Coordinating Diverse Research Practices Using Digital Research Notebooks: A Case Study in Science Education

2017 ◽  
Author(s):  
João Fernandes ◽  
Luis Barbeiro
Keyword(s):  
Science Education ◽  
Research Practices ◽  
Digital Research

scholarly journals Physicists research practices: A perspective to rethink inquiry-based science education

2021 ◽  
Vol 10 (2) ◽  
pp. 167-177
Author(s):  
Suzane El Hage
Keyword(s):  
Science Education ◽  
Research Practices ◽  
Control Structures ◽  
Scientific Approach ◽  
Preliminary Research ◽  
The Moment ◽  
Concept Framework ◽  
The Way

Inquiry-Based Science Education (IBSE) is presented as derived from a scientific approach where students are invited to work in the way scientists work.  Studying the proximity between IBSE and scientific approach can be done through different perspectives; the focus here is on the scientific approach. The goal of this case study consists in exploring the ways in which scientists perform their research by interviewing 8 French physicists volunteers to participate in the study. This preliminary research is the first step   to analyze the contemporary physicists’ through research practices, and then to enrich and question IBSE in a different way. The interviews are analyzed in terms of moments, specifically a moment called “to explore/to experiment” with the ck¢ (conception, knowing, concept)framework allowing to model the conceptions of researchers. The results only show two common operators (R) related to the moment “to explore/ to experiment” concerning the research processes of the 8 physicists. However, zero control structures (∑) are common to any of them.

scholarly journals A case for examining pre-service teacher preparation for inquiry teaching science with technology

2014 ◽  
Vol 22 ◽  
Author(s):  
Chris T. Shively ◽  
Randy Yerrick
Keyword(s):  
Educational Technology ◽  
Science Education ◽  
Teacher Preparation ◽  
Science Teachers ◽  
Learning Technology ◽  
Inquiry Teaching ◽  
Field Notes ◽  
Pre Service Teacher

Inquiry has been the framework for guiding reform-based science instruction. All too often, the role of technology is treated tacitly without contributions to this framework. This case study examines a collection of pre-service teachers enrolling in two educational technology courses and the role these experiences play in promoting inquiry teaching. Interviews, field notes, surveys, reflective digital narratives and student-generated exhibits served as the data informing the analysis of inquiry experiences which shaped the enacted lessons of science teachers. Implications for research and practices are discussed.Keywords: teacher reflection; science education; technologyCitation: Research in Learning Technology 2014, 22: 21691 - http://dx.doi.org/10.3402/rlt.v22.21691

Voices Inside Schools - Historical Perspective as an Important Element of Teachers' Knowledge: A Sonata-Form Case Study of Equity Issues in a Chemistry Classroom

2000 ◽  
Vol 70 (3) ◽  
pp. 370-405 ◽  
Author(s):  
Zachary Dean Sconiers ◽  
Jerry Lee Rosiek
Keyword(s):  
Science Education ◽  
Educational Equity ◽  
Narrative Structure ◽  
School Science ◽  
Theory And Practice ◽  
Full Detail ◽  
Sonata Form ◽  
Equity Issues ◽  
University Researcher

In this article, middle school science teacher Zachary Sconiers and university researcher Jerry Rosiek introduce the sonata-form case study, a narrative structure designed to document teachers' understandings of how subject matter and sociocultural influences intersect in the classroom. Written in collaboration with the Fresno Science Education Equity Teacher Research Project, this case study is told from the perspective of Jerome Jameson, a fictional chemistry teacher, whose story is based on Sconiers's actual teaching experiences. Also integrated into the narrative are Sconiers's in-depth reflections on the connections between his commitment to science education and his commitment to promoting educational equity. The sonata-form case study is followed by an afterword, written by Rosiek and Sconiers, that describes this unique methodology for teacher inquiry in full detail. The writing process for the case study was extensive and iterative: the two authors worked closely over the course of a year to develop the narrative, with Rosiek taking the lead on revising and editing. With this case study, Sconiers and Rosiek highlight the critical need for a new form of educational research, one that "builds bridges between the discourses of educational excellence and educational equity, as well as between theory and practice."

scholarly journals TEACHERS’ VIEW OF LANGUAGE(S) IN (CLIL) SCIENCE EDUCATION: A CASE STUDY IN PORTUGAL

2019 ◽  
Vol 77 (5) ◽  
pp. 636-649
Author(s):  
Valentina Piacentini ◽  
Ana Raquel Simões ◽  
Rui Marques Vieira
Keyword(s):  
Science Education ◽  
Foreign Language ◽  
Science Teachers ◽  
Science Studies ◽  
Mother Tongue ◽  
Integrated Learning ◽  
Teacher Interviews ◽  
Verbal Language

The development of meaningful environments at school for the learning of Science as well as of foreign languages is an educational concern. CLIL (Content and Language Integrated Learning), aimed at the students’ acquisition of both the foreign Language and specific subject Content, is an approach that may promote the learning of English in use during subject classes and could result in the improvement of conditions and practices of Science education. Research, actually, reveals that teaching methodologies aware of language – such as CLIL – and other semiotic modes implied in Science are beneficial for the learning of Science. Studying a CLIL programme (“English Plus” project, EP), in which Science is taught/learnt with/in English, is thus relevant. A case study on the EP project and its participants (English and Science teachers, students involved in different school years) in one lower secondary state school in Portugal was carried out. In the present research, qualitative data collected through teacher interviews are presented and discussed, with the goal of understanding the role of Language(s) (verbal language in the mother tongue or English and other representation modalities) in the teaching of Science for EP teachers, both in conventional and project classes. A greater teacher awareness and use of Language(s), when an additional language (English, here) is also present for Science education, results from this work. This contributes to research on CLIL Science studies and teacher reflections on adopting a language-focused approach for Science education, also when the mother tongue is spoken. Keywords: CLIL (Content and Language Integrated Learning), EFL (English as a foreign language), language-focused science education, qualitative design, reflections on teaching.

Exploring National Library of Scotland datasets with Jupyter Notebooks

IFLA Journal ◽  
2021 ◽  
pp. 034003522110654
Author(s):  
Sarah Ames ◽  
Lucy Havens
Keyword(s):  
Online Resources ◽  
Data Delivery ◽  
National Library ◽  
Digital Scholarship ◽  
Library Users ◽  
Delivery Platform ◽  
Digital Research

The National Library of Scotland’s Digital Scholarship Service has been releasing collections as data on its data-delivery platform, the Data Foundry, since September 2019. Following the COVID-19 lockdown, this service experienced significantly higher traffic, as library users increasingly made use of online resources. To ensure that as many users as possible were able to explore the datasets on the Data Foundry, the Library invested in a Digital Research Intern post, with a remit to provide introductory analysis of the Data Foundry collections using Jupyter Notebooks. This article provides a case study of this project, explaining the Library’s work to date around its new Digital Scholarship Service and releasing datasets on the Data Foundry; the reasoning behind the decision to begin to provide Jupyter Notebooks; the Notebooks themselves and what types of analysis they contain, as well as the challenges faced in creating them; and the publication and impact of the Notebooks.

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