Engaging students for meaningful chemistry learning through Microcomputer-based Laboratory (MBL) inquiry

Promoure en els estudiants l'aprenentatge significatiu de la química mitjançat treballs pràctics indagatius amb l'ús d'equips de captació de dades amb sensors (MBL). La utilització d'equips de captació de dades amb sensors (MBL) pot constituir un exemple d'entorn d'aprenentatge centrat en l'alumne que ofereix noves oportunitats per acostar els estudiants de química de l'ensenyament secundari cap a un aprenentatge significatiu i cap al pensament d'ordre superior a través de la indagació. L'ús de MBL promou en els alumnes la discussió, la planificació, la mesura i la presa de responsabilitat del seus propis processos d'aprenentatge. La tècnica MBL pot contribuir des de l'escola a propostes respectuoses amb el medi ambient (química verda) mitjançant la reducció de les quantitats de productes químics necessaris. Aquest article presenta una investigació pedagògica de l'eficàcia d'aquesta tècnica, dels seus reptes d'utilització i alguns consells per implementar el seu ús a les classes de química de secundària.The Microcomputer-based Laboratory (MBL) is an example of a student-centred learning environment that provides new opportunities to engage secondary-level chemistry students in meaningful learning and higher-order thinking through inquiry. MBL promotes student discussion, planning, measuring and taking responsibility for their own study processes. MBLs support an environmentally benign (green chemistry) approach in the school by reducing the amounts of chemicals needed. This article presents a pedagogical research-based view of its effectiveness, the challenges faced when using and some tips for implementing it in chemistry classrooms at high school level

Engaging students for meaningful chemistry learning through microcomputer-based laboratory (MBL) inquiry : Promoure en els estudiants l’aprenentatge significatiu de la química mitjançat treballs pràctics indagatius amb l’ús d’equips de captació de dades amb sensors (MBL)

The Microcomputer-based Laboratory (MBL) can be an example of a student-centered learning environment that provides new opportunities to engage secondary-level chemistry students in meaningful learning and higher-order thinking through inquiry. MBL promote students to discuss, plan, measure and take responsibility for their own study processes. MBLs support an environmentally benign (green chemistry) approach in the school by reducing the amounts of chemicals needed. This article presents a pedagogical research-based view of its effectiveness, challenges of use and some tips for implementing it in chemistry classrooms at high school level.Peer reviewe

Model-based design research: A practical method for educational innovation

This paper introduces a new collaborative model for design-based research (DBR), model-based design research (MBDR), in which the design process is carried out through model-based reasoning (MBR). The objective of the paper is to discuss how MBDR can be used as a method for educational innovation, which is a social transformation occurring when a certain group adopts a new educational practice. This aim is approached by analysing three MBDR cases and comparing the results to the possibilities and challenges rising from the innovation research literature. According to the analysis, MBDR is a promising method for creating and teaching educational innovations. It is most suitable for inventing and supporting the adoption of new practices. By conducting DBR through MBR, design community can produce a comprehensive need analysis. This way design solutions that meet the design objectives can be constructed. Comprehensive need analysis and goal-oriented design lead to successful projects and designers more comprehensive participation to the research

The relevance of non-formal Biology Olympiad training for upper secondary school students

Science competitions, such as the International Biology Olympiad, are non-formal education targeted to upper secondary school students with high abilities. However, there is little knowledge about what is the relevance of training for a science competition. In this study, Finnish Biology Olympiad training participants were researched in the context of relevance of science education. In total, 28 students filled in questionnaires and participated in interviews. It was found out that the students experienced the training to be especially individually relevant for them, and there was no significant difference between genders. Based on theresults, vocational and societal topics should be taken into more account in designing Olympiad trainingsPeer reviewe

Non-formaali tiedekasvatus: tiedeleirien relevanssi

Non-formal science education means goal-oriented learning outside of school. The use of out of school learning environments (e.g. science camps) has been found to increase motivation and interest in natural sciences. In this study, the relevance of non-formal science education in science camps has been analyzed from the perspectives of children and families, which has not been studied before. The analysis of relevance has been based on the relevance theory developed by Stuckey, Hofstein, Mamlok-Naaman & Eilks in 2013. The study focuses on the 46 science camps organized by the University of Helsinki LUMA Centre in the years 2015 and 2016, involving more than 900 schoolchildren and some of their parents (N=124). The study examined also the impact of children’s gender and children’s earlier interest in science on the relevance of chemistry related science camps. Survey and theme interview were both used as research methods. The results of the survey show that non-formal science education in science camps is relevant according to both the children and the families, mainly at the level of individual relevance, with emphasis on present and intrinsic dimensions of relevance. The tasks related to the camp themes, for example in chemistry camps, experimental work in the laboratory, and friends made in the science camps are the most relevant for children. The chemistry science camps are individually most relevant to those children who didn’t have much earlier interest in chemistry. Boys are more confident about their own interests at the individual relevance level than girls. At the level of societal relevance, boys are more focused on present-day relevance than girls when girls also consider the future. The levels of societal and vocational relevance were only slightly visible in the answers of the survey. However, based on theme interviews, camps were considered as relevant for all relevance levels of the relevance theory. The results of this research can be utilized in the development of out of school learning environments, especially in the development of science camps and in further research.Peer reviewe

The needs for successful chemistry teaching in diverse classes : teachers' beliefs and practices

Peer reviewe

Identifying and addressing students' questions on climate change

Title in Finnish: 'Opiskelijoiden kysymykset ilmastonmuutoksesta'.This study uses qualitative content analysis to examine 355 open-ended questions, presented by 16–19 –year-old international students, to find out what students want to learn about climate change. The study finds that students have a high level of consideration toward scientific, societal, and ethical aspects of climate change and that students' questions are multidisciplinary and complex in nature. Most important, the findings show that students ask questions on the same themes that researchers say should be addressed in multidisciplinary climate change education. Based on the findings, this article suggests that climate change education could be developed by adopting guided inquiry.Peer reviewe

Nature of Science in Students’ Conceptions of Scientists : A pilot study of an “Act a Scientist -Test”

2630-5445Non peer reviewe

A Cross-cultural Study of Gifted Students' Scientific, Societal and Moral Questions Concerning Science

This study investigated the number and nature of gifted female and male students’ scientific, societal, and moral questions concerning science. The participants (N=658) of this study were 16-19 year-old international students from 55 countries, and two continents, Asia and Europe. They applied to participate in the Millennium Youth Camp held in 2011 in Finland. The students came from scientifically and mathematically oriented schools and they had shown an interest towards science through competitions, school success, and their own research. The students were asked to formulate questions they would like to get answers to during the camp. The nature and number of the students’ questions were analyzed with qualitative and quantitative content analysis. The results showed that the boys asked more scientific questions than the girls, and the girls asked more societal questions than the boys. The students asked less questions about morality than scientific or societal questions. The most common questions about morality were related to pollution and fresh air, environmental problems, and water protection. The results point to the need for teachers to teach socioscientific issues and discuss moral questions related to science. This should be done to increase moral sensitivity and influence the future of humankind.Peer reviewe

Teachers’ Expectations and Perceptions of the Relevance of Professional Development MOOCs

Online professional-development courses such as massive open online courses (MOOCs) could bring relevant content to a wider base of teachers who might not otherwise have access to professional development. However, research on the relevance of such online courses is scarce. The main aim of this study is to investigate the relevance (individual, societal, and vocational) of MOOCs (mostly participatory cMOOCs) from the viewpoint of teachers now and in the future. We examined teachers’ expectations and perceptions of 10 courses before (N = 364) and after (N = 177) the courses, using an online questionnaire developed on the basis of relevance theory. According to the results, the studied teachers had positive expectations for the courses in terms of their usefulness for their prospective teaching (especially vocational relevance). Teachers’ expectations related to the usefulness of the course for the future (individual and vocational relevance) were most strongly met. Effort put into the course was connected to, for example, how the course improved the teachers’ interest. The results of this study indicate that MOOCs can serve as relevant courses for teachers’ professional development in science, mathematics, and technology education