Keyword: instruction

3 results found.

Research Article
Parental Instructional Strategies During Family Visit to An Agricultural Exhibition at A Science Museum
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(2), e2268,
ABSTRACT: The aim of this qualitative study was to examine how parents use exhibits’ features during a family visit to a science museum. We observed 44 families during 9 hours and 45 minutes at the “Fields of Tomorrow” exhibition hall. The analysis showed that parents used the physical environment as a resource to engage children with science, taking on the role of “experts” and instructing the novice children. The analysis revealed that parents mainly used four instructional strategies while engaging with the exhibits: 1) connection to everyday life; 2) observation; 3) asking questions; and 4) reading, interpreting, and naming. We also found that parents took advantage of the signs near the exhibits to facilitate their instruction, and their scientific interpretations rarely related to the exhibit’s goals. This study highlights the need for better mediational means at science museums to support visitor engagement.
Research Article
The Impact of Supplemental Instruction on the Learning Achievements and Attitudes of Organic Chemistry Students
Interdisciplinary Journal of Environmental and Science Education, 2021, 17(2), e2232,
ABSTRACT: Supplemental Instruction (SI) has been a successful implementation into Colleges and Universities across the globe. SI has been found to reduce attrition and improve learning and success rate among participating students. At the City College of New York, we recently implemented SI into Organic Chemistry I courses to further support struggling students with the content and concept learning of Organic Chemistry, which is considered a difficult course with a high attrition rate. Our motivation for this research was to examine the impact of SI integration in a large lecture format Organic Chemistry course while assisting students learn and succeed in this challenging course. The objective of this research is to examine whether supplemental instruction (SI) impacts participants’ learning achievement, attitudes, and learning competencies. The experimental design was based on a quasi-experimental approach which included a questionnaire of open-ended and Likert-scaled questions that was distributed to SI participants, and SI participants’ grades were compared to the grades of non-SI participants. Data suggest that integrating Supplemental Instruction (SI) into Organic Chemistry courses positively impacts students’ attitudes towards the content and experience in the course, helps them better understand concepts and materials, improves students’ problem-solving skills, and is effective in improving students’ achievement, success, and the learning. SI participants had an overall passing average of 81%, compared to about 50% for non-SI participants. SI participation provided the participants with a unique and individualized learning experience that resulted in an enhanced conceptual understanding.
Research Article
Key Definitions of STEM Education: Literature Review
Interdisciplinary Journal of Environmental and Science Education, 2020, 16(3), e2217,
ABSTRACT: This literature review aims to identify common theme in STEM education and to find out the scope of STEM education from previous studies that would provide information to researchers as well as the stakeholders on how they should focus on the implementation of STEM education. The author creates the research questions, “What are the common themes in STEM education?” and “What are scopes in STEM education that can cover the common themes based on the literature reviews?”. The literature search in electronic databases was conducted through the Education Resources Information Center, Scopus, Web of Science and Google Scholar using the varieties of Keyword such as “STEM education”, “STEM Implementation”, “STEM definitions”, “Instruction”, “Curriculum”, “Major”, “Career”. The author concludes that the definitions of STEM education depend on the stakeholders in the implementation. Four key definitions and three scopes that cover those key definitions based on literature reviews are found and discussed.