Abstract: We conducted an unprecedented analysis of the Islamic State of Iraq and Syria (ISIS) primary school science curriculum. The research question focuses on the general scientific quality of the five documents examined, the integration of religious content and the possible tensions between science and religion that result from including such material in the corpus. This content analysis also focuses on the ideological/political agenda that supports its content and structure. Conclusions argue that the ISIS science curriculum appears to be committed to an absolutist/theocratic ideological program that, among other things, promotes a very inadequate concept of scientific activity and content. Recommendations about secularization and the reconstruction of post-ISIS education systems are formulated.
All posts by: technovision
Didactic proposal to overcome the difficulties in the learning of Area and Volume in Spanish Primary Education students
Abstract: This work presents a didactic proposal for the learning and measure of surface area and body volume. This proposal is framed in the Anthropological Theory of the Didactic (ATD), based on the recognized errors in the learning of these magnitudes and considering their connection with the typified learning difficulties or epistemological obstacles. The proposal was developed as a didactic sequence, including the tasks from didactic situations (as considered by Brousseau) and with a cross-curricular perspective in relation to the social-systemic structure (ATD), without restricting them in any didactic unit. The praxeology was structured in accordance with the approaches of the ATD, and the didactic methodology was based on the definition of the errors, which followed the phases of development of the usual models in the learning of Geometry. These phases were defined under a generic framework influenced by the developed Van Hiele model for the learning of Geometry. The tasks that composed the didactic sequences were created “ad-hoc” or extracted from adequate sources throughout the Spanish curriculum of Primary Education. The proposal was designed to be applied in the 5th Primary Education grade. The collection of evidences on the students learning regarding the area and the volume after the implementation of the proposal constitutes the natural next step of this project.
An Indonesian Translation and Adaptation of the POSTT: A Science Teacher Pedagogical Orientation, Formative Assessment Device
Abstract: Indonesia has experienced problems in teacher quality, especially science teachers. Teacher-training programs in which preservice teachers are taught to use the most appropriate science teaching methods are critical in order to prepare qualified teachers. Having a formative way to assess and discuss preservice science teachers’ preferred teaching orientations is important. Therefore, the Pedagogy of Science Teaching Test (POSTT) was translated and adapted into Bahasa as a formative assessment for preservice science teachers. There were eight steps in the translation and validation of a selected set of POSTT items into Bahasa (Indonesian language) involving Indonesian language experts and science content experts. Pilot study data indicates that the transadapted items are both reliable and valid for use with Indonesian teachers, and that the transadapted POSTT items are understandable and adequately fit with Indonesian school culture. This being the case, science educators in other countries may also wish to employ transadapted POSTT items for preservice science teacher education purposes.
Indonesia Vocational High School Science Teachers’ Priorities Regarding 21st Century Learning Skills in Their Science Classrooms
Abstract: The purpose of this study was to examine vocational high school science teachers’ instructional prioritizing the 21st Century Skills mandated in the Indonesian National Curriculum 2013 revision. The Indonesian government implemented this curriculum in 2017 to support students’ career readiness, which was inadequately addressed in previous curriculum documents. Survey data was obtained from the population of vocational high school science teachers in the city of Pontianak, West Kalimantan province, Indonesia. The study contrasted the prioritizing of 21st Century Skills objectives with previous curriculum objectives, in order to determine if teachers give priority to current curriculum requirements or are still focusing on previous requirements. The study furthermore examined whether teacher demographic data are associated with their teaching priorities. Results indicate teachers do prioritize the 21st Century Learning Skills over previous curriculum objectives. Novice teachers report higher priority on communication skills and male teachers give higher priority to problem solving. Future research includes determining how these priorities translate into classroom practice.
The Development and Validation of a 21st Century Skills Instrument: Measuring Secondary School Students’ Skills
Abstract: Due to the rapid change in technology and information dissemination, the qualities and skills employers and colleges demand in the 21st century have changed. To help higher education institutions and workforce to identify and measure their prospective students and employees’ skills respectively, we designed an instrument for secondary grade students to self-assess their 21st century skills. After successful piloting, validation of the final instrument was done with 282 high school students from a public high school in Texas. We utilized exploratory factor analysis and investigated construct validity for the instrument using principal axis factoring with Promax rotation and Kaiser normalization. We found that the original 48 items developed for the instrument were loading the four factors as theorized in our model. Finally, confirmatory factor analysis (CFA) models for four scales were separately investigated. Maximum likelihood estimation method was used for all analyses though Mplus8.2 (Muthén & Muthén, 1998-2017). We came up with 5 factors and 43 items. Researchers, K-12 educators, postsecondary educators, and employers may benefit from the development of this instrument.
How Preservice Elementary Teachers Develop Their Personal Philosophies About Science Teaching: The Role of Informal Science Approaches
Abstract: The purpose of this case study was to explore how (if in any way) three informal science approaches as part of a teacher preparation program could shape preservice teachers’ personal philosophies of science teaching and learning. Data were collected in a period of two academic semesters in the context of an elementary methods course through the following sources: science autobiographies, personal philosophies about science teaching, drawings about their most memorable and least memorable experiences of science, three reflective journals about the three informal science experiences (i.e., working with scientists, field, science festival), lesson plans, responses to final exam questions, observations, and semi-structured interviews. The participants were 16 preservice elementary teachers, seven males and nine females. Open coding techniques were used to analyse the data in order to construct categories and subcategories and eventually to identify emerging themes. The outcomes of the analysis showed that the inclusion of informal learning in teachers’ preparation has the potential to support preservice teachers’ in reconstructing their ideas about science and science teaching in ways that are aligned with reform efforts emphasizing student engagement, working with scientists, and utilizing out-of-school spaces for learning.
Abstract: Although the number of female science students has increased at secondary level in many countries since 1990, this has not translated into pursuing a STEM education at tertiary level and not even into STEM jobs. It is thus important to analyze this issue of female participation in STEM disciplines, since their inclusion would empower them by improving the economy, health, and infrastructure worldwide and help to fight poverty internationally with technological and scientific interventions. This narrative review article aims to analyze the reasons behind female underrepresentation in STEM careers using the “feminist research methodological” approach. Underlying the conceptualization of gendering science, two specific concepts, gender role and empowerment, have been used. Here I have analyzed the educational, attitudinal, socio-cultural, and socio-economic aspects of why there are so few women in STEM careers. This analysis introduces some important concerns that can be focused on during policy implication to ensure gender equality in STEM careers. This article highlights the socialization process of young students (especially girls), who are expected to perform their stereotyped gender roles consciously or subconsciously both in the family and educational settings. These gendered ideologies are clearly interlinked to the career they become interested or influenced in. The analysis reflects and recommends that subject domains and job sectors should be gender neutral where life experiences and interests of individuals should be emphasized. Such important concerns raised in this article would help educators in policy implication to ensure gender equality in STEM careers.
Using e-learning in pre-service English teacher education in Chinese fourth-tier cities: An exploratory study
Abstract: Nowadays, e-learning is widely adopted in all education sectors, but different teachers utilize different strategies to teach their students. In the field of teacher education, views on the ways in which e-learning can be used are also varied. It is worth exploring how to implement e-learning in courses and how student teachers can apply the e-learning strategies they learned during their own field experience courses. A better understanding of the current practice will not only help teacher educators and student teachers to understand relevant pedagogical approaches in regard to e-learning, but will also enable student teachers to learn how to use appropriate e-learning strategies in their classes. This study explores the e-learning strategies adopted in teacher education courses for pre-service English teachers in mainland China, with a focus on Chinese fourth-tier cities. A total of 475 student teachers were involved and a mixed-method research approach was adopted. Both qualitative and quantitative data were collected via questionnaires and interviews. The findings can enhance the current understanding of the common strategies used in e-learning in English pre-service teacher education courses in Chinese fourth-tier cities. We also give some suggestions for better future e-learning pedagogical approaches.
Framework for the Parallelized Development of Estimation Tasks for Length, Area, Capacity, and Volume in Primary School – A Pilot Study
Abstract: The purpose of this study is to present a framework for the development of parallelized estimation tasks for the visible measures length, area, capacity, and volume. To investigate if there are differences between the estimation types of task, a written estimation test for 3rd- and 4th-graders was developed. It includes eight different types of task for each measure. The percentage deviation of the estimated value from the real value (the measured size) of 137 students indicates that there are differences between the four measures as well as within the types of task that affect over- and underestimation and the estimation accuracy. Further research could address relations between the estimation of visible measures and the investigation of more characteristics in an estimation task, using a written estimation test that is based on this valid framework.
Abstract: The purpose of this study was to determine the correlation between the ACCUPLACER placement test score (elementary algebra) and the student success in the quantitative reasoning course at Regis College. Our study points to a weak but significant correlation between the ACCUPLACER placement score and the student success in the quantitative reasoning course. We propose that an in-house placement system based on the unique requirements of the institution will be a much more effective approach to place the students at appropriate levels of instruction.