Advancing primary teachers' awareness of the nature of science through communities of science practice

Book chapter


Forbes, Anne, Kadir, Munirah Shaik and Yeung, Alexander Seeshing 2017. Advancing primary teachers' awareness of the nature of science through communities of science practice. in: R. V. Nata (ed.) Progress in Education New York: Nova Science Publishers. pp. 55 - 81
AuthorsForbes, Anne, Kadir, Munirah Shaik and Yeung, Alexander Seeshing
EditorsR. V. Nata
Abstract

Traditional school science education practices (teacher ad director, learning of de-contextualized conceptual knowledge through acquisition, practical exercises to demonstrate known phenomena) continue to enjoy an extraordinary level of popularity in primary and secondary school curricula. Concurrently, and in all likelihood, as a consequence of these teaching approaches, many students have little or no interest or engagement in science. Despite recent advancements of, and reforms in, pedagogical approaches, numerous factors impact on primary teachers’ willingness to adopt new practices. Challenges include the duration of professional development associated with the reform, institutional and individual teacher characteristics, context (physical environment, human interactions and school policies) and teacher beliefs (about science, science learning and science teaching). An inquiry-based, student-led, mentor-supported science program named My Science has been implemented in a number of Australian schools to address these issues.

My Science builds communities of science practice to broaden primary teachers’ perceptions of what it means to learn about science and of ways to engage students and enhance their understanding of the nature of science (NOS). This chapter reports qualitative and quantitative research findings from participating primary teachers following their involvement and participation in MyScience. Qualitative results revealed teachers’ learning through participation in MyScience, and the findings contributed to the design of an online quantitative survey. Quantitative results showed observable gains in NOS for participating teachers, compared to a control group. Implications for science teaching and learning in primary school community of practice settings are discussed.

Page range55 - 81
Year2017
Book titleProgress in Education
PublisherNova Science Publishers
Place of publicationNew York
ISBN9781536104349
Research GroupInstitute for Positive Psychology and Education
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https://acuresearchbank.acu.edu.au/item/86xx9/advancing-primary-teachers-awareness-of-the-nature-of-science-through-communities-of-science-practice

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Bodkin-Andrews, Gawaian, Nelson, Genevieve, Craven, Rhonda G., Yeung, Alexander Seeshing and Newey, Katrina 2008. The failure of general self-esteem: Self-esteem's aggravating affect on racial discrimination's relation to achievement. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 16
Ability vs. effort: Perceptions of students from the east and from the west
Yeung, Alexander Seeshing and Yeung, Anton 2008. Ability vs. effort: Perceptions of students from the east and from the west. in: O.S. Tan, D.M. McInerney and A.D. Liem & A.G. Tan (ed.) What the west can learn from the East: Asian perspectives on the psychology of learning and motivation United States of America: Information Age Publishing. pp. 77 - 99
A New multi-dimensional domain-specific motivation questionnaire: Measurement of young children's multi-faceted reading motivation
Hornery, Samantha, Craven, Rhonda G. and Yeung, Alexander S. 2008. A New multi-dimensional domain-specific motivation questionnaire: Measurement of young children's multi-faceted reading motivation. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 14
Domain-specific school motivation
Magson, Natasha R., Craven, Rhonda G., Nelson, Genevieve F. and Yeung, Alexander S. 2008. Domain-specific school motivation. Australia: Australian Association for Research in Education.
The development of a multi-dimensional measure of cyber bullying
Griezel, Lucy, Craven, Rhonda G. and Yeung, Alexander S. 2008. The development of a multi-dimensional measure of cyber bullying. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 13
An elucidation and comparison of Indigenous and non-Indigenous Australian upper primary students' self-concepts
Craven, Rhonda G., Yeung, Alexander S. and Ali, Jinnat 2008. An elucidation and comparison of Indigenous and non-Indigenous Australian upper primary students' self-concepts. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 15
identifying teachers at risk in Hong Kong: Psychosomatic symptoms and sources of stress
Jin, Putai, Yeung, Alexander Seeshing, Tang, Tak-On and Low, Renae 2008. identifying teachers at risk in Hong Kong: Psychosomatic symptoms and sources of stress. Journal of Psychosomatic Research. 65 (4), pp. 357 - 362. https://doi.org/10.1016/j.jpsychores.2008.03.003
Adolescent peer relations instrument: Assessment of its reliability and construct validity when used with upper primary students
Finger, Linda, Yeung, Alexander S., Craven, Rhonda, Parada, Roberto and Newey, Katrina 2008. Adolescent peer relations instrument: Assessment of its reliability and construct validity when used with upper primary students. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 9
Opening the blind eye: Causal modelling of perceived discrimination and academic disengagement for Indigenous students
Bodkin-Andrews, Gawaian, Covic, Tanya, Yeung, Alexander Seeshing, Craven, Rhonda G. and O'Rourke, Virginia 2008. Opening the blind eye: Causal modelling of perceived discrimination and academic disengagement for Indigenous students. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 16
Motivation of high and low achievers in China over time
Yeung, Alexander Seeshing, Liu, Winnie Puiling, Lai-Mui-Lee, Frances, Wu, Jun, Dai, Jing and Wu, Huixian 2008. Motivation of high and low achievers in China over time. in: P.A. Towndrow, C. Koh and T.H. Soon (ed.) Motivation and practice for the classroom Netherlands: Sense Publishers. pp. 103 - 125
Examining the validity of motivational profiles across indigenous and non-indigenous students
Magson, Natasha R., Craven, Rhonda G., Nelson, Genevieve F. and Yeung, Alexander S. 2008. Examining the validity of motivational profiles across indigenous and non-indigenous students. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 9
Facilitating conditions for school motivation: Construct validity and applicability
McInerney, Dennis, Dowson, Martin and Yeung, Alexander Seeshing 2005. Facilitating conditions for school motivation: Construct validity and applicability. Educational and Psychological Measurement. 65 (6), pp. 1046 - 1066. https://doi.org/10.1177/0013164405278561
Light, sound, action...kindergarten scientists at work...
Forbes, Anne 2003. Light, sound, action...kindergarten scientists at work... Teaching Science. 19 (4), pp. 34 - 35.
Toward a Hierarchical Goal Theory Model of School Motivation
McInerney, Dennis, Marsh, Herb and Yeung, Alex 2003. Toward a Hierarchical Goal Theory Model of School Motivation. Journal of Applied Measurement. 4 (4), pp. 335 - 357.
An extension of the internal/external frame of reference model: A response to Bong (1998)
Marsh, Herb and Yeung, Alex 2001. An extension of the internal/external frame of reference model: A response to Bong (1998). Multivariate Behavioral Research. 36 (3), pp. 389 - 420. https://doi.org/10.1207/S15327906389-420
Aggressive school troublemakers and victims: A longitudinal model examining the pivotal role of self-concept
Marsh, Herb, Parada, Roberto H., Yeung, Alex and Healey, Jean 2001. Aggressive school troublemakers and victims: A longitudinal model examining the pivotal role of self-concept. Journal of Educational Psychology. 93 (2), pp. 411 - 419. https://doi.org/10.1037//0022-0663.93.2.411
Can two tongues live in harmony: Analysis of the National Education Longitudinal Study of 1988 (NELS88) longitudinal data on the maintenance of home language
Yeung, Alex, Marsh, Herb and Suliman, Rosemary 2000. Can two tongues live in harmony: Analysis of the National Education Longitudinal Study of 1988 (NELS88) longitudinal data on the maintenance of home language. American Educational Research Journal. 37 (4), pp. 1001 - 1026. https://doi.org/10.3102/000283120370041001
Causal ordering of academic self-concept and achievement: Reanalysis of a pioneering study and revised recommendations
Marsh, Herb, Byrne, Barbara M. and Yeung, Alex 1999. Causal ordering of academic self-concept and achievement: Reanalysis of a pioneering study and revised recommendations. Educational Psychologist. 34 (3), pp. 155 - 167. https://doi.org/10.1207/s15326985ep3403_2
The lability of psychological ratings: The chameleon effect in global self-esteem
Marsh, Herb and Yeung, Alex 1999. The lability of psychological ratings: The chameleon effect in global self-esteem. Personality and Social Psychology Bulletin. 25 (1), pp. 49 - 64. https://doi.org/10.1177/0146167299025001005
Longitudinal structural equation models of academic self-concept and achievement: Gender differences in the development of math and English constructs
Marsh, Herb and Yeung, Alex 1998. Longitudinal structural equation models of academic self-concept and achievement: Gender differences in the development of math and English constructs. American Educational Research Journal. 35 (4), pp. 705 - 738. https://doi.org/10.3102/00028312035004705
Top-Down, Bottom-Up, and Horizontal Models: The Direction of Causality in Multidimensional, Hierarchical Self-Concept Models
Marsh, Herb and Yeung, Alex 1998. Top-Down, Bottom-Up, and Horizontal Models: The Direction of Causality in Multidimensional, Hierarchical Self-Concept Models. Journal of Personality and Social Psychology. 75 (2), pp. 509 - 527. https://doi.org/10.1037/0022-3514.75.2.509
Organization of children's academic self-perceptions: Reanalysis and counter-interpretations of confirmatory factor analysis results
Marsh, Herb and Yeung, Alex 1997. Organization of children's academic self-perceptions: Reanalysis and counter-interpretations of confirmatory factor analysis results. Journal of Educational Psychology. 89 (4), pp. 752 - 759. https://doi.org/10.1037/0022-0663.89.4.752
Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data
Marsh, Herb and Yeung, Alex 1997. Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology. 89 (1), pp. 41 - 54. https://doi.org/10.1037/0022-0663.89.1.41
Coursework selection: Relations to academic self-concept and achievement
Marsh, Herb and Yeung, Alex 1997. Coursework selection: Relations to academic self-concept and achievement. American Educational Research Journal. 34 (4), pp. 691 - 720. https://doi.org/10.3102/00028312034004691
The distinctiveness of affects in specific school subjects: An application of confirmatory factor analysis with the National Educational Longitudinal Study of 1988
Marsh, Herb and Yeung, Alex 1996. The distinctiveness of affects in specific school subjects: An application of confirmatory factor analysis with the National Educational Longitudinal Study of 1988. American Educational Research Journal. 33 (3), pp. 665 - 689. https://doi.org/10.3102/00028312033003665