Keyword: science practices
3 results found.
Citizen Science as a Pedagogical Tool in Chemistry Education: Students’ Attitudes and Teachers’ Perceptions
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(2), e2271, https://doi.org/10.21601/ijese/11841
ABSTRACT: The need of promoting the affective dimension of chemistry literacy in students, through expressions of interest in chemistry-related topics and positive attitudes toward this field, has been emphasized in chemistry education. Thus, the purpose of this study was to understand students’ attitudes toward chemistry between the ages of 12 and 14, as well as how their participation in a citizen science project called Perceiving the Value of Chemistry behind water and microplastics (PVC) contributed to possible attitude changes. Although the research focus was chemistry education, chemistry and physics are taught as part of one subject in Portugal, so the attitudes towards physics and chemistry scale was used as a pre- and post-test. The pre-test showed positive attitudes towards physics and chemistry. In the post-test, the control group exhibited significantly negative changes in attitude, in all dimensions; whereas the experimental group revealed no significant changes. Pedagogical dynamics also affect students’ attitudes toward chemistry, so we undertook interviews to investigate the project’s impact on the pedagogical practices of the nine participating teachers. The results suggest that activities developed within the PVC project were formative for the teachers, allowing them to reflect on their practices and promoting an interdisciplinary approach to the topics addressed, in addition to enabling students to use knowledge in different and new perspectives. Moreover, through the development of pedagogical resources and training within this project, teachers recognized that they would continue this experience.
Interdisciplinary Journal of Environmental and Science Education, 2021, 17(4), e2256, https://doi.org/10.21601/ijese/11137
ABSTRACT: While students’ difficulties in constructing scientific arguments have been studied, research on developing the quality of students’ scientific arguments through the implementation of instructional interventions is limited. The present study aims to examine the effects of an instructional intervention for Ohm’s Law, which was designed on a teaching science as practices approach, on the development of the structure of students’ written scientific arguments. Instructional material was constructed for teaching Ohm’s Law and was implemented to 14-year-old students. The research data included students’ written answers (arguments) put down on worksheets during the instructional intervention, as well as students’ answers (arguments) to a questionnaire they were provided with before and after the instructional intervention. Data analysis showed that the instructional intervention contributed to developing the structure of students’ written scientific arguments. The study concludes with a discussion on the results and proposals for further research.
Interdisciplinary Journal of Environmental and Science Education, 2021, 17(4), e2255, https://doi.org/10.21601/ijese/11136
ABSTRACT: Despite recent reforms concerning how students engage in science, there have been significant challenges for educators seeking to consistently implement science practices within the classroom. This study considered science practices within a wonder-framed nature study as one possible way for educators to support students as they take on the role of scientists. We interviewed twenty students in Grades 3 through 5 who had participated in wonder journaling sessions outdoors that led to an investigative project and presentation. The evidence suggests that students strongly engaged in investigative science practices, and that they also experienced opportunities for sensemaking and critiquing practices. Through a qualitative data analysis, four main themes emerged that provide insight into the experiences of the students within the study: joy, community, autonomy, and challenges. The data indicate that wonder is an authentic and viable route towards the implementation of the science practices within an elementary school setting. The implications of this study are considerable and offer strategies for educators seeking to incorporate science practices in an authentic way that integrates both wonder and outdoor learning.