Re‐conceptualization of scientific literacy in South Korea for the 21st century

As the context of human life expands from personal to global, a new vision of scientific literacy is needed. Based on a synthesis of the literature and the findings of an online survey of South Korean and US secondary science teachers, we developed a framework for scientific literacy for South Korea that includes five dimensions: content knowledge, habits of mind, character and values, science as a human endeavor, and metacognition, and self‐direction. The framework was validated by international science educators. Although the names of these dimensions sound familiar, the framework puts a new perspective on scientific literacy by expanding and refining each dimension, stressing integrated understanding of big idea and the importance of character and values, adding metacognition, and emphasizing global citizenship. Twenty‐first century citizens need integrated understanding of the big ideas of science and habits of mind such as systematic thinking and communications. They also need to realize that science is a human endeavor that changes, as new evidence is uncovered. However, these aspects of scientific literacy provide only a partial picture. Scientific literacy should also emphasize character and values that can lead learners to make appropriate choices and decisions to ensure a sustainable planet and provide all people with basic human rights. Individuals will also need to develop metacognitive skills in order interpret new complex scientific information and know when they need additional information. Although this framework was developed primarily for South Korea, a new vision of scientific literacy that is applicable for K‐12 has the potential to spur the development of new standards, curriculum materials, instructional practices, professional development and assessments, and dialog across nations. © 2011 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 670–697, 2011Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/87123/1/20424_ftp.pd

Teaching for Higher Levels of Thinking: Developing Quantitative and Analytical Skills in Environmental Science Courses

Professionals with strong quantitative and analytical skills are essential to understanding and responding to current environmental challenges. The goal of this study was to promote and evaluate the development of data analysis (DA) skills in undergraduate students through targeted interventions in environmental science courses. We developed materials to promote practice, instruction, and assessment of four core DA dimensions: the ability to make appropriate calculations, convert data to graphical representations, interpret graphical or mathematical information, and draw conclusions based on the analysis of data. We integrated two conservation exercises as pre/post assessment tools, flanking differentiated teaching interventions, into selected science courses and used a standardized rubric to measure students\u27 performance level. We found that students improved their DA skills in a single semester, but the level of improvement varied across skill dimensions. Students struggled with dimensions that require higher levels of thinking such as data interpretation and drawing conclusions. The use of additional exercises targeting these dimensions and alternative practices might enhance gains. Importantly, students also gained content knowledge in ecological principles while developing skills, and demonstrated an increase in self‐confidence with their DA skills. Our approach and open‐access materials can be integrated into existing courses to develop and assess data skills in undergraduate learners

Examining the effect of teachers' adaptations of a middle school science inquiry-oriented curriculum unit on student learning

Reform based curriculum offer a promising avenue to support greater student achievement in science. Yet teachers frequently adapt innovative curriculum when they use them in their own classrooms. In this study, we examine how 19 teachers adapted an inquiry-oriented middle school science curriculum. Specifically, we investigate how teachers' curricular adaptations (amount of time, level of completion, and activity structures), teacher self-efficacy (teacher comfort and student understanding), and teacher experience enacting the unit influenced student learning. Data sources included curriculum surveys, videotape observations of focal teachers, and pre- and post-tests from 1,234 students. Our analyses using hierarchical linear modeling found that 38% of the variance in student gain scores occurred between teachers. Two variables significantly predicted student learning: teacher experience and activity structure. Teachers who had previously taught the inquiry-oriented curriculum had greater student gains. For activity structure, students who completed investigations themselves had greater learning gains compared to students in classrooms who observed their teacher completing the investigations as demonstrations. These findings suggest that it can take time for teachers to effectively use innovative science curriculum. Furthermore, this study provides evidence for the importance of having students actively engaging in inquiry investigations to develop understandings of key science concepts. © 2010 Wiley Periodicals, Inc., J Res Sci Teach 48: 149–169, 2011Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/79436/1/20399_ftp.pd

Opportunities and challenges of China’s inquiry-based education reform in middle and high schools: Perspectives of science teachers and teacher educators

Consistent with international trends, an emergent interest in inquiry-based science teaching and learning in K-12 schools is also occurring in China. This study investigates the possibilities for and the barriers to enactment of inquiry-based science education in Chinese schools. Altogether 220 Chinese science teachers, science teacher educators and researchers (primarily from the field of chemistry education) participated in this study in August 2001. Participants represented 13 cities and provinces in China. We administered two questionnaires, one preceding and one following a 3-hour presentation by a US science educator and researcher about inquiry-based teaching and learning theories and practices. In each of three sites in which the study was conducted (Shanghai, Guangzhou and Beijing), questionnaires were administered, and four representative participants were interviewed. Our coding and analysis of quantifiable questionnaire responses (using a Likert scale), of open-ended responses, and of interview transcripts revealed enthusiastic interest in incorporating inquiry-based teaching and learning approaches in Chinese schools. However, Chinese educators face several challenges: (a) the national college entrance exam needs to align with the goals of inquiry-based teaching; (b) systemic reform needs to happen in order for inquiry-based science to be beneficial to students, including a change in the curriculum, curriculum materials, relevant resources, and teacher professional development; (c) class size needs to be reduced; and (d) an equitable distribution of resources in urban and rural schools needs to occur.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/42933/1/10763_2005_Article_1517.pd

Creating an Instrument to Measure Student Response to Instructional Practices

BackgroundCalls for the reform of education in science, technology, engineering, and mathematics (STEM) have inspired many instructional innovations, some research based. Yet adoption of such instruction has been slow. Research has suggested that students’ response may significantly affect an instructor’s willingness to adopt different types of instruction.PurposeWe created the Student Response to Instructional Practices (StRIP) instrument to measure the effects of several variables on student response to instructional practices. We discuss the step‐by‐step process for creating this instrument.Design/MethodThe development process had six steps: item generation and construct development, validity testing, implementation, exploratory factor analysis, confirmatory factor analysis, and instrument modification and replication. We discuss pilot testing of the initial instrument, construct development, and validation using exploratory and confirmatory factor analyses.ResultsThis process produced 47 items measuring three parts of our framework. Types of instruction separated into four factors (interactive, constructive, active, and passive); strategies for using in‐class activities into two factors (explanation and facilitation); and student responses to instruction into five factors (value, positivity, participation, distraction, and evaluation).ConclusionsWe describe the design process and final results for our instrument, a useful tool for understanding the relationship between type of instruction and students’ response.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/136692/1/jee20162_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/136692/2/jee20162.pd

Survivors of war in the Northern Kosovo (II): baseline clinical and functional assessment and lasting effects on the health of a vulnerable population

<p>Abstract</p> <p>Background</p> <p>This study documents torture and injury experience and investigates emotional well-being of victims of massive violence identified during a household survey in Mitrovicë district in Kosovo. Their physical health indicators such as body mass index (BMI), handgrip strength and standing balance were also measured. A further aim is to suggest approaches for developing and monitoring rehabilitation programmes.</p> <p>Methods</p> <p>A detailed assessment was carried out on 63 male and 62 female victims. Interviews and physical examination provided information about traumatic exposure, injuries, and intensity and frequency of pain. Emotional well-being was assessed using the "WHO-5 Well-Being" score. Height, weight, handgrip strength and standing balance performance were measured.</p> <p>Results</p> <p>Around 50% of victims had experienced at least two types of torture methods and reported at least two injury locations; 70% had moderate or severe pain and 92% reported constant or periodic pain within the previous two weeks. Only 10% of the victims were in paid employment. Nearly 90% of victims had experienced at least four types of emotional disturbances within the previous two weeks, and many had low scores for emotional well-being. This was found to be associated with severe pain, higher exposure to violence and human rights violations and with a low educational level, unemployment and the absence of political or social involvement.</p> <p>Over two thirds of victims were overweight or obese. They showed marked decline in handgrip strength and only 19 victims managed to maintain standing balance. Those who were employed or had a higher education level, who did not take anti-depressant or anxiety drugs and had better emotional well-being or no pain complaints showed better handgrip strength and standing balance.</p> <p>Conclusions</p> <p>The victims reported a high prevalence of severe pain and emotional disturbance. They showed high BMI and a reduced level of physical fitness. Education, employment, political and social participation were associated with emotional well-being. Interventions to promote physical activity and social participation are recommended. The results indicate that the rapid assessment procedure used here offers an adequate tool for collecting data for the monitoring of health interventions among the most vulnerable groups of a population exposed to violence.</p