more uncertain.

Are There Test Administrator Effects in Large-Scale Educational Assessments?

Methodology ◽  
2007 ◽  
Vol 3 (4) ◽  
pp. 149-159 ◽  
Author(s):  
Oliver Lüdtke ◽  
Alexander Robitzsch ◽  
Ulrich Trautwein ◽  
Frauke Kreuter ◽  
Jan Marten Ihme
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Student Groups ◽  
Mathematics Scores ◽  
International Student Assessment ◽  
Sample Attrition ◽  
Educational Assessments ◽  
Test Administrator ◽  
Practical Implications

Abstract. In large-scale educational assessments such as the Third International Mathematics and Sciences Study (TIMSS) or the Program for International Student Assessment (PISA), sizeable numbers of test administrators (TAs) are needed to conduct the assessment sessions in the participating schools. TA training sessions are run and administration manuals are compiled with the aim of ensuring standardized, comparable, assessment situations in all student groups. To date, however, there has been no empirical investigation of the effectiveness of these standardizing efforts. In the present article, we probe for systematic TA effects on mathematics achievement and sample attrition in a student achievement study. Multilevel analyses for cross-classified data using Markov Chain Monte Carlo (MCMC) procedures were performed to separate the variance that can be attributed to differences between schools from the variance associated with TAs. After controlling for school effects, only a very small, nonsignificant proportion of the variance in mathematics scores and response behavior was attributable to the TAs (< 1%). We discuss practical implications of these findings for the deployment of TAs in educational assessments.

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