Experiential learning and climate change education: effect of predict - observe - explain strategy on pre - service teachers' understanding of sea level rise

This action research study examined the effectiveness of experiential learning on the understanding of climate change concepts. A Predict-Observe-Explain strategy was used to allow students to actively explore the reasons for sea level rise through teacher-guided experiments. The study employed a two-phase embedded experimental model within the framework of a mixed method design. The study sample was purposive and included all the participants of a ‘Coping with Climate Change’ workshop organized for the third-year pre-service teachers enrolled in the Bachelor of Education Primary program at the Fiji National University. The study findings indicate that the use of Predict-Observe-Explain strategy was useful in addressing pre-service teachers’ misconceptions on the reasons for sea level rise. Study results also show that experiential learning promotes enjoyment and develops insight about the execution of teaching techniques in a classroom context

Fijian pre - service teachers’ ideas about science and scientists

This paper reports findings from a small study with Fijian pre-service teachers about their perceptions of science and scientists. No known study of this nature has been conducted in Fiji nor in other Pacific Island Countries. The study drew on previous studies using Draw-A-Scientist Test as well as critiques of the instrument using qualitative methods associated with critical literacy approach to understand the relationship between Fiji school science curriculum and pre-service teachers’ knowledge of science and scientists. 88 pre-service teachers participated in this study. Data collection included participants’ drawings and written descriptions of scientists, notes taken during group discussions about their knowledge of science and scientific activities, and transcripts of interviews with some of the participants. While the findings resonate with similar studies conducted elsewhere, they have particular significance in a Pacific context where countries are attempting rapid technological transformations

International collaborative follow - up investigation of graduating high school students’ understandings of the nature of scientific inquiry: is progress Being made?

Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students for the high school sample) was to collect data on what exiting high school students have learned about NOSI. Additionally, the study investigated changes in 12th grade students’ NOSI understandings compared to seventh grade (i.e. 20 countries and regions) students’ understandings from a prior investigation [Lederman et al. (2019). An international collaborative investigation of beginning seventh grade students’ understandings of scientific inquiry: Establishing a baseline. Journal of Research in Science Teaching, 56(4), 486–515. https://doi.org/10.1002/tea.21512]. This study documents and discusses graduating high school students’ understandings and compares their understandings to seventh grade students’ understandings of the same aspects of scientific inquiry for each country. It is important to note that collecting data from each of the 130+ countries globally was not feasible. Similarly, it was not possible to collect data from every region of each country. A concerted effort was made, however, to provide a relatively representative picture of each country and the world

Scientific literacy education: reflections from Fiji

Scientific literacy education is undermined in literacy education in Fiji. Despite being a critical component of literacy education, scientific literacy is given lip service in the primary school curriculum. Scientific literacy is a critical 21st century skill for all citizens. This conceptual paper argues for an explicit emphasis on scientific literacy education in primary schools. Literacy definitions in some policy documents are explored and critically appraised in relation to scientific literacy needs. The paper further suggests an integrated approach to teaching through the use of quality texts in order to advance scientific literacy development in Fiji especially in the lower primary. The discussions in this paper has policy and research implications relevant to literacy education in Fiji and other jurisdiction, especially in developing contexts

School-Based Teacher Development, Promise and Potential for Ongoing Professional Learning

Teachers’ professional learning at individual, school and system levels is now considered crucial for schools’ qualitative growth. The restructuring of education system in Small Island Developing States education system is aiming to improve the quality of education, especially the students’ academic performance. For this to materialize, the school leaders need to design and implement effective and continuous school based teacher professional development programmes to professionally guide their teachers’ instructional practices. As such this study argued on the role of school based teacher professional development in Small Island Developing States and its impact on teachers’ instruction. This conceptual study, resembled information through a review of literature on the best practices and the researchers experience on the impact of school based teacher professional development in both developing and developed nations in and around the Pacific. This study highlights the impact of teacher professional development on the teacher change process and also provides insights on the role of school leaders in valuable goals setting and effective planning of teachers’ continuous and professional learning that is aligned with the needs of teachers based on the reforms initiated. These insights may also be relevant and significant for other educational leaders and authorities’ within and beyond the small island developing states of the Pacific that are undertaking reforms in the education sector, focusing on improving teacher performance to optimise students’ learning outcomes