science education

  • Females’ exclusion from Physics: examining two Deterring Factors

    Author: Efrat Eilam
    Author: Fiachra Barry
    Year of publication: 2016
    Source: Show
    Pages: 40-51
    DOI Address: https://doi.org/10.15804/tner.2016.44.2.03
    PDF: tner/201602/tner20160203.pdf

    Females’ low participation in post-compulsory physics education has been a major concern for researchers over the past five decades. The present study focuses attention on two major deterring factors, the female pedagogy-sensitivity effect and the stereotype effect. The objectives of this study are to uncover the constituents and meanings of these factors by (a) analyzing the perspectives of female university science students and, (b) evaluating differences in their impacts among females choosing to major in biology compared to females choosing to major in physics. The study contributes to our understanding of how these deterring effects impact on females along their educational path and particularly in their tertiary education.

  • Enhancing problem solving skills in science education with social media and an e-collaboration tool

    Author: June Lee
    Author: Yangmi Koo
    Author: Mi Hwa Kim
    Year of publication: 2016
    Source: Show
    Pages: 248-258
    DOI Address: https://doi.org/10.15804/tner.2016.43.1.21
    PDF: tner/201601/tner20160121.pdf

    This study aimed to explore a collaborative problem solving case using social media and an e-collaboration tool, and analyze its educational implications in a qualitative research method. For achieving the research goal, a case study was conducted in a middle school class. Two rounds of one-to-one interviews with a teacher and written interviews with students were conducted. In addition, relevant class resources and the students’ final reports were also collected as data. It was shown that using social media and an e-collaboration tool could encourage students’ scientific inquiries and enhance problem solving skills as well as set up a healthy communication culture among teachers and students.

  • Is digital literacy improving science education?

    Author: José Javier Verdugo-Perona
    Author: Joan Josep Solaz-Portolés
    Author: Vicente Sanjosé
    Year of publication: 2015
    Source: Show
    Pages: 155-166
    DOI Address: https://doi.org/10.15804/tner.2015.40.2.13
    PDF: tner/201502/tner20150213.pdf

    Mass media, and especially digital media, have become an important tool of literacy and have increased their use in classrooms for educational purposes. This is of great interest in scientific literacy and Brossard and Shanahan (2006) developed an instrument to evaluate the understanding of scientific terms and basic science concepts. In this quantitative study we analyse the relationship between Spanish digital mass media and scientific literacy in pre-service primary teachers (N = 189). Results showed that these university students have a term knowledge level lower than the one found by Brossard and Shanahan in the USA. On the other hand, conceptual knowledge was not correlated at all to the term frequency in the Spanish digital newspapers considered. The conclusions suggest that participants do not use digital newspapers to improve their science education so a change in students’ use of those digital media from ludic to educational purposes is needed.

  • The Living Things in the Science Education at Primary School - The Video Research on the Current State of Instruction

    Author: Jan Petr
    Institution: niversity of South Bohemia in České Budějovice
    Year of publication: 2014
    Source: Show
    Pages: 131-143
    DOI Address: https://doi.org/10.15804/tner.14.36.2.10
    PDF: tner/201402/tner3610.pdf

    Results of an analysis of 30 biology classes of integrated sciences taught at primary schools are presented in this article. The research investigated the current state of the use of living things or their substitutes in selected thematic units of the educational area Man and His World. Results were obtained by analysing video recordings via the software Videograph.

  • Science Teachers’ Expectatitons from Parents: To What Degree Do Parents Think They Satisfy Such Expectations?

    Author: Ahmet Tekbıyık
    Institution: Recep Tayyip Erdogan University
    Year of publication: 2014
    Source: Show
    Pages: 202-214
    DOI Address: https://doi.org/10.15804/tner.14.37.3.16
    PDF: tner/201403/tner3716.pdf

    This study aimed to determine teachers’ expectations from parents for effective science teaching and reveal parents’ beliefs on how much they satisfy such expectations. Face-to-face interviews were conducted with 5 science teachers in order to determine teachers’ expectations from parents. “The Scale of Expectations from Parent (SEFP)” was developed by using the findings obtained from the interviews. It was a 5-point Likert-type scale made up of 21 items and including the scale of “parental support” and “sense of responsibility”. The developed scale was delivered to the parents of the students of the teachers participating in the interview. The research results indicated that parents’ levels of satisfying the expectations were a significant predictor of science achievement.

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