INTERDISCIPLINARY JOURNAL OF ENVIRONMENTAL AND SCIENCE EDUCATION

Keyword: teaching

10 results found.

Research Article
Metacognitive Regulation of Essentialism in the Teaching of Evolution
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(4), e2295, https://doi.org/10.21601/ijese/12223
ABSTRACT: Essentialism is a way of reasoning that implies assuming that the members of a group share an immutable essence, and that the variation among the members of the group is negligible. Although this way of reasoning is useful for people in their everyday lives, it may pose difficulties in the learning of scientific models, particularly those of evolutionary biology. Essentialism, understood as an epistemological obstacle, requires some didactic work encouraging the development of metacognitive vigilance, in other words, the awareness and regulation of this way of thinking. In this article, we will characterize the processes of metacognitive regulation of essentialism that took place during a didactic sequence to teach evolution. The sequence was implemented in a secondary school in Argentina with 80 students. We will present some of the possibilities and difficulties of carrying out metacognitive regulation of essentialism in biology classrooms. From the use of thematic analysis, we have found that students seem to regulate essentialism in an implicit way during discussions with their classmates, at both the individual and social levels. Moreover, in the case of evolution learning, we distinguished two types of specific regulations: the regulation of ‘typologism’ and that of ‘noise’. In this sense, we consider that essentialism is not regulated as a whole, but instead through some of its assumptions. This work will allow further thinking about the possibilities of promoting the metacognitive regulation of epistemological obstacles in biology classes.
Research Article
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.
Research Article
Taking Care of Life from Amazonian Indigenous Cosmogony: Implications for Teaching Biology as a Cultural Practice
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(3), e2281, https://doi.org/10.21601/ijese/12024
ABSTRACT: In Colombia–South America, there is an urgent need to address educational processes in culturally diverse contexts that permeate the understanding and contribution to the training of teachers in situated processes, because this is a multi-ethnic and multicultural country. From this perspective, we present the results of an investigation that analyzed the biology degree projects of Indigenous students from La Chorrera (Amazonas) at the National Pedagogical University of Colombia, in order to characterize the different epistemological and ontological aspects that underlie them and as a way of guiding the initial training of teachers.
The methodological perspective of this research is critical hermeneutics, using documentary analysis as a strategy. As for the theoretical foundation, it is oriented from the approaches of critical inter-culturality and epistemological pluralism.
In a nutshell, it is necessary to think about the teaching of biology as a cultural practice, which places in the debate the place of biology as a science of life and the living, its relationship with the contexts of students and the possibilities of empowering knowledge for the defense of territories and life itself. This implies the idea that as human beings we are constructed in relation to other organisms; hence, the importance of understanding the living from life, allowing respect for all forms of life and forging a world where there is room for biological, cultural, epistemic, and ontological diversity.
Review Article
Teaching Evolution as the Unifying Theory of Biology via a University Course: Re-Count of a Praxis
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(4), e2275, https://doi.org/10.21601/ijese/11976
ABSTRACT: The aim of the presentation is to discuss the findings of a series of research projects that we have been carried out with various groups of students in the University of Athens and concern the teaching of biology by means of evolution through natural selection (THES). In the article it is discussed the conclusions after teaching a biology course based on evolution as the unifying theory, while at the same time more general issues are raised: Is it, for example, a realistic goal to teach biology by means of this kind of teaching? Secondly, what is the usefulness of such a perspective. Which was studied by quantitative and qualitative studies on the conceptual ecology (CE) of the evolution of Greek students. The latter showed the value of this kind of approach in the acceptance and understanding of the THES, as part of students’ CI. Thirdly, ccomparative studies with beginners and advanced students in terms of evolution education showed, that, merely teaching evolution within a course, even if the latter is based on the THES, it is not enough to make someone in-depth connoisseur. It seems that to be acquainted with it to more depth the learners need to go through two stages: in the first, they may move from the stage of owing Aristotelian views of the issue, i.e., from typology, to the early “Darwinian” ones. And they need to go through a second one, where via, in-depth educational training, they might move to the next, namely, the population view of thinking.
Research Article
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.
Research Article
The Role of Reflective Practice in Mediating Development of Pre-Service Science Teachers’ Professional and Classroom Knowledge
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(1), e2262, https://doi.org/10.21601/ijese/11364
ABSTRACT: The present study explores the potential of reflective practice in supporting pre-service teachers’ development of professional and classroom knowledge elements. The exploration process involved pre-service science teachers documenting and discussing their lived teaching experiences during school practice. The overall aim was to establish the effectiveness of reflective writing in promoting a reflection process with which teacher knowledge development could be mediated. From the analysis, strategically enacted reflective writing is a tool that enables a reflection process where trainees’ transitions in thinking about the practice of teaching are visible. Moreover, reflective writing is a potential medium tool for pre-service teachers to articulate and advance their developed assertions about teaching. The importance of negotiating and legitimizing trainees’ emerging perspectives and constructed assertions is discussed.
Research Article
Developing the Structure of Junior High School Students’ Arguments about Ohm's Law
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.
Research Article
Dimensions of Teachers’ Expressed Capacity Building Needs on Climate Change Education Strategies
Interdisciplinary Journal of Environmental and Science Education, 2021, 17(4), e2251, https://doi.org/10.21601/ijese/10982
ABSTRACT: Teaching is successful only when learning (a change in behaviour) is achieved. Diverse effective strategies are employable by teachers to facilitate students’ learning within the formal context of climate change education (CCE), covering the cognitive, affective and psychomotor domains corresponding to the head, heart and hands model. This quantitative study adopts a descriptive survey research design to assess teachers’ expressed capacity building needs in order to ascertain gaps pertaining to effective teaching strategies related to the CCE-infused curriculum in Enugu state. A total of 410 in-service public secondary school teachers serve as respondents in this study, spread across four education zones within the study area. A self-developed questionnaire served as the instrument for data collection in this study. This instrument passed face validity and reliability tests (Alpha = .84). Descriptive statistics, mean, mean differences tests and exploratory factor/dimension reduction analyses were applied to analyze data. Overall, teachers expressed high capacity building need in most of the CCE strategies listed, irrespective of tested teacher variables. Also, the results show two underlying factors/themes under which capacity building needs on the listed CCE strategies are grouped – innovative, learner-centered/inclusive teaching strategies and the use of instructional materials/media. Inference drawn from findings is that learner-centered strategies/media are lacking in CCE, which would inhibit students’ learning about climate change. If the current trend is disregarded, achieving holistic CCE as captured by the head, heart and hands model will be unattainable and with severe consequences on the future of the earth’s environment.
Research Article
Learn from Each Other: A Peer-Teaching Model
Interdisciplinary Journal of Environmental and Science Education, 2021, 17(3), e2242, https://doi.org/10.21601/ijese/10896
ABSTRACT: The aim of the study was to examine the degree of competence of the teaching-learning goals as formulated by the elementary-school staff members and the expression of these goals in science classes, in which peer teaching takes place, from the students' point of view. As part of this peer teaching, fellow teachers who were assigned from among the students were in charge of teaching the rest of the class that had been divided into groups of four to five. The research adapted mix-methods, which helped to answer the following questions: a). What are the teaching-learning goals of the school staff at Tzemach School that engages in the peer teaching approach combined with traditional teaching? b). How are teaching-learning goals formulated by the peer-teaching school staff in science classes described from the students' point of view? The research tools used included interviews with teachers, interviews with group leaders, focus groups, observations, and drawing analyses. The findings indicate that there is a gap between teachers' perceptions of peer teaching and students' perceptions of peer teaching. Teachers placed greater emphasis on the cognitive aspects, while the students paid more attention to the social-emotional and behavioral aspects. Despite these gaps, students are interested in continuing to study through peer teaching, provided the presence of the accompanying teacher is more significant. Based on the existing model for peer teaching at Tzemach School and according to the findings of the study, a desirable model for integrating peer teaching was developed, which can aid in implementation of the approach for any age and in any another scholastic subject.
Research Article
Application of Constructivist Teaching Approach in Introducing New Environmental Concepts to Young Elementary Students in the Philippines: A Small Class Sized Experience from Slime Moulds Modeling
Interdisciplinary Journal of Environmental and Science Education, 2020, 16(2), e2214, https://doi.org/10.29333/ijese/7818
ABSTRACT: The traditional elementary science education setting in the Philippines mainly focuses on using macro-organisms as a biological model. To introduce the fundamental environmental concepts of microbial predation and other related environmental concepts such as decomposition, nutrient cycling and species interaction to the young elementary Filipino students, an initial pilot study was conducted in a small class-sized setting of one international school in the Philippines. Our goal was to (i) design an activity-based teaching program utilizing the constructivist 5E (engage, explore, explain, elaborate and evaluate) method using solely slime moulds as an example organism and (ii) obtain the impression of the students regarding the activity-based teaching program. A purposive sampling size with a total of 45 number of students aging from 10-12 years old were divided into control (16) and experimental (29) groups. Likert scale survey was also given to the student experimental group to assess their overall impression about the newly developed teaching program. Significant differences on test scores between the control and experimental group and the high priority mean scores given by the experimental group points out the effective facilitation of the program. Hence, innovations in teaching pedagogies for difficult science concepts such as the development of the Slimy Business teaching program improves not only the learning quality of the young learners but as well as their environmental appreciation. Applying such novel teaching approach in the conservative Philippine elementary schools is recommended.