4 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.
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(4), e2279, https://doi.org/10.21601/ijese/12016
ABSTRACT: There is a current need to develop engaging, informative online activities for science majors and potential future citizen scientists, particularly given the increase in the online teaching environment following COVID-19. Given this potential for online teaching to continue to increase, it becomes ever more essential to provide undergraduate students with methods that allow students to remotely access common methods used for sampling species while still engaging students in learning about local species diversity. This study assessed the potential for an interactive, online course-specific website to connect and inform first-year undergraduate biology majors (pre-health majors to environmental science) on local leaf litter species diversity. The website included species encountered as part of an ongoing on-campus biodiversity monitoring project using coverboards. Students navigated to the website, answered questions on the types of organisms, and completed a short survey. The survey questions reviewed whether the website was engaging and informed students on campus biodiversity of both reptiles and arthropods. Students overwhelmingly responded positively that the website was helpful to advise them on local species and their natural histories and engaged and piqued their interest. Therefore, we recommend incorporating course websites as teaching tools to catalog local species to teach undergraduate biology majors.
Interdisciplinary Journal of Environmental and Science Education, 2021, 17(4), e2247, https://doi.org/10.21601/ijese/10966
ABSTRACT: Chemistry is considered difficult to students to learn because many of its concepts are abstract in nature and require visualization at the sub-microscopic level of representation. Physics Education Technology (PhET) offers students the ability to understand and relate both chemical systems and what is happening at the sub-microscopic level through dynamic visualization. Simulations like PhET can be used as a powerful transformative tool for the teaching and learning of science. The research design and paradigm goal is to investigate the students’ perceptions on the impact of PhET simulations on their learning and attitudes and to identify PhET’s most helpful features. The data gathering tool in this research project is a survey that comprised of Likert-type and open-ended questions that was handed out to students who have completed General Chemistry II and were acquainted with PhET simulations as part of their laboratory sessions. The research took place at the City College of New York, an urban, minority serving, and public college. The number of research participants is 158. The implications of the research findings are PhET interactive simulations have an overall positive impact on students’ attitudes and perceptions about learning, PhET simulations promote students’ development of conceptual understanding of chemistry concepts and content, PhET simulations seem to promote and facilitate learning and understanding of abstract concepts, and PhET simulations furnish learning opportunities that otherwise cannot be attained in a traditional laboratory setting. The data presented in this paper support the notion that there is a need to update and modify general chemistry laboratories to reflect emerging technologies such as PhET interactive simulations.
Contextualisation of factual knowledge in genetics: A pre- and post- survey of undergraduates’ understanding of the Nature of Science
Interdisciplinary Journal of Environmental and Science Education, 2020, 16(2), e2215, https://doi.org/10.29333/ijese/7816
ABSTRACT: Having an adequate understanding of the Nature of Science (NOS) is an integral part of scientific literacy. However, NOS is usually not yet explicitly embedded in the science curricula at German universities. To fill this gap, we have introduced NOS elements in the undergraduate course on genetics at the biology department of an Institute of Technology in North-western Germany in summer semester 2018. The strategy used an exclusive-reflective approach by emphasising socio-scientific issues. As Kostas Kampourakis (2016) suggests, our design considers not only general aspects of the NOS concept, but also the family resemblance approach presented by Erduran and Dagher (2014). To evaluate changes in students’ NOS understanding, we did a pre- and post-survey about their NOS understanding following the SUSSI questionnaire designed by Liang et al. (2008). The NOS understanding of the 93 participants shows statistically significant improvement in 14 out of 24 items (58,3%) after the teaching unit, compared to the pre-survey. While the pre-survey shows a larger gap of understanding regarding the relations of environment, theory, and law, the post-test results show significant effects on learning, in particular regarding subjective, social, and cultural influences on science. However, the students’ understanding regarding the relations of environment, theory, and law still remains weak. The findings indicate that some preconceptions were not as amenable to change as others. In particular, the assumed facticity of scientific knowledge seems to be a powerful preconception that is much more firmly fixed than the contextualization of scientific discovery.