scholarly journals Testing an engineering design teaching technique for improving female self-efficacy and belonging in Physics 11 classrooms

2018 ◽  
Author(s):  
Katherina V. Tarnai-Lokhorst
Keyword(s):  
Participatory Action Research ◽  
Engineering Design ◽  
Self Efficacy ◽  
Lesson Plan ◽  
New Paradigm ◽  
Participatory Action ◽  
Female Self ◽  
Teacher Workload ◽  
Teaching Technique ◽  
Enhance Student Learning

Girls participate equally with boys in Physics11 classrooms in the Greater Victoria Region in BritishColumbia but exhibit lower levels of self-efficacy inphysics, lower beliefs in control over their own destinyand lower perceptions of the value of physics as a career.The hypothesis tests a new paradigm for teachinghigh school physics that is demonstrably simple toimplement, eases teacher workload and creates aneffective tool to enhance student learning. Developedusing participatory action research with Physics 11teachers, an unconventional lesson plan guidesfacilitators of learning through a discovery-basedteaching paradigm that constructs knowledge using theengineering design process.Survey data reveals the activity may significantlydispel gendered perceptions by eliminating differences in beliefs of boys and girls in Physics 11 and increasestudents’ level of comfort in the classroom, factorspredicted to influence self-efficacy.

Empowered Caring: An Ethical Framework for Participatory Action Research

2008 ◽  
Vol 12 (4) ◽  
pp. 50-55
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Ethic Of Care ◽  
Incarcerated Women ◽  
Ethical Framework ◽  
New Paradigm ◽  
Participatory Action ◽  
Formerly Incarcerated ◽  
Political Issues ◽  
Formerly Incarcerated Women

Participatory action research (PAR), as a “new paradigm” approach, involves additional ethical and political issues beyond those encountered in empirical and interpretive models of science. This paper describes PAR methodology, a comprehensive ethical framework that is inclusive of the ethic of care and virtue, and applications with formerly incarcerated women.

Empowered Caring: An Ethical Framework for Participatory Action Research

2008 ◽  
Vol 12 (3) ◽  
pp. 74-78
Author(s):  
Mickey L. Parsons, ◽  
Catherine Robichaux, ◽  
Carmen Warner-Robbins,
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Ethic Of Care ◽  
Incarcerated Women ◽  
Ethical Framework ◽  
New Paradigm ◽  
Participatory Action ◽  
Formerly Incarcerated ◽  
Political Issues ◽  
Formerly Incarcerated Women

Participatory action research (PAR), as a “new paradigm” approach, involves additional ethical and political issues beyond those encountered in empirical and interpretive models of science. This paper describes PAR methodology, a comprehensive ethical framework that is inclusive of the ethic of care and virtue, and applications with formerly incarcerated women.

Using Youth Participatory Action Research to Promote Self-Efficacy in Math and Science

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097050
Author(s):  
Natalie Edirmanasinghe
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Self Efficacy ◽  
School Counselor ◽  
Youth Participatory Action Research ◽  
Participatory Action ◽  
Latina Students ◽  
The Future ◽  
Math And Science ◽  
The Impact

Youth participatory action research is a pedagogy in which students work together to explore an issue that affects them. The school counselor measured the impact on Latina students who participated in the project based on participants’ self-efficacy in attending college and being successful in math and science. Results indicated that students were more confident in their abilities in science and math and also believed they would attend college in the future by the end of the intervention.

scholarly journals Socratic Questioning Method in The Colloid System Topics Using The Participatory Action Research (PAR)

2019 ◽  
Vol 4 (3) ◽  
pp. 232
Author(s):  
Khusnul Lusi Nursyam Syanas ◽  
Sulistyo Saputro ◽  
Nurma Yunita Indriyanti ◽  
Sri Mulyani
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Participatory Action Research ◽  
Positive Impact ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Lesson Plans ◽  
Critical Thinking Skills ◽  
Participatory Action ◽  
Postgraduate Students

<p>The purpose of this research is to identify how lesson plans prepared based on socratic questions can improve critical thinking skills. Research method used is Participatory Action Research (PAR), data collection techniques through interviews and questionnaires. It is expected that the results of the research can be applied in schools specifically to produce lesson plans in colloidal learning integrated with TPACK (Technological Pedagogical Content Knowledge). The results showed the teacher gave a positive assessment of 85% on the socratic questions contained in the lesson plan. This will provide stimulants to students in order to able to argue and practice their critical thinking skills. Postgraduate student participants also gave a positive response of 87.5%. It can be concluded that both teacher participants and postgraduate students agree with the application of socrates questions to students because they have a positive impact on critical thinking skills. Thus, this initial stage of research can proceed to the next stage of PAR research.</p>

Developing a lesson plan on conventional and green pesticides in chemistry education – a project of participatory action research

2020 ◽  
Vol 21 (1) ◽  
pp. 141-153 ◽  
Author(s):  
Christian Zowada ◽  
Nadja Frerichs ◽  
Vânia Gomes Zuin ◽  
Ingo Eilks
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Participatory Action Research ◽  
Student Teachers ◽  
Chemistry Education ◽  
Lesson Plan ◽  
Sustainable Chemistry ◽  
Participatory Action ◽  
School Students ◽  
Chemistry Research

The debate on the use of pesticides is very current in the public media when it comes to topics such as organic farming, bee mortality, and the use of glyphosate. The broad range of pesticide applications and their potential environmental impact makes pesticides an interesting topic for science education in general and for chemistry teaching in particular. This is particularly true when conventional pesticide use is contrasted with current chemistry research efforts to develop alternatives based on the ideas of green chemistry. This paper discusses the potential relevance of pesticides for chemistry education in connection with education for sustainable development. It gives a brief outlook on pesticides in science teaching and connects the topic to socio-scientific issue-based chemistry education. A case study which developed a lesson plan for secondary school students is presented here. It defines pesticides, before focusing on the development of green pesticides as potential alternatives to current products. The lesson is focusing learning about chemistry rather than learning of chemistry in the means that the lesson introduces quite young chemistry learners (age range 15–17) to ideas of green and sustainable chemistry and how green alternatives in chemistry can be assessed and compared to traditional alternatives. Video vignettes of a scientist are used to introduce the topic to students. Finally, both glyphosate as a conventional, industrial pesticide and orange oil as an example of a green pesticide are compared using spider chart diagrams. The lesson plan was cyclically designed by a group of ten chemistry teachers using participatory action research. It was piloted with the help of secondary school chemistry student teachers and then tested in five German secondary school classes (grades 10/11). The use of the spider charts was regarded as especially helpful by the learners, most of whom felt that they had been able to understand the controversy surrounding pesticides.

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