Learning science in an integrated classroom: Finding balance through theoretical triangulation

The central thesis of this paper is that the learning of science in integrated curricular contexts requires a broader theoretical framework than is typically adopted by researchers and teachers. The common practice of interpreting science learning in terms of conceptual and procedural understandings in such contexts is problematized through an examination of the literature. As an alternative to the traditional approach, a triangulation of three theoretical perspectives is undertaken to view the science learning in a classroom case study of integrated curriculum. The conclusion highlights the necessity of balance between the disciplinary forces on curriculum and the forces that better reflect the multiple dimensions of learning in the real world. The use of theoretical triangulation is demonstrated as a technique through which a balanced, and more complete, view of learning in integrated contexts can be achieved

When a Bilingual Child Describes Living Things: An Analysis of Conceptual Understandings from a Language Perspective.

With increasing numbers of students learning science through a second language in many school contexts, there is a need for research to focus on the impact language has on students’ understanding of science concepts. Like other countries, Brunei has adopted a bilingual system of education that incorporates two languages in imparting its curriculum. For the first three years of school, Brunei children are taught in Malay and then for the remainder of their education, instruction is in English. This research is concerned with the influence that this bilingual education system has on children’s learning of science. The purpose was to document the patterns of Brunei students’ developing understandings of the concepts of living and non-living things and examine the impact in the change in language as the medium of instruction. A cross-sectional case study design was used in one primary school. Data collection included an interview (n = 75), which consisted of forced-response and semi-structured interview questions, a categorisation task and classroom observation. Data were analysed quantitatively and qualitatively. The results indicate that the transition from Malay to English as the language of instruction from Primary 4 onwards restricted the students’ ability to express their understandings about living things, to discuss related scientific concepts and to interpret and analyse scientific questions. From a social constructivist perspective these language factors will potentially impact on the students’ cognitive development by limiting the expected growth of the students’ understandings of the concepts of living and non-living things

Scientists Reflect on Why They Chose to Study Science

A concern commonly raised in literature and in media relates to the declining proportions of students who enter and remain in the ‘science pipeline’, and whether many countries, including Australia and New Zealand, have enough budding scientists to fill research and industry positions in the coming years. In addition, there is concern that insufficient numbers of students continue in science to ensure an informed, scientifically literate citizenry. The aim of the research presented in this paper was to survey current Australian and New Zealand scientists to explore their reasons for choosing to study science. An online survey was conducted via a link to SurveyGizmo. The data presented are from 726 respondents who answered 22 forced-choice items and an open-ended question about the reasons they chose to study science. The quantitative data were analysed using t tests and analyses of variance followed by Duncan’s multiple range tests, and the qualitative data were analysed thematically. The quantitative data showed that the main reasons scientists reported choosing to study science were because they were interested in science and because they were good at science. Secondary school science classes and one particular science teacher also were found to be important factors. Of much less importance were the prestige of science and financial considerations. The qualitative data expanded on these findings and showed that passion for science and/or curiosity about the world were important factors and also highlighted the importance of recreational pursuits, such as camping when a child. In the words of one respondent, ‘People don’t go into science for the money and glory. It’s passion for knowledge and science that always attracted me to the field’

Dynamic optimal taxation with human capital.

This paper revisits the dynamic optimal taxation results of Jones, Manuelli, and Rossi (1993, 1997). They use a growth model with human capital and find that optimal taxes on both capital income and labor income converge to zero in steady state. For one of the models under consideration, I show that the representative household's problem does not have an interior solution. This raises concerns since these corners are inconsistent with aggregate data. Interiority is restored if preferences are modified so that human capital augments the value of leisure time. With this change, the optimal tax problem is analyzed and, reassuringly, the Jones, Manuelli, and Rossi results are confirmed: neither capital income nor labor income should be taxed in steady state

Long-term outcomes of early childhood science education: insight from a cross-national comparative case study on conceptual understanding of science

The purpose of this research was to explore the long term outcomes of either participating or not participating in early childhood science education on Grade 6 students’ conceptual understanding of science. The research is situated in a conceptual framework that evokes Piagetian developmental levels as both potential curriculum constraints and potential models of efficacy. The research design was a multiple case study of Grade 6 children from three schools in China (n=140) who started formal science education in the third grade, and Grade 6 children from three matched schools in Australia (n=105) who started learning science in kindergarten. The students’ understanding was assessed by a science quiz and in-depth interview. The data showed that participating children from the high socio-economic schools in China and Australia had similar understandings of science. Divergence between the medium and low socio-economic schools, however, indicated that the grounding in early childhood science education in Australia may have placed these children at an advantage. Alternative explanations for the divergence including the nature of classroom instruction in the two countries are discussed

Widening the divide: the impact of school closures on primary science learning

Prolonged Covid-19-related school closures in the UK raised concerns that science teaching and learning at primary level would be negatively impacted. This paper reports the findings of phase 1 of a study that the authors are conducting with teachers and parents to explore this issue. We found that a significant proportion of teachers were providing less science during lockdown than in the normal school week. Teachers, particularly those working in more deprived areas, reported that translating the science curriculum for home learning had been difficult, with concerns around resources, internet access and parental ability to help. Some areas of the curriculum posed particular difficulties, leading to a narrowing of topics being taught. Both teachers and parents felt that schools prioritised English and maths above science. Meanwhile some parents reported that their children had engaged in sophisticated extracurricular activities, bolstered by resources available at home and knowledgeable adult help, but others said that their children had done no science at all. Parents who had studied science at post-compulsory level were much more comfortable in helping their children with science home learning. These factors combine to create conditions which may exacerbate existing inequalities as to who can access science education and careers

An exploratory case study of Olympiad students’ attitudes towards and passion for science

Much is known about high school students’ attitudes towards science but there is almost no research on what passion for science might look like and how it might be manifested. This exploratory case study took advantage of a unique group of highly gifted science students participating in the Australian Science Olympiad (n=69) to explore their attitudes towards school science and science as presented in the Olympiad summer camp. In particular the role the summer camp might play in igniting the students’ passion for science was a focus of the research. Data were collected through a two tiered survey of students’ attitudes towards school science, an evaluative survey of the Olympiad summer camp and in-depth interviews with six participants. Findings indicated that Olympiad students generally had positive attitudes towards school science with most selecting science as one of their favourite subjects. However, an underlying ambivalence about school science was noted in the data. In contrast, the Olympiad summer camp transformed students’ positive attitudes into passion for science. Seven themes emerged from the data providing a foundation for a model of what academic passion for science looks like