3 results found.
A Conceptual Model of Teaching Efficacy and Beliefs, Teaching Outcome Expectancy, Student Technology Use, Student Engagement, and 21st-Century Learning Attitudes: A STEM Education Study
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(4), e2282, https://doi.org/10.21601/ijese/12025
ABSTRACT: The need to train and equip students in science and mathematics integrated with technology, according to contemporary professions, has gained a lot of attention. Careers in this field demand that students do not just explore single subjects working independently, but rather look at how they can be integrated for application in real-world problems, provide solutions and help us take such an approach in STEM education. The use of technology enhances students’ learning and acts as an effective strategy for engaging a student in a science and mathematics classroom session. For implementing a meaningful STEM class, the teachers’ efficacy and beliefs, their perceptions of effective technological use by students to improve learning, their teaching outcome and expectancy, student engagement and 21st-century learning attitudes inculcated in students need to be looked into. The present study is a correlational one investigating the effect of teaching efficacy and beliefs, teaching outcome expectancy and 21st-century learning on student engagement. The results of the study show that students’ use of technology has a mediating effect on the relationship between teaching efficacy and beliefs and student engagement, whereas 21st-century learning attitudes do not have any mediating effect. Both student technology uses and 21st-century learning attitudes have a mediating effect on the relationship between teaching outcome expectancy and student engagement.
Students’ Reactions to Natural and Physical Phenomena: Documenting Wonder and Engagement with Science Content Knowledge
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(1), e2261, https://doi.org/10.21601/ijese/11340
ABSTRACT: The purpose of this study was twofold: First, to document how students react to various natural and physical phenomena, and second, whether observation of these phenomena can foster students’ sense of wonder and their engagement with science content knowledge through self-directed inquiry. The sample consisted of forty-six 11th and 12th grade students from a variety of schools located in the wider metropolitan area of a European capital. They were all volunteers, who kept a journal, in which they wrote their ‘genuine’ feelings and thoughts about nine specific phenomena, when they first looked at them (first reaction), and during their investigation, if they did choose to pursue an investigation, in order to understand and/or learn more about them. Those phenomena were given to the students in the form of a photograph and a short videoclip. The students were given the option not to make an entry (i.e., write anything in their journals) if they thought the phenomenon was not worthy of their attention. A content analysis of students’ journal entries provided evidence for three major categories/reactions to natural phenomena, namely, (a) “admiration/perception of beauty”, (b) “intellectual curiosity” and (c) “admiration mingled with intellectual curiosity”. For some students, although a small percentage of the sample, the above categories could be considered student ‘profiles’, given that those students consistently expressed “admiration” or “intellectual curiosity” or “admiration mixed with curiosity” across all situations/phenomena. However, most students’ reactions and thoughts varied according to the situation/phenomenon they observed. All students, with the exception of those whose reactions fell within the first category, were engaged in self-directed inquiry for the purpose of understanding, and in some cases even learn more about, natural and physical phenomena. The implications of these results for science education are also discussed.
Interdisciplinary Journal of Environmental and Science Education, 2021, 17(1), e2228, https://doi.org/10.29333/ijese/9155
ABSTRACT: To test whether environmental immersion and mobile filmmaking (using smartphones or tablets) can engender positive attitudes to science, seventeen Year 10 (14-15 years old) drama students from Queen’s High School, New Zealand, were taken to Westland National Park to make videos about climate change using iPads (Immersion Group). Another fourteen students (Control Group) remained in Dunedin and also produced videos about climate change. Both groups had equal access to equipment, tutoring, incentives and footage. Yet, students in the Immersion Group were more likely to complete videos and produced videos of a higher quality. While there were no differences between the two groups in their attitudes to science before the experiment, afterwards the Immersion Group students had significantly more positive attitudes to doing science at school and beyond. The combination of environmental immersion and mobile filmmaking substantially increased interest in the environment and climate change, suggesting that it offers a promising tool for science education.