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Schmitt L, Weber A, Venitz L, Leuchter M. Preschool teachers' pedagogical content knowledge predicts willingness to scaffold early science learning. Br J Educ Psychol 2023; 93:1034-1052. [PMID: 37248560 DOI: 10.1111/bjep.12618] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2022] [Accepted: 04/27/2023] [Indexed: 05/31/2023]
Abstract
BACKGROUND The importance of diagnostic and scaffolding activities for early science learning has been shown consistently. However, preschool teachers scarcely engage in them. We developed an instrument to assess preschool teachers' willingness to engage in diagnostic and scaffolding activities in science learning situations and examined its relation with teachers' knowledge, beliefs and practice. AIMS We validate an instrument to assess willingness to engage in scaffolding and diagnostic activities and study the interplay between willingness, learning beliefs, content knowledge (CK) and pedagogical content knowledge (PCK) in the context of science learning, particularly block play. SAMPLE(S) A total of N = 151 preschool teachers from 41 kindergartens in Germany participated in our study. METHODS Preschool teachers completed a questionnaire, which took approximately 1 hour of time. We drew a subsample of N = 73 teachers and observed their practice during a 30 min block play episode. RESULTS With our instrument, we were able to distinguish between preschool teachers' willingness to diagnose and to scaffold. Preschool teachers' co-constructivist beliefs and PCK predicted willingness to engage in diagnosing, PCK also predicted willingness to engage in scaffolding. Associations between learning beliefs and practice were inconsistent. CONCLUSIONS Our study highlights aspects of the association between preschool teachers' PCK and their willingness to engage in diagnosing and scaffolding. However, we found inconsistencies between preschool teachers' beliefs and practice, which call for further clarification.
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Affiliation(s)
- Lukas Schmitt
- Department of Children and Youth Education, RPTU Kaiserslautern-Landau, Landau, Germany
| | - Anke Weber
- Computer-Based Assessment Research Group, Department of Behavioural and Cognitive Sciences, University of Luxembourg, Esch-sur-Alzette, Luxembourg
| | - Laura Venitz
- Department of Children and Youth Education, RPTU Kaiserslautern-Landau, Landau, Germany
| | - Miriam Leuchter
- Department of Children and Youth Education, RPTU Kaiserslautern-Landau, Landau, Germany
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Brandão MADR, Bello MEDRB, de Souza MF, Carvalho MRDJ, Maciel BM. Food safety knowledge among 7th-grade middle school students: A report of a Brazilian municipal school using workshop-based educational strategies. Food Sci Nutr 2023; 11:6447-6458. [PMID: 37823090 PMCID: PMC10563696 DOI: 10.1002/fsn3.3587] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Revised: 05/24/2023] [Accepted: 07/19/2023] [Indexed: 10/13/2023] Open
Abstract
Practical methodologies that include food safety and hygiene education in pedagogical activities are strategies to prevent foodborne diseases (FBDs). Thus, the aim of this study was to investigate the knowledge of 7th-grade middle school students regarding food microbiology and food safety, and to apply workshop-based educational strategies that focus on scientific literacy. The students (144) were initially evaluated using a Likert-scale questionnaire (pre-intervention, Q0) with ten objective questions on microbiology and food safety. Once the questionnaire was evaluated, interventions were conducted through five science workshops of 50 min, over a period of 5 months. The workshops included educational games, laboratory practices, videos, and lectures that addressed microorganisms that are known to cause the most common FBDs in Brazil. After each workshop, students were asked to express their opinions and understanding of the content through semi-structured interviews. Six months after the end of the practical interventions, the students completed a second identical Likert-scale questionnaire (post-intervention, Q1), and the answers to both questionnaires (Q0 and Q1) were analyzed by calculating the middle rank. The middle rank of Q1 (mean = 0.65 ± 0.13) was 21% greater than the middle rank of Q0 (mean = 0.44 ± 0.16), and statistical significance was observed (p = .0135). This demonstrates that new information acquired during the workshops positively influenced learning. We believe that when practical approaches to food safety are included in school education as a priority, the prevalence of FBD will decrease.
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Affiliation(s)
| | | | - Manuella Farias de Souza
- Interdisciplinary Degree in Natural Sciences and TechnologiesFederal University of Southern BahiaItabunaBrazil
| | | | - Bianca Mendes Maciel
- Graduate Program in Animal ScienceState University of Santa CruzIlhéusBrazil
- Department of Biological SciencesState University of Santa CruzIlhéusBrazil
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Garcia SD, Strieder DM. Perceptions about exposure to pesticides among rural school students: identified controversies. Rev Bras Enferm 2023; 76:e20220101. [PMID: 36753253 PMCID: PMC9901352 DOI: 10.1590/0034-7167-2022-0101] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2022] [Accepted: 10/01/2022] [Indexed: 02/08/2023] Open
Abstract
OBJECTIVES to identify, according to students' perception, controversies related to the term "pesticide" and its influence on health. METHODS field research, with qualitative analysis via discursive textual analysis. Collective interviews were carried out with students of ninth grade of elementary school from four rural schools in the western region of Paraná. RESULTS when analyzing students' statements, it was identified that pesticides are part of their reality and that of the local community Controversies related to pesticides and health arose, with emphasis on the form of production and the understanding of the real harm generated by exposure and use of pesticides. CONCLUSIONS approaching pesticides in the context of education and health is essential so that there is a strengthening of discussions, in a critical and contextualized way, in school spaces, expanding the look at the topic as a way of enriching understandings and discourses on the subject.
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Giojalas LC, Guidobaldi HA, Cragnolini AB, Franchi AN, Garcia Romano L, Bermudez GMA, Danelon V, Moreno Irusta A, Domínguez EM, Figueras López MJ. Understanding new molecular and cell biology findings based on progressive scientific practices and interconnected activities in undergraduate students. Biochem Mol Biol Educ 2021; 49:198-209. [PMID: 32823370 DOI: 10.1002/bmb.21423] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/03/2019] [Revised: 06/11/2020] [Accepted: 07/13/2020] [Indexed: 06/11/2023]
Abstract
Nowadays Molecular Cell Biology (MCB) must be taught as science is practiced. Even though there are several approaches based on scientific practices, a key aspect is to define the purpose of each of these teaching strategies and, most importantly, their implementation. Our goal was to train students to acquire, understand, and communicate new scientific knowledge in the field. The main feature of our new teaching methodology was progressive training in scientific practices associated with a back-and-forward interplay between activities and assessments. The methodology was implemented over 4 years, in students attending the MCB course of the undergraduate degree in Biological Sciences. In the first two modules, the students were prepared to comprehend MCB concepts and techniques and to experience activities based on scientific practices. In the third module, the students analyzed a primary paper in-depth. They were assessed by midterm exams based on a primary paper, written laboratory reports, and the oral presentation of a scientific paper. Our teaching proposal was evaluated through the students' academic performance and by their opinion on the teaching methodology. Most students were satisfied since they improved their acquisition of concepts, their interpretation and integration of scientific knowledge, and developed skills to communicate scientific knowledge in writing and orally. The novelty of transversal interconnections and progressive training in scientific practices provides students with skills in acquiring and understanding new scientific information, even beyond the MCB course.
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Affiliation(s)
- Laura C Giojalas
- Biología Celular y Molecular, Escuela de Biología, Facultad de Ciencias Exactas Físicas y Naturales, Universidad Nacional de Córdoba, Córdoba, Argentina
| | - Hector A Guidobaldi
- Biología Celular y Molecular, Escuela de Biología, Facultad de Ciencias Exactas Físicas y Naturales, Universidad Nacional de Córdoba, Córdoba, Argentina
| | - Andrea B Cragnolini
- Biología Celular y Molecular, Escuela de Biología, Facultad de Ciencias Exactas Físicas y Naturales, Universidad Nacional de Córdoba, Córdoba, Argentina
| | - Anahi N Franchi
- Biología Celular y Molecular, Escuela de Biología, Facultad de Ciencias Exactas Físicas y Naturales, Universidad Nacional de Córdoba, Córdoba, Argentina
| | - Leticia Garcia Romano
- Taller Educativo I y II, Depto. de Enseñanza de la Ciencia y Tecnología, Escuela de Biología, Facultad de Ciencias Exactas Físicas y Naturales, Universidad Nacional de Córdoba, Córdoba, Argentina
| | - Gonzalo M A Bermudez
- Didáctica General y Didáctica Especial, Depto. de Enseñanza de la Ciencia y Tecnología, Escuela de Biología, Facultad de Ciencias Exactas Físicas y Naturales, Universidad Nacional de Córdoba, Córdoba, Argentina
| | - Victor Danelon
- Biología Celular y Molecular, Escuela de Biología, Facultad de Ciencias Exactas Físicas y Naturales, Universidad Nacional de Córdoba, Córdoba, Argentina
| | - Ayelen Moreno Irusta
- Biología Celular y Molecular, Escuela de Biología, Facultad de Ciencias Exactas Físicas y Naturales, Universidad Nacional de Córdoba, Córdoba, Argentina
| | - Esteban M Domínguez
- Biología Celular y Molecular, Escuela de Biología, Facultad de Ciencias Exactas Físicas y Naturales, Universidad Nacional de Córdoba, Córdoba, Argentina
| | - Maria J Figueras López
- Biología Celular y Molecular, Escuela de Biología, Facultad de Ciencias Exactas Físicas y Naturales, Universidad Nacional de Córdoba, Córdoba, Argentina
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5
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Eugenio-Gozalbo M, Aragón L, Ortega-Cubero I. Gardens as Science Learning Contexts Across Educational Stages: Learning Assessment Based on Students' Graphic Representations. Front Psychol 2020; 11:2226. [PMID: 33013580 PMCID: PMC7495090 DOI: 10.3389/fpsyg.2020.02226] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2020] [Accepted: 08/10/2020] [Indexed: 11/13/2022] Open
Abstract
The educational use of daily-life contexts is considered a valuable strategy to promote meaningful science learning, since it facilitates the establishment of connections between previous knowledge, personal interests, and new learning. The aim of this work is to provide evidence to support the presence of gardens at educational centers, by assessing key science topics whose learning is promoted at the pre-school, primary, secondary, and university stages. To this end, we analyzed the paired graphic representations of "a garden" that students drew both before and after their participation in a garden-based learning program. Firstly, we obtained the frequency of appearance of every represented element, and afterward characterized the level of change between paired graphic representations. Sample size was of 24-19-25-29 pairs per stage, respectively. Across all stages, an overall improvement in students' graphic expression was observed, which can be attributed to their experience in the space. At the pre-school stage, the garden favored the establishment of some simple cause-effect relationships which were consolidated at the primary stage, and provided a climate of motivation and affectivity that was evident in the final drawings, given the enormous quantity of details represented, the level of the finished product, and the careful combination and variety of colors. The presence of elements related to water notably increased in final graphic representations from pre-school, primary, and secondary education, thus evidencing that the use of gardens facilitates an approach to responsible water management. At the university stage, students initially demonstrated good knowledge of conventional agriculture, while the gardening experience -which was based on permaculture practices- helped evolve their ideas toward an alternative model of cultivation. The most prevalent science learning across all stages was related to plant knowledge, particularly to their anatomical traits and diversity. Finally, the role of educational gardens as models for students was evidenced, which suggests the importance of teachers and institutions carefully considering which model to offer. Overall, our results support the legitimacy of incorporating gardens to educational centers, particularly for promoting contact with live plants and plant knowledge, and potentially for promoting contact with garden fauna and activities oriented toward learning about it.
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Affiliation(s)
- Marcia Eugenio-Gozalbo
- Department of Didactics of Experimental, Social, and Mathematical Sciences, Faculty of Education of Soria, University of Valladolid, Soria, Spain
| | - Lourdes Aragón
- Department of Didactics, Faculty of Education Sciences, University of Cádiz, Cádiz, Spain
| | - Inés Ortega-Cubero
- Department of Art Education, Faculty of Education of Soria, University of Valladolid, Soria, Spain
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Teig N, Scherer R, Nilsen T. I Know I Can, but Do I Have the Time? The Role of Teachers' Self-Efficacy and Perceived Time Constraints in Implementing Cognitive-Activation Strategies in Science. Front Psychol 2019; 10:1697. [PMID: 31428011 PMCID: PMC6687835 DOI: 10.3389/fpsyg.2019.01697] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2019] [Accepted: 07/05/2019] [Indexed: 11/19/2022] Open
Abstract
Considerable research has demonstrated that teachers' self-efficacy plays a major role in implementing instructional practices. Only few studies, however, have examined the interplay between how teachers' self-efficacy and the challenges that lie outside their influence are related to their implementation of cognitive-activation strategies (CASs), especially in science classrooms. Using the Trends in Mathematics and Science Study 2015 data from science teachers in Grades 4, 5, 8, and 9, we explored the extent to which teachers' self-efficacy in science teaching and the perceived time constraints explained variations in the enactment of general and inquiry-based CAS. Findings from the overall sample showed that highly self-efficacious teachers reported more frequent implementation of both general and inquiry-based CAS, whereas those who perceived strong time constraints reported a less frequent use of inquiry-based CAS. These relationships also existed across grade levels, except on the relations between perceived time constraint and inquiry-based CAS, which was only significant for the science teachers in Grade 9. We discuss these findings in light of variations in the core competencies of science curriculum, teachers' competences, and the resources for science activities between primary and secondary education. We also point to the theoretical implications of this study for enhancing the conceptual understanding of generic and specific aspects of CAS and the practical implications for teacher education, professional development, and educational policy.
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Affiliation(s)
- Nani Teig
- Department of Teacher Education and School Research, Faculty of Educational Sciences, University of Oslo, Oslo, Norway
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Dettweiler U, Lauterbach G, Becker C, Simon P. A Bayesian Mixed-Methods Analysis of Basic Psychological Needs Satisfaction through Outdoor Learning and Its Influence on Motivational Behavior in Science Class. Front Psychol 2018; 8:2235. [PMID: 29312080 PMCID: PMC5742242 DOI: 10.3389/fpsyg.2017.02235] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2017] [Accepted: 12/08/2017] [Indexed: 12/03/2022] Open
Abstract
Research has shown that outdoor educational interventions can lead to students' increased self-regulated motivational behavior. In this study, we searched into the satisfaction of basic psychological needs (BPN), i.e., autonomy support, the learners' experience of competence, and relatedness, both within the peer group and with their teachers, through outdoor learning. From 2014 to 2016, n = 281 students attended “research weeks” at a Student Science Lab in the Alpine National Park Berchtesgaden (Germany). The program is a curriculum-based one-week residential course, centered on a 2-day research expedition. Both before and after the course, students completed a composite questionnaire addressing BPN-satisfaction and overall motivational behavior in relation to the Self-Determination Index (SDI). At the latter time-point, students also reported on their experiences during the intervention. Questionnaire data was analyzed using a set of Bayesian General Linear Models with random effects. Those quantitative measures have been complemented by and contextualized with a set of qualitative survey methods. The results showed that the basic psychological needs influence the motivational behavior in both contexts equally, however on different scale levels. The basic needs satisfaction in the outdoor context is decisively higher than indoors. Moreover, the increment of competence-experience from the school context to the hands-on outdoor program appears to have the biggest impact to students' increased intrinsic motivation during the intervention. Increased autonomy support, student-teacher relations, and student-student relations have much less or no influence on the overall difference of motivational behavior. Gender does not influence the results. The contextualization partly supports those results and provide further explanation for the students' increased self-regulation in the outdoors. They add some explanatory thrust to the argument that outdoor teaching, be it during a residential week, or during occasional but regular sessions as integral part of the “normal” teaching, fosters intrinsic motivational behavior in science with lower secondary students.
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Affiliation(s)
- Ulrich Dettweiler
- Facutly of Arts and Education, University of Stavanger, Stavanger, Norway
| | - Gabriele Lauterbach
- Department of Sport and Health Sciences, Technical University of Munich, Munich, Germany
| | - Christoph Becker
- Department of Sport and Health Sciences, Technical University of Munich, Munich, Germany
| | - Perikles Simon
- Faculty of Social Science, Media and Sport, Johannes Gutenberg University, Mainz, Germany
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8
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Moraes F, Góes A. A decade of human genome project conclusion: Scientific diffusion about our genome knowledge. Biochem Mol Biol Educ 2016; 44:215-23. [PMID: 26952518 DOI: 10.1002/bmb.20952] [Citation(s) in RCA: 47] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/10/2015] [Revised: 10/09/2015] [Accepted: 11/29/2015] [Indexed: 05/15/2023]
Abstract
The Human Genome Project (HGP) was initiated in 1990 and completed in 2003. It aimed to sequence the whole human genome. Although it represented an advance in understanding the human genome and its complexity, many questions remained unanswered. Other projects were launched in order to unravel the mysteries of our genome, including the ENCyclopedia of DNA Elements (ENCODE). This review aims to analyze the evolution of scientific knowledge related to both the HGP and ENCODE projects. Data were retrieved from scientific articles published in 1990-2014, a period comprising the development and the 10 years following the HGP completion. The fact that only 20,000 genes are protein and RNA-coding is one of the most striking HGP results. A new concept about the organization of genome arose. The ENCODE project was initiated in 2003 and targeted to map the functional elements of the human genome. This project revealed that the human genome is pervasively transcribed. Therefore, it was determined that a large part of the non-protein coding regions are functional. Finally, a more sophisticated view of chromatin structure emerged. The mechanistic functioning of the genome has been redrafted, revealing a much more complex picture. Besides, a gene-centric conception of the organism has to be reviewed. A number of criticisms have emerged against the ENCODE project approaches, raising the question of whether non-conserved but biochemically active regions are truly functional. Thus, HGP and ENCODE projects accomplished a great map of the human genome, but the data generated still requires further in depth analysis. © 2016 by The International Union of Biochemistry and Molecular Biology, 44:215-223, 2016.
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Affiliation(s)
- Fernanda Moraes
- Rio de Janeiro State University, Science and Biology Teaching Department-Biology Institute, Rio de Janeiro, Rio de Janeiro, Brazil
| | - Andréa Góes
- Rio de Janeiro State University, Science and Biology Teaching Department-Biology Institute, Rio de Janeiro, Rio de Janeiro, Brazil
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9
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McKeown TR, Abrams LM, Slattum PW, Kirk SV. Enhancing Teacher Beliefs through an Inquiry-Based Professional Development Program. J Educ Environ Sci Health 2016; 2:85-97. [PMID: 29732236 DOI: 10.21891/jeseh.30143] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Inquiry-based instructional approaches are an effective means to actively engage students with science content and skills. This article examines the effects of an ongoing professional development program on middle and high school teachers' efficacy beliefs, confidence to teach research concepts and skills, and science content knowledge. Professional development activities included participation in a week long summer academy, designing and implementing inquiry-based lessons within the classroom, examining and reflecting upon practices, and documenting ways in which instruction was modified. Teacher beliefs were assessed at three time points, pre- post- and six months following the summer academy. Results indicate significant gains in reported teaching efficacy, confidence, and content knowledge from pre- to post-test. These gains were maintained at the six month follow-up. Findings across the three different time points suggest that participation in the professional development program strongly influenced participants' fundamental beliefs about their capacity to provide effective instruction in ways that are closely connected to the features of inquiry-based instruction.
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Drits-Esser D, Stark LA. The Impact of Collaborative Curriculum Design on Teacher Professional Learning. Electron J Sci Educ 2015; 19:15129. [PMID: 33584089 PMCID: PMC7881916] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Effective professional development programs for science teachers provide opportunities for active learning and teacher self-reflection on beliefs about science teaching, learning, and practice. One model that fosters active learning and promotes reflection is collaborative curriculum development, in which teachers work together with university facilitators to create curriculum materials. We used a two-case study design to investigate how teacher collaborative curriculum design (the first part of development, in which ideas for curriculum are created) impacted participant professional learning during a five-day summer institute. Interview or survey data were collected from 41 secondary biology teacher participants in two summer institutes. Results indicated that teachers experienced shifts in their science knowledge, beliefs about science, beliefs about science teaching and learning, and in their science teaching practice. We concluded that the curriculum design process, which can occur in a relatively short time period, can foster meaningful, task-oriented collaboration. The collaboration process provides the vehicle for active learning, where teachers can reflect on their beliefs while applying new knowledge to the classroom. Recommendations for other professional development programs along with a discussion of the program's unique philosophy are provided.
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Caine M, Zuchuat S, Weber A, Ducret V, Linder P, Perron K. BiOutils: an interface to connect university laboratories with microbiology classes in schools. FEMS Microbiol Lett 2015; 362:fnv171. [PMID: 26391525 DOI: 10.1093/femsle/fnv171] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/18/2015] [Indexed: 11/13/2022] Open
Abstract
The contribution of microbiology to the scientific advances of modern experimental biology has very often made the difference. Despite this, its role as an independent discipline has slowly started to fade away. This situation has been worsening due to (i) a marginal role of microbiology in academic curricula and (ii) a low or misplaced interest by the public at large towards this field of study. In order to counter this phenomenon, microbiology researchers and passionate scientists have made several efforts to engage and inform the broad public and academic policymakers about the importance of microbiology as an independent discipline. One of the approaches used in this direction is to support the teaching of microbiology in schools. BiOutils, a science communication platform based within a microbiology lab, has been committed to this goal since its creation in 2007. In this article, we describe how the platform is able to work in synergy with school teachers, providing engaging activities that can be performed in schools' classrooms. Our aim is to provide a perspective on how every microbiology lab with little costs and efforts can support the teaching of a discipline that will remain independent thanks to the fascination that they will be able to transmit.
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Affiliation(s)
- Massimo Caine
- Microbiology Unit, Department of Plant Biology 30, University of Geneva, Quai Ernest-Ansermet Geneva 4 CH 1211, Switzerland
| | - Sandrine Zuchuat
- Microbiology Unit, Department of Plant Biology 30, University of Geneva, Quai Ernest-Ansermet Geneva 4 CH 1211, Switzerland
| | - Aurélia Weber
- Microbiology Unit, Department of Plant Biology 30, University of Geneva, Quai Ernest-Ansermet Geneva 4 CH 1211, Switzerland
| | - Verena Ducret
- Microbiology Unit, Department of Plant Biology 30, University of Geneva, Quai Ernest-Ansermet Geneva 4 CH 1211, Switzerland
| | - Patrick Linder
- Department of Microbiology and Molecular Medicine, Medical Faculty, University of Geneva, 1 Rue Michel Servet, Geneva 4 CH 1211, Switzerland
| | - Karl Perron
- Microbiology Unit, Department of Plant Biology 30, University of Geneva, Quai Ernest-Ansermet Geneva 4 CH 1211, Switzerland
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Matute H, Blanco F, Yarritu I, Díaz-Lago M, Vadillo MA, Barberia I. Illusions of causality: how they bias our everyday thinking and how they could be reduced. Front Psychol 2015; 6:888. [PMID: 26191014 PMCID: PMC4488611 DOI: 10.3389/fpsyg.2015.00888] [Citation(s) in RCA: 57] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2015] [Accepted: 06/15/2015] [Indexed: 12/01/2022] Open
Abstract
Illusions of causality occur when people develop the belief that there is a causal connection between two events that are actually unrelated. Such illusions have been proposed to underlie pseudoscience and superstitious thinking, sometimes leading to disastrous consequences in relation to critical life areas, such as health, finances, and wellbeing. Like optical illusions, they can occur for anyone under well-known conditions. Scientific thinking is the best possible safeguard against them, but it does not come intuitively and needs to be taught. Teaching how to think scientifically should benefit from better understanding of the illusion of causality. In this article, we review experiments that our group has conducted on the illusion of causality during the last 20 years. We discuss how research on the illusion of causality can contribute to the teaching of scientific thinking and how scientific thinking can reduce illusion.
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Affiliation(s)
- Helena Matute
- Departamento de Fundamentos y Métodos de la Psicología, Universidad de Deusto, Bilbao, Spain
| | - Fernando Blanco
- Departamento de Fundamentos y Métodos de la Psicología, Universidad de Deusto, Bilbao, Spain
| | - Ion Yarritu
- Departamento de Fundamentos y Métodos de la Psicología, Universidad de Deusto, Bilbao, Spain
| | - Marcos Díaz-Lago
- Departamento de Fundamentos y Métodos de la Psicología, Universidad de Deusto, Bilbao, Spain
| | - Miguel A. Vadillo
- Primary Care and Public Health Sciences, King’s College London, London, UK
| | - Itxaso Barberia
- Departamento de Psicología Básica, Universitat de Barcelona, Barcelona, Spain
- EventLab, Departamento de Personalidad, Evaluación y Tratamiento Psicológico, Universitat de Barcelona, Barcelona, Spain
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13
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Dettweiler U, Ünlü A, Lauterbach G, Becker C, Gschrey B. Investigating the motivational behavior of pupils during outdoor science teaching within self-determination theory. Front Psychol 2015; 6:125. [PMID: 25741301 PMCID: PMC4331641 DOI: 10.3389/fpsyg.2015.00125] [Citation(s) in RCA: 38] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2014] [Accepted: 01/23/2015] [Indexed: 11/13/2022] Open
Abstract
This paper presents data from a mixed-method pilot study (n = 84) searching into learning psychological aspects of an outdoor science teaching program. We use data from qualitative explorations into the pupils' learning motivation during field observation, a group interview, and open questionnaires, in order to understand quantitative measures from the Self-Determination Index (SDI), and the Practical Orientation (PO) of the program. Our data suggest that lower self-regulated pupils in “normal” science classes show a significantly higher self-regulated learning motivational behavior in the outdoor educational setting (p < 10−4), and that the outdoor-teaching has generally been perceived as more practical than teaching at the normal school context (p < 10−4), irrespective of gender or school culture. We are going to provide in-depth analyses of all quantitative findings with our qualitative data and thus explain the findings logically, with respect to the direction of the statistical interpretation, and substantially, with respect to the meaning of the discoveries. We conclude that outdoor programming appears to be a suitable tool to trigger interest in science in youngsters, especially for less motivated pupils.
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Affiliation(s)
- Ulrich Dettweiler
- School of Education, Outdoor Education and Experiential Learning, Technische Universität München München, Germany
| | - Ali Ünlü
- Chair for Methods in Empirical Educational Research, TUM School of Education and Centre for International Student Assessment (ZIB), Technische Universität München München, Germany
| | - Gabriele Lauterbach
- School of Education, Outdoor Education and Experiential Learning, Technische Universität München München, Germany
| | - Christoph Becker
- School of Education, Outdoor Education and Experiential Learning, Technische Universität München München, Germany
| | - Bernhard Gschrey
- Chair for Methods in Empirical Educational Research, TUM School of Education and Centre for International Student Assessment (ZIB), Technische Universität München München, Germany
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Meinard Y, Quétier F. Experiencing biodiversity as a bridge over the science-society communication gap. Conserv Biol 2014; 28:705-712. [PMID: 24372716 DOI: 10.1111/cobi.12222] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/26/2012] [Accepted: 08/16/2013] [Indexed: 06/03/2023]
Abstract
Drawing on the idea that biodiversity is simply the diversity of living things, and that everyone knows what diversity and living things mean, most conservation professionals eschew the need to explain the many complex ways in which biodiversity is understood in science. On many biodiversity-related issues, this lack of clarity leads to a communication gap between science and the general public, including decision makers who must design and implement biodiversity policies. Closing this communication gap is pivotal to the ability of science to inform sound environmental decision making. To address this communication gap, we propose a surrogate of biodiversity for communication purposes that captures the scientific definition of biodiversity yet can be understood by nonscientists; that is, biodiversity as a learning experience. The prerequisites of this or any other biodiversity communication surrogate are that it should have transdisciplinary relevance; not be measurable; be accessible to a wide audience; be usable to translate biodiversity issues; and understandably encompass biodiversity concepts. Biodiversity as a learning experience satisfies these prerequisites and is philosophically robust. More importantly, it can effectively contribute to closing the communication gap between biodiversity science and society at large.
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Affiliation(s)
- Yves Meinard
- Gereco, Espace Saint-Germain Bâtiment le Saxo, 30 avenue du Général Leclerc, 38217 Vienne Cedex, France; Institut für Evolutionsbiologie und Umweltwissenschaften, Universität Zürich, Zürich, S-8057, Switzerland
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