Progress in Science Education (PriSE) https://e-publishing.cern.ch/index.php/prise <p>Science education is a highly dynamic field of applied and basic research and of research-based development. Its ideas and problems arise at the intersection of theoretical and empirical research and of educational practice in science classrooms, informal learning and teacher education, of the important and manifold relations of modern societies with science and education, and of a scientific, evidence-based approach to science teaching and learning and science literacy.</p><p>In this framework, <strong>Progress in Science Education (PriSE)</strong> aims at fostering a stimulating exchange between researchers, teachers, and other stakeholders in the field, trying to investigate their ideas and visions, and to suggest approaches for an effective and sustainable development of science education in and out of school.</p> en-US <p><span style="font-size: medium;">Authors who publish with this journal agree to the following terms:</span></p><ul><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. The applicable licence is https://creativecommons.org/licenses/by-nc-sa/4.0/, which means</li></ul><ul><li><p>You are free to:</p><ul><li><p>Share — copy and redistribute the material in any medium or format</p></li><li><p>Adapt — remix, transform, and build upon the material under the following terms:</p></li><li><p>Attribution: You must give <a href="https://creativecommons.org/licenses/by-nc-sa/4.0/">appropriate credit</a>, provide a link to the license, and <a href="https://creativecommons.org/licenses/by-nc-sa/4.0/">indicate if changes were made</a>. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.</p></li><li><p>NonCommercial: You may not use the material for <a href="https://creativecommons.org/licenses/by-nc-sa/4.0/">commercial purposes</a>.</p></li><li><p>­ShareAlike: If you remix, transform, or build upon the material, you must distribute your contributions under the <a href="https://creativecommons.org/licenses/by-nc-sa/4.0/">same license</a> as the original.</p></li></ul></li><li><p>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</p></li><li><p>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access).</p></li></ul> PriSE-editors@cern.ch (PriSE - Editorial Office) publishing@cern.ch (CERN Publishing) Mon, 29 Nov 2021 00:00:00 +0100 OJS 3.3.1.0 http://blogs.law.harvard.edu/tech/rss 60 Les futur·e·s enseignant·e·s primaires face aux sciences et à la technique https://e-publishing.cern.ch/index.php/prise/article/view/1306 <p><strong>Résumé:</strong> L’article présente la Semaine technique et société à la HEP-VS, un dispositif de formation visant à valoriser les sciences, la technologie et la technique auprès des futur·e·s enseignant·e·s primaires en leur permettant de tisser des liens avec leur pratique professionnelle. Il fait état de l’attitude des participant·e·s, selon leur genre, envers ces domaines et évalue l’impact du dispositif sur leurs représentations des sciences et de la technique, sur leur capacité à établir des liens entre leur métier et la technologie, ainsi que sur la motivation à intégrer ces domaines dans leur enseignement.</p> <p><strong>Le contexte:</strong> Actuellement, des efforts sont déployés en Suisse afin d’intéresser les jeunes aux MINT en vue d’encou-rager des orientations scolaires et professionnelles dans ces disciplines. En effet, peu de jeunes, et plus spécifiquement de jeunes femmes, investissent ces domaines. Les enseignant·e·s peuvent jouer un rôle dans le développement de cet intérêt, c’est pourquoi il est important de les impliquer dans ces démarches. C’est dans cette perspective qu’à la HEP-VS, une Semaine technique et société a lieu en 2ème année de formation à l’enseignement primaire.</p> <p><strong>Les objectifs</strong>: L’étude cherche à connaître l’attitude des étudiant·e·s, selon leur genre, envers les sciences et la tech-nique, puis à examiner l’impact de la Semaine technique et société sur leurs représentations de ces domaines, sur leur capacité à établir des liens entre leur métier et la technologie, ainsi que sur la motivation à intégrer ces domaines dans leur enseignement.</p> <p><strong>Méthodologie:</strong> Deux questionnaires en ligne ont été soumis aux participant·e·s, l’un avant la Semaine technique et société et l’autre à la fin de la semaine. Les données sont analysées d’un point de vue quantitatif.</p> <p><strong>Résultats:</strong> Bien que globalement semblables, les résultats des femmes et des hommes présentent quelques nuances : les futures enseignantes font état d’un sentiment de compétence moins élevé que leurs homologues masculins envers ces disciplines, et les émotions qu’elles y associent sont globalement moins positives.<br />A la fin de la Semaine technique et société, un peu plus d’un tiers des étudiant·e·s interrogé·e·s déclarent percevoir la place des sciences et de la technique comme plus importante que ce n’était le cas auparavant. Une petite majorité des répon-dant·e·s déclare avoir pu tisser des liens entre l’enseignement et le monde de la technologie. La motivation à intégrer sciences et techniques dans l’enseignement augmente chez un quart des participant·e·s.</p> <p><strong>Conclusion:</strong> L’étude met en évidence des nuances selon le genre dans l’attitude des futur·e·s enseignant·e·s inter-rogé·e·s face aux domaines scientifiques et techniques et face à la Semaine technique et société. Même si ces résultats sont à prendre avec prudence étant donné la taille des échantillons, ils permettent d’envisager des ajustements du dispositif de la Semaine dans le sens d’une prise en compte plus explicite de la dimension du genre, ainsi que d’un accompagne-ment plus serré dans le tissage des liens entre l’enseignement et les MINT.</p> <p><strong>Mots-clés:</strong> attitude face aux sciences et à la technique, genre, enseignant·e·s, formation à l’enseignement primaire, Semaine technique et société</p> Nicole Jacquemet, Sylvia Mueller Copyright (c) 2021 The Author/s http://creativecommons.org/licenses/by-nc-sa/4.0 https://e-publishing.cern.ch/index.php/prise/article/view/1306 Mon, 06 Dec 2021 00:00:00 +0100 Rezension: Müller, M., Schumann, S. (Hrsg.) (2021). Technische Bildung. Stimmen aus Forschung, Lehre und Praxis. https://e-publishing.cern.ch/index.php/prise/article/view/1331 <p>Technische Geräte und Prozesse prägen unsere Lebensweise in ausserordentlichem Ausmass; das technische Wissen ist heute ausserordentlich gross und für viele Probleme werden grosse Hoffnungen auf technische Lösungen gesetzt. Die Wahrung und Entwicklung des technischen Know-hows steht auch im Zentrum von Bildungsdebatten wie der Tagung "Technische Bildung" im Herbst 2019 auf dem Monte Verità in Ascona, aus welcher das Buch "Technische Bildung – Stimmen aus Forschung, Lehre und Praxis" hervorgegangen ist.</p> <p>In insgesamt 12 Kapiteln werden Aspekte zu Technischer Bildung aus Schul- und Bildungspolitik, Fachdidaktik, Praxis und Forschung dargelegt. Das Vorwort gibt diesbezüglich einen sehr guten Überblick und ein Verständnis für die Reihenfolge der Kapitel im Sinne einer Kategorisierung, welche so aus dem Inhaltsverzeichnis nicht entnommen werden kann.</p> Michael Obendrauf Copyright (c) 2021 The Author/s http://creativecommons.org/licenses/by-nc-sa/4.0 https://e-publishing.cern.ch/index.php/prise/article/view/1331 Fri, 03 Dec 2021 00:00:00 +0100 Schwierigkeitserzeugende Merkmale im Physikunterricht https://e-publishing.cern.ch/index.php/prise/article/view/1168 <p><strong>Hintergrund:</strong> Physik wird von vielen Schüler*innen als besonders schwieriges Unterrichtsfach wahrgenommen. Häu-fig geht diese Einschätzung mit einer hohen Unbeliebtheit des Faches einher. Obwohl dieser Befund nicht neu ist, liegen erstaunlich wenige Forschungsergebnisse zu den Gründen der von Schüler*innen wahrgenommenen Schwie-rigkeiten vor.</p> <p><strong>Ziel:</strong> Die in diesem Beitrag vorgestellten Studien untersuchten die Schüler*innenperspektive auf schwierigkeitserzeu-gende Merkmale im Physikunterricht.<br />Stichprobe/Rahmen: Insgesamt liegen Daten von 220 Schüler*innen vor. Die Befragungen erfolgten an hessischen Realschulen und Gymnasien in den Jahrgängen neun bis elf.</p> <p><strong>Design and Methoden:</strong> Zwei Studien arbeiteten mit quantitativen Fragebögen (paper-pencil), eine Studie untersuchte das Thema mithilfe einer qualitativen Fallstudie (Lautes Denken und leitfadengestützte Interviews). In allen Fällen handelt es sich um Schüler*innenbefragungen ohne vorherige Intervention.</p> <p><strong>Ergebnisse</strong>: Es zeigt sich, dass von Schüler*innen insbesondere eine fehlende Alltagsrelevanz der Inhalte als Grund angesehen wird, weshalb der Physikunterricht als schwierig wahrgenommen wird. Zudem geben die Schüler*innen an, dass ein hohes Mass persönlicher Anstrengung nötig sei, um ein Verständnis zu entwickeln. Hinsichtlich fachspezifi-scher Merkmale sowie beim Lösen physikalischer Problemstellungen erweisen sich der Umgang mit fachsprachlichen Begriffen sowie das Modellieren - hier insbesondere die Konstruktion von Modellen - als schwierig für die Schüler*in-nen.</p> <p><strong>Fazit:</strong> In der Gesamtschau der drei Studien deutet vieles darauf hin, dass unter anderem der Bedeutung von Modellen und den damit einhergehenden Schwierigkeiten eine (noch) grössere Aufmerksamkeit seitens der Fachdidaktik gewid-met werden sollte. Eine Fokussierung auf den Konstruktionsprozess von Modellen unter Berücksichtigung zugrunde liegender Idealisierungen könnte Schüler*innen dabei helfen, Verständnis darüber zu erhalten, warum die jeweils ver-wendeten Modelle genau die gewollten Eigenschaften besitzen. Am Ende des Beitrags werden Implikationen für den Physikunterricht sowie für weitergehende Forschungsfelder skizziert.</p> <p><strong>Keywords:</strong> Schwierigkeitserzeugende Merkmale, Beliebtheit, Physikunterricht</p> Jan Winkelmann, Mareike Freese, Tim Strömmer Copyright (c) 2021 The Author/s http://creativecommons.org/licenses/by-nc-sa/4.0 https://e-publishing.cern.ch/index.php/prise/article/view/1168 Mon, 29 Nov 2021 00:00:00 +0100 Who prefers online teaching and learning? The relevance of students’ personal characteristics and learning strategies https://e-publishing.cern.ch/index.php/prise/article/view/1320 <p><strong>Background:</strong> Students’ learning is influenced by students’ personal characteristics and learning strategies. There are<br />learning-oriented and grade-oriented students. To predict study outcome, the “big five personality characteristics”<br />(Van Bragt et al., 2011) can be used. Those are extraversion, agreeableness, conscientiousness, emotional stability and<br />autonomy as well as personal orientations on learning and students’ study approach. Other personality characteristics<br />are for example motivation or students’ self-concept. Three learning strategies have been mentioned in the literature:<br />cognitive, metacognitive and resource management learning strategies. Learning strategies can be defined as the learning<br />behaviour and the attitudes behind this behaviour.</p> <p><strong>Purpose:</strong> For online teaching in courses on STEM subjects, an online questionnaire was developed, used and evaluated.<br />The study focusses on relationships associated with students’ preference for online teaching and a preference for<br />classroom learning. The relationships between the students’ personal characteristics and attitudes and their general<br />learning strategies towards online learning have been evaluated.</p> <p><strong>Sample/Setting:</strong> The evaluation was conducted at a German university in the course “Organic chemistry for nonmajor<br />chemistry students”. 71 students participated in the evaluation of the course in weeks 4-5. The students were<br />informed on the use of their data for this study; ethical guidelines were followed. The students received a link for the<br />online questionnaire and participated anonymously.</p> <p><strong>Design Methods:</strong> Quantitative (online questionnaire) methods were used. The questionnaire consists of two parts:<br />questions on longtime learning behavior and questions on online learning. For the items an explorative factor analysis<br />was calculated for students’ personal characteristics, general learning strategies and the assessment of the online learning.<br />This resulted in 17 subscales. In addition, Spearman correlations between personal characteristics and selected<br />learning strategies and assessment of online learning have been calculated. A hierarchical regression analysis has been<br />used for predicting a preference for online learning versus classroom learning.</p> <p><strong>Results:</strong> Students’ enthusiasm and study satisfaction show a large correlation with their appreciation of online provided<br />as learning resources during the online term. However, these personal characteristics of students show only small<br />correlations with the preference for online learning and classroom learning. Positive correlations for online learning<br />show negative for classroom learning. The relevant learning strategies (“effort”, “general time management”, “literature<br />use”, “learning environment” and “control”) correlate mostly signficantly but always negatively in a small range with a<br />preference for classroom learning. Poorly developed general learning strategies could let students prefer the less selfregulated<br />learning. However, for predicting a preference for online learning, general learning strategies seem to have a<br />limited value. The successful mastering of the requirements during the online term seems to be more relevant, independent<br />from the expression of general learning strategies.</p> <p><strong>Conclusions/implications for classroom practice and future research:</strong> The questionnaire can be used for evaluating<br />online courses if the interest of the researcher or practitioner includes correlations between learning strategies<br />and personal characteristics with the teaching method. By using the questionnaire, interesting insights into those correlations<br />can be gained. Before teaching online courses, self-regulated learning (SRL) of students should be promoted<br />as it is known that students can acquire and strengthen self-regulatory processes. It could help students acclimatize to<br />the course requirements, general resources, and software resources. For future research it would be interesting to use<br />the questionnaire in an online course after the promotion of students’ SRL.</p> <p><strong>Keywords:</strong> organic chemistry, online-course, evaluation, personal characteristics of students, learning strategies</p> Jolanda Hermanns, Ingrid Glowinski Copyright (c) 2022 The Author/s http://creativecommons.org/licenses/by-nc-sa/4.0 https://e-publishing.cern.ch/index.php/prise/article/view/1320 Tue, 15 Mar 2022 00:00:00 +0100 The analytical competency model to investigate the video-stimulated analysis of inclusive sciene education https://e-publishing.cern.ch/index.php/prise/article/view/1319 <p><strong>Background:</strong> Teachers are a key factor for an inclusive education for all learners. Science teachers are responsible for facilitating scientific literacy for all learners, reducing barriers and enabling participation to shape the society of tomor-row. Providing those opportunities means educating future teachers on how to plan, create and analyze inclusive sci-ence lessons for all learners and valuing diversity. Especially, the competence to analyze is seen as a necessity to develop high quality teaching.</p> <p><strong>Purpose:</strong> To understand the competency development of future teachers regarding inclusive science education, ex-perts in this field are invited to analyze a video vignette showing inclusive science education. The experts identify and analyze inclusive science education within a video-stimulated reflection (VSRef) to create a reference norm for the investigation of future teachers’ competencies. For the purpose of context-related data analysis, we developed a five-stage model to categorize the VSRefs: The Analytical Competency Model (ACM).</p> <p><strong>Sample/Setting</strong>: Our participants include experts in the field of inclusive science education (N=6): three PhD students and three post docs who do research and teach in inclusive science education. Five hold a Master of Education (biology, chemistry and/or physics for secondary schooling and one in primary education), one participant has a Master’s degree in Special Needs Education. The range in age is 25-35 and all experts are from Germany.</p> <p><strong>Design and Methods:</strong> The experts watched a five-minute video vignette showing an inquiry-based learning setting on solubility. They were asked to observe, interpret and generate alternatives to the noticed teacher actions. We analyzed the VSRefs with a structured qualitative content analysis. We used expert validity to validate our ACM and calculated an intercoder reliability of the coding results regarding our ACM.</p> <p><strong>Results:</strong> The experts targeted all five stages with varying strength and showed high analytical competency in reflecting inclusive science education in the presented video-vignette. This will be illustrated and explained with examples of the experts’ reflections.</p> <p><strong>Conclusions:</strong> Our ACM can be used in higher education to evaluate the success of seminars on the topic of inclusive science education. The experts’ framing will be used in an investigation of a pre-service teacher sample to evaluate the development of their analytical competencies throughout a three-semester project-based seminar.</p> <p><strong>Keywords:</strong> Inclusive Science Education, Professional Vision, Teacher Professional Development, Analytical Competency, Qualitative Methods, Video Analysis</p> Daniela Egger, Simone Abels Copyright (c) 2022 The Author/s http://creativecommons.org/licenses/by-nc-sa/4.0 https://e-publishing.cern.ch/index.php/prise/article/view/1319 Tue, 10 May 2022 00:00:00 +0200