The analysis of Student- and Teacher-Centered Pedagogic Processes in Science Classes Using Student Notebooks
Author :
Year-Number: 2019-Volume 11, Issue 4
Language : null
Konu :
Abstract
Keywords
Abstract
The aim of this study was to analyse the teacher- and student-sourced pedagogic processes in 8th grade science classes using student notebooks. A total of 37 student science notebooks, which were collected from 13 secondary schools in Kars (Turkey) city centre during the 2017/8 academic year, were analysed. The investigation followed a case study approach. The researchers independently analysed student notebooks following a descriptive analysis technique and using a coding scheme. The findings showed that teacher-centered pedagogic processes mainly included dictating definitions and providing examples. On the other hand, the only student-centered pedagogic process was found to be revisions of learning units. The results suggested that the range of pedagogies reflected in student notebooks were limited. The present study showed that student notebooks can be an important evaluation method in determining teacher and student-centered processes in order to develop scientific understanding in science classes.
Keywords
- Akaygün, S., & Jones, L. L. (2014). Words or pictures: A comprasion of written and pictorial explanations of physical and chemical equilibria. International Journal of Science Education, 36(5), 783-807.
- Aschbacher, P., & Alonzo, A. (2006). Examining the utility of elementary science notebooks for formative assessment purposes. Educational Assessment, 11(3-4), 179-203.
- Areglado, N., & Dill, M. (1997). Let’s Write: A Practical Guide to Teaching Writing in the Early Grades. New York: Scholastic.
- Bas, T., & Akturan, U. (2008). Nitel araştırma yöntemleri NVivo 7.0 ile nitel veri analizi, (1. baskı), Ankara: Seçkin Yayıncılık.
- Baxter, G. P., Bass, K. M., & Glaser, R. (2000). An analysis of notebook writing in elementary science classrooms (CSE Tech. Rep. No. 533). Los Angeles: University of California, National Center for Research on Evaluation, Standards and Student Testing.
- Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1): 7–74.
- Bumbacher, E., Salehi, S., Wieman, C., & Blikstein, P. (2018). Tools for science inquiry learning: Tool affordances, experimentation strategies, and conceptual understanding. Journal of Science Education and Technology, 27, 215–235.
- Bryce, N., Wilmes, S., & Bellino, M. (2016). Inquiry identity and science teacher professional development. Cultural Studies of Science Education, 11(2), 235-251. doi:10.1007/s11422-015-9725-1.
- Butler, M. B., & Nesbit, C. (2008). Using science notebooks to improve writing skills and conceptual understanding. Science Activities, 44(4), 137-146.
- Campbell, B., & Fulton, L. (2003). Science notebooks: Writing about inquiry. Portsmouth, NH: Heinemann.
- Cairns D., & Areepattamannil, S. (2019). Exploring the Relations of Inquiry-Based Teaching to Science Achievement and Dispositions in 54 Countries. Research in Science Education, 49(1), 1–23.
- Crosland, M. P. (2004). Historical studies in the language of chemistry. Mineola, NY: Courier Dover Publications.
- Cole, M., Wilhelm, J., & Yang, H. (2015). Student Moon Observations and spatial-scientific reasoning. International Journal of Science Education, 37(11), 1815-1833.
- Connell, G. L., Donovan, D. A., & Chambers, T. G. (2016). Increasing the use of student-centered pedagogies from moderate to high improves student learning and attitudes about biology. CBE-Life Sciences Education, 15(1), 3.
- Creswell, J.W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage.
- D’Souza, M. J., & Rodrigues, P. (2015). Extreme pedagogy: An agile teaching-learning methodology for engineering education. Indian Journal of Science and Technology, 8(9), 828-833.
- Ellwood, R., & Abrams, E. (2018). Student’s social interaction in inquiry-based science education: how experiences of flow can increase motivation and achievement. Cultural Studies of Science Education, 13, 395–427.
- Fulton, L. A. (2012). Writing in science: Influences of professional development on a teachers' beliefs, practices, and student performance (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses (1038158599).
- Fulton, L. (2017). Science notebooks as learning tools. Science and Children, 54(6), 80.
- Fulton, L., & Campbell, B. (2014). Science notebooks: Writing about inquiry. Portsmouth, NH: Heinemann.
- Fulton, L., Paek, S., & Taoka, M. (2017). Science notebooks for the 21st century. Science & Children, 54(5), 54– 59.
- Fulwiler, B. (2008). Writing in science: How to scaffold instruction to support learning. Portsmouth, NH: Heinemann.
- Glen, N. J., & Dotger, S. (2013). Writing like a scientist: Exploring elementary teachers’ understandings and practices of writing in science. Journal of Science Teacher Education, 24(6), 957-976.
- Heinmiller, B. (2000). Assessing student learning–and my teaching–through student journals Eisenhower National Clearinghouse web page: www.enc.org/focus/topics/assessment/articles/a06/index.htm
- Hattie, J., & Temperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
- Huberman, A. M., & Miles, M. B. (1994). Data management and analysis methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 428-444). Thousand Oaks, CA, US: Sage Publications, Inc.
- Huerta, M., Irby, B. J., Lara-Alecio, R., & Tong, F. (2016). Relationship between language and concept science notebook scores of English language learners and/or economically disadvantaged students. International Journal of Science and Mathematics Education, 14 (2), 269–285.
- Huerta, M., Tong, F., Irby, B. J., & Lara-Alecio, R. (2016). Measuring and comparing academic language development and conceptual understanding via science notebooks. The Journal of Educational Research, 109(5), 503–517.
- Klentschy, M. (2006). Science Notebooks Essentials. Science and Children, November/December, 24-27.
- Krahenbuhl, K. S. (2016). Student-centered education and constructivism: challenges, concerns, and clarity for teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(3), 97-105.
- Lau, K. C., Ho, E. S. C., & Lam, T. Y. P. (2015). Effective classroom pedagogy and beyond for promoting scientific literacy: Is there an East Asian model. In M. S. Khine (Ed.), Science education in East Asia (pp. 13–40). Dordrecht: Springer.
- Lau, K., & Lam, T. Y. (2017). Instructional practices and science performance of 10 top-performing regions in PISA 2015. International Journal of Science Education, 39(15), 2128–2149.
- Little, J. W., Gearhart, M., Curry, M., & Kafka, J. (2003). Looking at student work for teacher learning, teacher community, and school reform. Phi Delta Kappan, 85 (3), 184-192.
- MacDonald, K., & Tipton, C. (1996). “Using Documents”, N.Gilbert (ed.), Researching Social Life. London: Sage.
- McDermott, M. A., & Hand, B. (2013). The impact of embedding multiple modes of representation within writing tasks on high school students’ chemistry understanding. Instructional Science, 41(1), 217–246. doi: 10.1007/s11251-012-9225-6.
- McDermott, M. A., & Hand, B. (2015). Improving scientific literacy through multimodal communication: Strategies, benefits and challenges. School Science Review, 97(359), 15–20.
- Madden, L., & Wiebe, E. N. (2013). Curriculum as experienced by students: How teacher identity shapes science notebook use. Research Science Education, 43, 2567–2592.
- Madden, L., & Wiebe, E. (2015). Multiple perspectives on elementary teachers’ science identities: A case study. International Journal of Science Education, 37, 391–410.
- Martínez, J. F., Borko, H., Stecher, B., Luskin, R., & Kloser, M. (2012). Measuring classroom assessment practice using instructional artifacts: A validation study of the QAS notebook. Educational Assessment, 17(2-3), 107-131.
- Merriam, S. B. (Ed.). (2002). Qualitative research in practice: Examples for discussion and analysis. San Francisco, CA: Jossey-Bass.
- Miles, M.B., Huberman, A.M., & Saldaña, J.(2013). Qualitative data analysis: A methods sourcebook (3rd ed.). Los Angeles: Sage
- Miller, R., & Calfee, R. (2004). Making thinking visible. Science and Children, 42(3), 20– 25.
- Morrison, J. A. (2008). Elementary preservice teacher’s use of science notebooks. Journal of Elementary Science Education, 20(2), 13-21.
- Nesbit, C. R., Hargrove, T., & Fox, K. (2003). Science notebooks: A tool for promoting inquiry learning? Paper presented at the annual international conference of the National Association for Research in Science Teaching, Vancouver, British Columbia.
- Nesbit, C. R., Hargrove, T. Y., Harrelson, L., & Maxey, B. (2004). Implementing science notebooks primary grades. Science Activities: Classroom Projects and Curriculum Ideas, 40(4), 21-29.
- NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press.
- National Science Teachers Association [NSTA] (2008). What Is a Science Notebook? NSTA Reports, 7-14.
- Paek, S., & Fulton, L. A. (2017). Digital science notebooks: Perspectives from an elementary classroom teacher. Journal of Computers in Mathematics and Science Teaching, 36, 361–374.
- Reed, M. (2012). Science Notebooks: Improving Students’ Conceptual Understanding and Scientific Practices. Master of Science, Montana State University.
- Ritchhart, R., Church M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. San Fransisco, CA: JosseyBass.
- Ruiz-Primo, M.A., Li, M., Ayala, C., & Shavelson, R.J. (1999, March). Student science journals and the evidence they provide: Classroom learning and opportunity to learn. Paper presented at the NARST annual meeting. Boston, MA.
- Ruiz-Primo, M. A., Li, M., Ayala, C., & Shavelson, R.J. (2000, April). Students’ science journals as an assessment tool. Paper presented at the AERA annual meeting. New Orleans, LA.
- Ruiz-Primo, M. A., & Li, M. (2004). On the use of students’ science notebooks as an assessment tool. Studies in Educational Evaluation, 30(1), 61–85.
- Ruiz-Primo, M. A., & Li, M. (2013). Analyzing teachers’ feedback practices in response to students’ work in science classrooms. Applied Measurement in Education, 26, 163–175.
- Ruiz-Primo, M. A., Li, M., Ayala, C., & Shavelson, R. J. (2004). Evaluating students' science notebooks as an assessment tool. International Journal of Science Education, 26(12), 1477-1506.
- Ruiz-Primo, M. A., Shavelson, R. J., Hamilton, L., & Klein, S. (2002). On the evaluation of systemic science education reform: searching for instructional sensitivity. Journal of Research in Science Teaching, 39(5), 369–393.
- Ruiz-Primo, M. A., Li, M., Tsai, S.P., & Schneider, J. (2010). Testing one premise of scientific inquiry in science classrooms: Examining students' scientific explanations and student learning. Journal of Research in Science Teaching, 47(5), 583– 608.
- Saul, W., Readon, J., Pearce, C., Dieckman, D., & Neutze, D. (2002). Science Workshop: Reading, Writing and Thinking Like a Scientist. 2nd Edition. Portsmouth, NH: Heinemann.
- Shaw, J. M., Lyon, E. G., Stoddard, T., Mosqueda, E., & Menon, P. (2014). Improving science and literacy learning for English language learners: Evidence from a pre-service teacher preparation intervention. Journal of Science Teacher Education, 65(5), 621–643.
- Shelton, B. E., Hung, J., & Baughman, S. (2016). Online graduate teacher education: Establishing an EKG for student success intervention. Technology, Knowledge and Learning, 21, 21–32.
- Shepardson, D. P., & S. J. Britsch. (1997). Children's science journals: Tools for teaching, learning, and assessing. Science and Children, 34(5), 13-17, 46-47.
- Shepardson, D. P., & Britsch, S. J. (2001). The role of children’s journals in elementary school science activities. Journal of Research in Science Teaching, 38(1), 43 – 69.
- Tweney, R. D. (1991). Faraday’s notebooks: The active organization of creative science. Physics Education, 26(5),
- Villanueva, M. G., & Webb, P. (2008). Scientific investigations: The effect of the Science Notebooks approach in Grade 6 classrooms in Port Elizabeth, South Africa. African Journal of Research in Mathematics, science and Technology Education, 12(2), 5-18.
- Volkmann, M. J., & Abell, S. K. (2003). Rethinking laboratories: Tools for converting cookbook labs into inquiry. The Science Teacher, 70, 38-41.
- Waldrip, B., Prain, V., & Carolan, J. (2010). Using multi-modal representations to improve learning in junior secondary science. Research in Science Education, 40, 65-80.
- Warren-Little, J., Gearhart, M., Curry, M. & Kafka, J. (2003). Looking at student work for teacher learning, teacher community, and school reform. Phi Delta Kappan, 85(3): 185–192.
- Wilson, R. E., & Bradbury, L. U. (2016). The pedagogical potential of drawing and writing in a primary science multimodal unit. International Journal of Science Education, 38(17), 2621-2641.
- Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (6.Baskı). Ankara: Seçkin Yayıncılık.
- Yin R. K. (2009). Case study research: design and methods. Sage, Los Angeles.
