The Coherence Between Epistemologies and SSI Teaching: A Multiple-Case Study with Three Science Teachers.
Ontology highlight
ABSTRACT: Supplementary information
The online version contains supplementary material available at 10.1007/s11191-021-00200-7.
SUBMITTER: Eryasar AS
PROVIDER: S-EPMC8043433 | biostudies-literature |
REPOSITORIES: biostudies-literature
Similar Datasets
Project description:The purpose of this study was to investigate how 22 preservice science teachers' (PSTs') beliefs about teaching socioscientific issues (SSI) changed after experiencing SSI instruction and reflection from both a learner's perspective and a teacher's perspective during a 12-week initial teacher education course. The study also explored the learning experiences associated with these changes. This study was conducted in Hong Kong, where the science, technology, society and environment (STSE) framework has been integrated into the secondary science curriculum but no SSI instruction is provided. Data were collected through learning tasks completed by the participants: (a) curriculum designs (pre-, mid- and post-course), (b) lesson plans (mid- and post-course) and (c) weekly reflective journals. Six profiles characterising teaching beliefs about SSI emerged from the data analysis. Qualitative analysis showed that the teaching beliefs of the PSTs had shifted from the traditional view that SSI should not be covered in science education to embracing SSI teaching. Three illustrative cases were used to capture key learning experiences and explore how these had led to a change in beliefs over time. These cases explained how PSTs' reflection on the why, what and how of teaching SSI to students can shape their beliefs about teaching SSI. The results have implications for the development of a closer alignment between PST beliefs and the SSI paradigm.Supplementary informationThe online version contains supplementary material available at 10.1007/s10763-021-10177-y.
| S-EPMC8121640 | biostudies-literature
Project description:BackgroundTo build a consensus about learning objectives in the operating room, the aim of the study was to evaluate both surgical teacher and learner perspectives on perioperative teaching and learning in Taiwan.MethodsTwelve main technical and non-technical learning objectives in the operating room were evaluated by learners and surgical teachers in Kaohsiung Medical University Hospital. The learners included postgraduate year (PGY) 1-3 residents (junior learner, JL) and PGY 4-7 residents (senior learner, SL). The definition of learning preferences were recommended learning objectives, and learning load was defined as demands of learning preferences. During the survey, surgical teachers evaluated the learning preferences for the learner, and learners evaluated their learning preferences. The learners also evaluated the learning preferences that the surgical teachers should teach.ResultsResponse rate of the questionnaire was 65.4%. A total of 31 learners and 39 surgical teachers completed the survey. The consensus was that the need to increase the learning loads and ethical issues were the learning preferences for SL, and indications, details of procedure, and teamwork were important to both JL and SL. The teachers intended to set specific learning objectives for different learner levels, including (i) indications, details of procedure, teamwork, and postoperative care for both JL and SL; (ii) preoperative preparation, surgical anatomy, and instrument handling for JL (P = 0.022, 0.021 and 0.006); and (iii) surgical technique, independent practice, clinical reasoning, complications, and ethical issues for SL (P = 0.010, < 0.001, < 0.001, 0.001, 0.011). Resident perspective on learning objectives differed between JL and SL, and there was discrepancy between resident's learning as perceived by teachers, particularly in the JL.ConclusionsOur study revealed significant disparity of perspectives between teachers and learners on perioperative teaching and learning. Surgical teachers should set specific learning objectives for different learner levels, since junior and senior residents have different learning preferences even though both scrub in the same case. Effective communication between teachers and learners has the potential to improve learning experience and create a positive environment in the operating room.
| S-EPMC7393732 | biostudies-literature
Project description:Reasoning about visual representations in science requires the ability to control one's attention, inhibit attention to irrelevant or incorrect information, and hold information in mind while manipulating it actively-all aspects of the limited-capacity cognitive system described as humans' executive functions. This article describes pedagogical intuitions on best practices for how to sequence visual representations among pre-service teachers, adult undergraduates, and middle school children, with learning also tested in the middle school sample. Interestingly, at all ages, most people reported beliefs about teaching others that were different from beliefs about how they would learn. Teaching beliefs were most often that others would learn better from presenting representations one at a time, serially; while learning beliefs were that they themselves would learn best from simultaneous presentations. Students did learn best from simultaneously presented representations of mitosis and meiosis, but only when paired with self-explanation prompts to discuss the relationships between the graphics. These results provide new recommendations for helping students draw connections across visual representations, particularly mitosis and meiosis, and suggest that science educators would benefit from shifting their teaching beliefs to align with beliefs about their own learning from multiple visual representations.
| S-EPMC8693945 | biostudies-literature
Project description:Universities worldwide have been conducting e-learning during the COVID-19 pandemic to continue education irrespective of faculties are familiar with e-education or not. This study assessed perception and preference for e-teaching amongst 438 faculty members. Results revealed that around half of teachers were conducting e-classes without any training, and they also had conducted examinations using online platforms. Teachers perceived e-teaching as effective during the pandemic, time-efficient, easy to share materials, unsuitable for monitoring or conducting practical classes and less effective for evaluation. More than three-fourths of the teachers preferred online teaching during the pandemic, and most preferred both physical and mixed teaching in the post-pandemic era. Their preferences were influenced by their age, teaching experience, academic discipline, current residency, training on online teaching, hours of online classes taught per week, internet connection used, types of classes and whether they had given online examinations. The major challenges in online teaching during COVID-19 were difficulty in practical work, difficulty in monitoring students and insufficient feedback. This study suggests online teaching during the pandemic and mixed teaching after the pandemic. Training faculty members on online teaching, designing e-platforms suitable for examinations and ensuring stable internet connections are also recommended for effective and smooth e-education.
| S-EPMC8741442 | biostudies-literature
Project description:Despite the increasing use of technology in education, university teachers' perceptions and use of technology are under-explored, particularly in the context of English language classrooms in mainland China. To fill the research gap, this article reports the findings of a case study exploring university teachers' perceptions of and practices with technology as well as the challenges of technology implementation. To provide a microscopic understanding of these issues from teachers' perspective, an online survey was first distributed to all 60 English teachers at a focal university, with 35 valid surveys returned. Subsequently, nine survey respondents participated in in-depth follow-up interviews. The findings suggest that teachers used technology predominantly for teacher-centred purposes rather than for active student engagement although they had positive perceptions of technology integration. They also held critical viewpoints on the use of technology in English teaching. In addition, teachers perceived more external barriers to technology integration (e.g. insufficient technical and pedagogical training, "the Great Firewall") than internal challenges (e.g. students' lack of interest in technology). The study contributes to the understanding of university teachers' technology uptake and carries important implications for the promotion of teaching innovation and effectiveness in higher education contexts.Supplementary informationThe online version contains supplementary material available at 10.1007/s43545-021-00223-5.
| S-EPMC8390105 | biostudies-literature
Project description:The aim of this study was to obtain a holistic understanding of pre-service teachers' enthusiasm for teaching (a subject) by examining its structure as well as relevant factors that may be related to it in the first phase of teacher education. For this purpose, we considered two strands of research: educational science and organizational psychology. Accordingly, the professional competence model and the job demands and resources model helped to identify factors that are associated with pre-service teachers' enthusiasm for teaching. Responses of 211 pre-service biology teachers indicated that enthusiasm for teaching can be considered as one-dimensional. Moreover, we found positive relationships between enthusiasm for teaching and academic self-concept, intrinsic career choice motives and occupational commitment. In contrast, we detected negative relations between enthusiasm for teaching and both emotional exhaustion and intention to quit. No significant relations could be found for enthusiasm for teaching and both professional knowledge and extrinsic career choice motives. Our findings highlight the importance of enthusiasm for teaching in the earliest stage of teachers' careers. Thus, our study points out relevant factors that could help to maintain high enthusiasm and to keep (pre-service) teachers healthy and in the profession.
| S-EPMC8601546 | biostudies-literature
Project description:BackgroundEffective social and behavioral sciences teaching in medical education requires integration with clinical experience, as well as collaboration between social and behavioral sciences experts and clinical faculty. However, teaching models for achieving this integration have not been adequately established, nor has the collaboration process been described. This study aims to propose a collaborative clinical case conference model to integrate social and behavioral sciences and clinical experience. Additionally, we describe how social and behavioral science experts and clinical faculty collaborate during the development of the teaching method.MethodsA team of medical teachers and medical anthropologists planned for the development of a case conference based on action research methodology. The initial model was planned for a 3-h session, similar to a Clinicopathological Conference (CPC) structure. We evaluated each session based on field notes taken by medical anthropologists and post-session questionnaires that surveyed participants' reactions and points of improvement. Based on the evaluation, a reflective meeting was held to discuss revisions for the next trial. We incorporated the development process into undergraduate medical curricula in clinical years and in a postgraduate and continuous professional development session for residents and certified family physicians in Japan. We repeated the plan-act-observe-reflection process more than 15 times between 2015 and 2018.ResultsThe development of the collaborative clinical case conference model is summarized in three phases: Quasi-CPC, Interactive, and Co-constructive with unique structures and underlying paradigms. The model successfully contributed to promoting the participants' recognition of the clinical significance of social and behavioral sciences. The case preparation entailed unique and significant learning of how social and behavioral sciences inform clinical practice. The model development process promoted the mutual understanding between clinical faculty and anthropologists, which might function as faculty development for teachers involved in social and behavioral sciences teaching in medical education.ConclusionsThe application of appropriate conference models and awareness of their underlying paradigms according to educational situations promotes the integration of social and behavioral sciences with clinical medicine education. Faculty development regarding social and behavioral sciences in medical education should focus on collaboration with scholars with different paradigmatic orientations.
| S-EPMC8590366 | biostudies-literature
Project description:In recent decades, national science achievement in Greece is following a declining trend. A commonly held assumption is that achievement declines may occur either due to low quality teaching practices or due to students’ low motivation. While motivational beliefs have been linked with achievement, there is not enough evidence connecting these motivational constructs with teachers’ feedback, which can play an important role in nurturing both students’ motivation and achievement. Given that less is known about how these variables collectively function in predicting students’ science achievement, the present study draws upon the Greek (N = 5,532 students, N = 211 schools) PISA 2015 dataset to address this issue. A serial multiple mediation multilevel structural equation model was deployed. The results illustrated that the association between feedback and science achievement was partially mediated by the complex network of associations between students’ motivational beliefs. Intrinsic motivation was the strongest predictor of achievement, while feedback positively predicted students’ motivational beliefs. Unexpectedly, feedback was a negative predictor of achievement both at the individual and school level. The results suggest that interventions are needed to target specifically teachers’ feedback practices and intrinsic motivation.
| S-EPMC10097932 | biostudies-literature
Project description:The science of learning has made a considerable contribution to our understanding of effective teaching and learning strategies. However, few instructors outside of the field are privy to this research. In this tutorial review, we focus on six specific cognitive strategies that have received robust support from decades of research: spaced practice, interleaving, retrieval practice, elaboration, concrete examples, and dual coding. We describe the basic research behind each strategy and relevant applied research, present examples of existing and suggested implementation, and make recommendations for further research that would broaden the reach of these strategies.
| S-EPMC5780548 | biostudies-literature
Project description:Testing assumptions proposed by Frenzel’s reciprocal model of teacher emotions (e.g., Frenzel, 2014), this study explored relations between teachers’ appraisals concerning the attainment and importance of their teaching goals, and their emotions. Specifically, we addressed teachers’ goals of high student performance, motivation, discipline, and high-quality teacher–student relationship and three key discrete emotions, namely, enjoyment, anger, and anxiety, during teaching. We had 244 secondary school teachers (70.1% female) self-report their goal attainment and importance appraisals and emotional experiences with respect to up to three different classes they currently taught. Results from single- and two-level multivariate multiple regression analyses largely supported the relevance of the goal attainment appraisals for teachers’ emotions both on the between-person and the within-person level. Goal importance appraisals proved to be of secondary relevance. On the between-person level, those teachers who positively appraised the attainment of motivation, discipline, and teacher–student relationship quality proved to report more enjoyment and less anxiety and anger. On the within-person level, teachers reported enjoying teaching those classes more, which they perceived as better performing, more motivated and disciplined, and with whom they had a better relationship. Anger and anxiety were negatively linked to appraisals pertaining to the attainment of discipline and teacher–student relationship quality. Across both analysis perspectives, teacher–student relationship quality attainment showed particularly strong links with all three emotions. Because teachers’ subjective evaluations regarding student behaviors were shown to be highly relevant for their emotions, we conclude that teachers could be supported in modifying their emotional experiences through cognitive reappraisal. Interventions targeting teachers’ relationships with students, and their cognitive judgments thereof, seem particularly promising.
| S-EPMC7318846 | biostudies-literature