There exists a general consensus in the science education literature around the goal of enhancing learners' views of nature of science (NOS). An extensive body of research in the field has ...highlighted the effectiveness of explicit NOS instructional approaches in improving learners' NOS views. Emerging research has suggested that engaging learners in argumentation may aid in the development of their NOS views, although this claim lacks empirical support. This study assessed the influence of a science content course incorporating explicit NOS and argumentation instruction on five preservice primary teachers' views of NOS using multiple sources of data including questionnaires and surveys, interviews, audio- and video-taped class sessions, and written artifacts. Results indicated that the science content course was effective in enabling four of the five participants' views of NOS to be improved. A critical analysis of the effectiveness of the various course components led to the identification of three factors that mediated the development of participants' NOS views during the intervention: (a) contextual factors (context of argumentation, mode of argumentation), (b) task-specific factors (argumentation scaffolds, epistemological probes, consideration of alternative data and explanations), and (c) personal factors (perceived previous knowledge about NOS, appreciation of the importance and utility value of NOS, durability and persistence of pre-existing beliefs). The results of this study provide evidence to support the inclusion of explicit NOS and argumentation instruction as a context for learning about NOS, and promote consideration of this instructional approach in future studies which aim to enhance learners' views of NOS. Author abstract
A large body of research has drawn attention to the importance of providing engaging learning experiences in junior secondary science classes, in an attempt to attract more students into post- ...compulsory science courses. The reality of time and resource constraints, and the high proportion of non-specialist science teachers teaching science, has resulted in an overreliance on more transmissive pedagogical tools, such as textbooks. This study sought to evaluate the usage of junior secondary science textbooks in Australian schools. Data were collected via surveys from 486 schools teaching junior secondary (years 7-10), representing all Australian states and territories. Results indicated that most Australian schools use a science textbook in the junior secondary years, and textbooks are used in the majority of science lessons. The most highly cited reason influencing choice of textbook was layout/colour/illustrations, and electronic technologies were found to be the dominant curricula material utilised, in addition to textbooks, in junior secondary science classes. Interestingly, the majority of respondents expressed high levels of satisfaction with their textbooks, although many were keen to stress the subsidiary role of textbooks in the classroom, emphasising the textbook was 'one' component of their teaching repertoire. Importantly, respondents were also keen to stress the benefits of textbooks in supporting substitute teachers, beginning teachers, and non-specialist science teachers; in addition to facilitating continuity of programming and staff support in schools with high staff turnover. Implications from this study highlight the need for high quality textbooks to support teaching and learning in Australian junior secondary science classes. Author abstract
The emergence of the Family Resemblance Approach (FRA) to nature of science (NOS) has prompted a fresh wave of scholarship embracing this new approach in science education. The FRA provides an ...ambitious and practical vision for what NOS-enriched science content should aim for and promotes evidence-based practices in science education to support the enactment of such vision. The present article provides an overview of research and development efforts utilizing the FRA and reviews recent empirical studies including those conducted in preservice science teacher education as well as studies utilizing FRA to analyze NOS representations in curriculum documents and textbooks. The article concludes with implications and recommendations for future research and practice.
Primary teachers’ attitudes have been shown to strongly influence both their intention to teach science, and ultimately student engagement and learning outcomes, with previous research consistently ...showing preservice teachers hold negative attitudes towards science and/or science teaching. A recently developed instrument informed by a theoretical framework for attitudes towards science teaching (van Aalderen-Smeets et al.
2012
) has shown promise in effectively identifying and evaluating primary teachers’ attitudes. This study explored 96 Australian preservice primary teachers’ attitudinal constructs toward teaching science in a single-semester science education course. Data sources included participants’ pre- and posttest responses to the Dimensions of Attitude towards Science (DAS) instrument, and interview responses from a smaller subset of participants (
n
= 5). Results indicated a significant improvement in participants’ confidence in teaching science, their perceptions of the relevance of science teaching, and their enjoyment of science teaching at the conclusion of the course. Participants were less anxious about teaching science and expressed improved intentions to include science activities in their classrooms. Self-efficacy was the most improved attitudinal construct, with findings indicating the science education course facilitated cognitive content mastery and cognitive pedagogical mastery (Palmer
2006
). Evidence from this study supports the assertion that significant improvements in preservice primary teachers’ attitudes toward teaching science are possible in courses considered to be ‘typical’ science education courses in Australia, and future courses should focus on maximising opportunities for preservice teachers to improve their confidence via cognitive content mastery experiences and cognitive pedagogical mastery experiences.
There is widespread support in the educational reform literature for learner-centred teaching practices, such as flipped learning, that emphasise academic rigour in a caring, supportive environment. ...These practices are typically emphasised during teacher training. However, when faced with the myriad challenges of beginning to teach, the early career teacher will often avoid ambitious, learner-centred pedagogies and revert to less challenging, teacher-centred practices. This study employed a longitudinal, case study research design to investigate how three early career science teachers implemented flipped learning, when supported with flipped learning curricular resources. Results indicate that the teachers were successful in implementing flipped learning and learner-centred practices in their first year of teaching. The flipped learning curricular resources supported the professional learning and learner-centred teaching practices of all of the early career teachers. This research has implications for sharing of curricular resources to support teacher professional learning and learner-centred teaching practices. From this study recommendations have been made for implementing flipped learning during emergency remote teaching. Author abstract
Background
Hospitality personnel are often prepared through vocational education and training (VET) and higher education (HE) providers, taking different emphases. In Vietnam’s hospitality ...workplaces, HE graduates compete with VET graduates for the same basic operational positions, with limited managerial positions available. Given the different educational pathways taken for similar career opportunities in the current labour market, it is important to understand students’ views of hospitality workplaces as their future career environment. The aim of this study is to identify and examine underlying factors that determine tertiary students’ overall career perceptions in hospitality in the Vietnamese context.
Methods
A quantitative study utilising an online survey was conducted with 234 hospitality students from different higher education institutes and VET colleges in the South of Vietnam. Chi squared statistics and logistic regression were performed to assess the views and significant educational level differences.
Results
The analyses show marked differences in views between the HE and VET participants on several aspects of hospitality workplaces, including pay/promotion opportunities, management, and commitment to the industry. The HE participants appeared less positive, and indicated a lower commitment to a future in the hospitality industry.
Conclusion
The results of this study have important implications for various stakeholder groups. Students’ negative perceptions, associated with their internship experiences in different aspects of hospitality workplaces, currently appear to result in detrimental consequences for HE students, with many not planning on remaining in the hospitality sector. This has both short-term and long-term implications for hospitality employers, hospitality educational providers, and Vietnam’s HE system.
A central objective of recent government reports focused on the important role of education in preparing a skilled and dynamic science, technology, engineering and mathematics (STEM) workforce, with ...effective teaching in secondary STEM classrooms reliant on the engagement and retention of high-quality STEM teachers (Office of the Chief Scientist, 2014). This study sought to explore the factors influencing preservice secondary science teachers' decisions to pursue teaching as a career. Participants in this study were enrolled in undergraduate and postgraduate teacher education programs at a large, urban Australian university. A total of 12 pre-service teachers enrolled in a science curriculum course participated in the study. Analysis of interview data identified two key factors influencing their decisions, including their perceptions and experiences in high school, and a lack of opportunities in STEM-related fields. Other findings indicated participants expressed positive outlooks regarding their decisions to pursue teaching as a career, and articulated views of science and science teaching aligned with inquiry-based approaches in science education. Implications from this study suggest that, although these participants are likely to encourage students to consider teaching as a profession, they may not promote STEM-related professions as possible career paths, due to their previous experiences. Author abstract
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
A central objective of recent government reports focused on the important role of education in preparing a skilled and dynamic science, technology, engineering and mathematics (STEM) workforce, with ...effective teaching in secondary STEM classrooms reliant on the engagement and retention of high-quality STEM teachers (Office of the Chief Scientist, 2014). This study sought to explore the factors influencing preservice secondary science teachers' decisions to pursue teaching as a career. Participants in this study were enrolled in undergraduate and postgraduate teacher education programs at a large, urban Australian university. A total of 12 pre-service teachers enrolled in a science curriculum course participated in the study. Analysis of interview data identified two key factors influencing their decisions, including their perceptions and experiences in high school, and a lack of opportunities in STEM-related fields. Other findings indicated participants expressed positive outlooks regarding their decisions to pursue teaching as a career, and articulated views of science and science teaching aligned with inquiry-based approaches in science education. Implications from this study suggest that, although these participants are likely to encourage students to consider teaching as a profession, they may not promote STEM-related professions as possible career paths, due to their previous experiences.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
The tourism sector has become an increasingly important driver of growth and prosperity for many countries. Given the comparatively low contribution of the tourism sector to the economy in Vietnam, ...an in-depth exploration of industry aspects is worthwhile to consider. This study explored factors influencing effective hospitality higher education in Vietnam that support the on-going development of the industry through the availability of quality human resources. The study involved 26 in-depth interviews with industry professionals, hospitality academics, and hospitality undergraduate students. Three factors were identified, including (1) the current employment demand in the Vietnamese hospitality industry, (2) the suitability of hospitality programs in preparation for hospitality careers, and (3) the reality of Vietnamese hospitality workplaces for higher education students. The findings of this study provide insights into the current status of hospitality higher education in Vietnam, and offer evidence-based insights into key factors influencing contributions of higher education to an expanding hospitality industry.
•There was a lack of industry-education linkage in the field of hospitality in Vietnam.•There were conflicts of interest among hospitality stakeholders.•The industry-education relationship was found to be predominantly economically driven.•The industry operation dominated by preferences for students sourced from vocational education.
There is widespread support in the educational reform literature for learner-centred teaching practices, such as flipped learning, that emphasise academic rigour in a caring, supportive environment. ...These practices are typically emphasised during teacher training. However, when faced with the myriad challenges of beginning to teach, the early career teacher will often avoid ambitious, learner-centred pedagogies and revert to less challenging, teacher-centred practices. This study employed a longitudinal, case study research design to investigate how three early career science teachers implemented flipped learning, when supported with flipped learning curricular resources. Results indicate that the teachers were successful in implementing flipped learning and learnercentred practices in their first year of teaching. The flipped learning curricular resources supported the professional learning and learner-centred teaching practices of all of the early career teachers. This research has implications for sharing of curricular resources to support teacher professional learning and learner-centred teaching practices. From this study recommendations have been made for implementing flipped learning during emergency remote teaching.
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