Research Perspective in Physical science education
(Only for M.Ed Students, Teacher Educators, and Educational Researchers)
Prepared by
SABARISH-P
M.Sc., M.Ed.,NET
Lecturer in Physical Science, Arafa Institute for Teacher Education
Attur, Thrissur.
Introduction
Science
education is a genuinely inter-disciplinary discipline. Clearly, science is a
major reference discipline but there are competencies in various other
disciplines which are also needed. The interdisciplinary nature of science
education is responsible for the particular challenges to carry out science
education research and development. Science education is the discipline dealing
with teaching and learning science in schools and outside schools. Science
education research includes selection, legitimation and educational
reconstruction of topics to be learned, selection and justification of general
aims of teaching and learning science, as well as instructional sequencing that
takes the learners’ cognitive, affective and social preconditions into account.
A further domain of science education work is research-based development as
well as evaluation of teaching and learning approaches and materials.
Back ground of Research in Physical
science Education
About
40 years ago science education came to be recognized around the world as an independent field of research. Motivation for
this research comes from the need to improve the practice of science education.
We started by asking,“ which methods of teaching work better than others? ”.
After that new teaching aids were tried out, lecture methods were compared with
activity-based teaching, and so on. In general, science education research has
developed substantially in the past decades (cf. White, 2001). Science
education has grown to a truly international community with the number of
researchers still increasing. Interestingly, the percentage of female
researchers has also increased substantially (White, 2001, 465). The number of
journals is still rising, the number of issues per year of the journal has
grown also substantially, and the same is true for the number of international
conferences and books.
Research perspective in Physical
science Education
The
four aspects that I believe have defined science education research over the
past 30 years are
(1)
The huge increase in international professional research activities,
(2)
A constant call for more relevant science education,
(3)
An increase in the diversity of the types of research being conducted in Science
education, and
(4)
A need for a greater understanding of the relationships between policy and
practice and a realistic expectation of what science education research can
contribute to practice.
(1) Increased international
professional research activities.
Ø Increase
in publications regarding science education
I shall consider
firstly the increase in English-language publications in science education and
secondly the increase in the range of scholars involved in educational
research. Increase in English-language publications. In the past 30 years there
has been a large increase in international professional activity in science
education research (as is illustrated by this conference), resulting in an
increased output of publications in science education research from a wider
range of nations (as is illustrated by the number of new journals, especially
in the English language), and an increased amount of professional development
initiatives (as is illustrated by increasing interactions of professional
societies, employers and universities and the growing importance of the roles
of science teachers’ associations in many countries). But it has not always
been like this. The United States was among the first nations to treat science
education and research in science education in particular as a serious field of
scholarship long before other nations; the National Association for Research in
Science Teaching (NARST) was established in 1928.
Ø Increase
in the range of scholars involved in educational research
In the past 30 years, there has
been considerable increasing interest in the findings from science education
research by physicists, chemists and biologists as well as an increasing
interest in science education research at prestigious science conferences such
as the American Association for the Advancement of Science.
(2) Calls for more relevant science education
curricula and assessment.
Throughout
the past 30 years, there has been great interest in providing a relevant
science education for school-aged youth as is illustrated by a growing interest
in appropriate curricula offerings in science for post-compulsory schooling and
different forms of assessment in science. The major concern has been the
achievement of scientific literacy.
Ø The
recognition of culture
The notion of culture and
what this term means in the context of classroom teaching and learning and how
a better understanding of this phenomenon can move science education research forward
is an area needing further research. Indeed, the initial research on cultures
was not conducted by science educators; rather science educators have become
aware of this research and are using it to interpret life in schools and
classrooms and thereby gain a better understanding of activities engaged in by
teachers and students (Cobern, 1998)
Ø Concerns
for post-compulsory schooling and inclusivity
In most nations, there are increasing
numbers of students staying on beyond compulsory leaving age (typically 15-16
years old) and over the past two decades at least there have been consistent
calls for a curriculum to meet their particular needs. Consequently, there is a
growing interest in post-compulsory schooling and what this means for an
appropriate curriculum in
science
education. Linked with this concern is an interest in scientific literacy and
assessment at all levels of formal schooling and beyond.
(3)
Increase in the diversity of the types
of research being conducted in science education.
Science education research is not conducted within one
paradigm because there are too many fundamental differences about the nature of
science education. Indeed, science education is not quite a research paradigm
there is too much disagreement at a fundamental level.
Ø Research on the status of science teaching
In non-western
countries, science teachers have high status but the remuneration is very poor.
In western nations, status of science teaching is declining and science
teaching is no longer a career of first choice. This scenario is a problem
because of the ageing workforce of science teachers and there would appear to
be a lack of well-qualified people wishing to enter the science teaching
profession. There is concerted action in some countries to address this problem
by encouraging scientists to teach after a very short period of induction into
the profession. Research shows that the results so far are mixed at best. As a
consequence, there are problems with replacing current teachers and concerns about
the viability of subjects like physics in many schools. Similar problems exist
at the tertiary level with many universities no longer having separate
departments of physics and chemistry.
Ø Research on the impact of technology on teaching
Research on the impact
of technology on teaching is of key importance as is illustrated by the review
by Linn (2003) which looked at this impact in terms of science texts and
lectures, science discussions and collaboration, data collection and
representation, science visualisation and science simulation and modelling. As
the review showed, there is an increasing use of computers in schools but more
research is still needed to investigate how students learn science with
computers? Similarly, there is an increasing use of on-line resources but how
beneficial are these to learning science and is it better to learn science in a
synchronous and asynchronous manner with on-line resources? Related to this
issue are the problems faced by teachers when using computers in their teaching.
Some schools require students to have lap-top computers and research are needed
to demonstrate whether or not this is the way to improve/enhance learning.
Ø Concerns
about scientific literacy
Science education
reforms in a number of countries (for example, Australia, New Zealand, England,
and the USA) promote a standards-based definition of scientific literacy for
all people such that they can understand science and apply the big ideas to
realistic problems and issues involving science, technology, society and
environment (Hand, Prain and Yore, 2001). At the same time researchers are
examining the specific roles of reading and writing in science education (Yore,
Bisanz and Hand, 2003).
(4) Science education influencing policy and
practice.
Ø Gap
between research and practice
As a domain, science
education research grows by its own activities and also by being open to
outside influences. However, looking at the world from an insider’s view of
science education research, occasionally we must ask ourselves what lasting and
significant influences are we having in related academic domains? Certainly
there produce a lot of good research in a range of high quality journals that
are recognized by the science education international community. But how much does
this body of research really influence persons in academic domains other than their
own?!
The research findings seldom reach
the students/schools/administrators/policy makers or to whom whatever it is
concerned.
Domains
of research in Physical science Education
The major domains of research in
physical science education are
(1) Analysis
of Content Structure
a) Subject matter
clarification
b) Analysis of educational
significance.
(2)
Research on Teaching and Learning
(a) Student learning :(students’
pre-instructional conceptions, representations and beliefs, conceptual change;
problem solving; affective issues of learning, like attitudes, motivation,
interests, self-concepts; gender differences..);
(b) Teaching :(teaching
strategies; classroom situations and social interactions; language and
discourse);
(c) Teachers’ thinking and actions:
(teachers’ conceptions of science concepts and principles, science
processes, the nature of science; their views of the teaching and learning
process; teacher professional development…);
(d) Instructional media and methods
(lab work; multi-media; various further media
and methods);
(e) Student assessment: (methods to
monitor students’ achievement and the development
)
(3)
Development and Evaluation of Instruction / Instructional design
(4)
Research on Curricular Issues and Science Education Policies
(5)
Evaluation and dissemination of innovations introduced into the school system.
(6)
Scientific literacy, standards, systemic reforms
(quality development)
(7)
Teacher professional development.
Areas of research in Physical science Education
(Indian context)
The review of researches in science
education done in India has been published by the Regional College of
Education, Ajmer. The following table gives the status of science education researches
done at M.Ed. and Ph.D. levels in India.
Areas
|
No. of Studies
|
Percentage
|
1. Science
Curriculum
2. Methods
of teaching
3. Instructional
materials
4. Evaluation
5. Teacher
training
|
36
14
41
156
16
|
13.7
5.3
15.6
59.3
6.1
|
Total
|
263
|
100.00
|
•
(Research in Science Education, NCERT and Regional College of Education, 2009)
The above table shows the areas which
have been neglected so far. Most of the research studies have been conducted in
the area of evaluation and very few in the areas of methods of teaching and
teacher training. Even in the area of evaluation most of the studies done are
on achievement tests. Although there is need for more studies in the area of
evaluation in science education, more attention is needed in the areas of
curriculum development, methods of teaching and instructional materials
development. Research is also needed in new innovations in science education
which might help improving the quality of science education at different levels
of education and making it more relevant of the needs and requirements of the
children, the community and the country.
Areas in which more
Research is needed
1)
Science Learning
Ø Perspectives
of science learning
Ø Student
conceptions and conceptual learning in science
Ø Language
and science learning
Ø Attitudinal
and motivational constructs in science learning
Ø Classroom
learning environments
Ø Learning
science outside of schools
2)
Culture, Gender, Society, and Science Learning
Ø Science
education and student diversity: Race/ethnicity, language, culture,
socioeconomic status.
Ø Issues
in science learning: An international perspective
Ø Special
needs and talents in science learning
Ø Gender
issues in science education
Ø Science
learning in urban and rural settings
3)
Science Teaching
Ø General
instructional methods and strategies
Ø Science
laboratories
Ø Discourse
in science classrooms
Ø Technology
and Science classroom inquiry
Ø Elementary
science teaching
Ø Interdisciplinary
science teaching
Ø Environmental
education and Science
4)
Curriculum and Assessment in Science
Ø Science
Literacy
Ø History
of curriculum reform in science education
Ø Scientific
inquiry and the science curriculum
Ø Research
on the nature of science
Ø Perspectives
in the science curriculum
Ø Systemic
reform in science education
Ø Science
program evaluation
Ø Classroom
assessment of science learning
Ø Large
scale assessment in science education
5)
Science Teacher Education
Ø Science
teacher as learner
Ø Science
teacher attitudes and beliefs
Ø Research
on science teacher knowledge
Ø Learning
to teach science
Ø Teacher
professional development in science
Ø Science
teachers as researchers
Some topics to be
explored
(Topics that can be taken for M.Ed Dissertations with suitable changes)
1)
Effects of existing curriculum of science on the development of scientific
attitude in studies.
2)
Formation of concepts in science in children at different grade levels.
3)
Sequencing of science concepts in relation to the development stages of
children.
4)
Development of interdisciplinary science curriculum based on socio-economic
problems of the country.
5)
Effective methods of teaching science to rural children.
6)
Impact of teacher training on the teaching efficiency of science teachers.
7)
Utilization of community resources for teaching science.
8)
Inventory of innovations in science education.
9)
System analysis of science education at different levels of schooling.
10)
Development source book on simple experiments using local materials.
11)
Ancient Indian tradition and Science
12)
Effectiveness of science teaching trough mass media such as radio and T.V.
13)
Developing programmed materials/models in science for pupils and teachers.
14)
Analysis of science text-books and other instructional materials
15)
Feasibility and usefulness of mobile science laboratory and science library for
school as well as for out-of-school science teaching to children.
16)
Analysis of pre-service and in-service training programme’s for science
teachers.
17)
Effectiveness of practice teaching in terms of developing new skills and
techniques of teaching science.
18)
Developing evaluation instruments for affective and psychomotor domains.
19)
Developing for the bibliography of science education research.
20)
Spirituality and Science.
Review of some research
studies in physical science education
1) Title:
Concept Mapping in Science: A case study among students of standard 8th .
(Year: 2013)
Conducted
by: Dr. K.Remadevi, & Visakh Kumar, NSSTC, Changanassery
Methodology:
Pre test - Post test equivalent group design.
Findings: Concept mapping is more
effective than the conventional method of teaching. Concept mapping creates
‘minds-on’ environment in the classroom and fosters constructivism in Science
learning.
2) Title:
Effectiveness of constructivist approach on the achievement in science of 9th
standard students.(Year: 2013)
Conducted
by: Kadem Srinivas, University of Baroda
Methodology:
Quasi Experimental design.
Findings:
The study indicated that constructive approach is more effective than
conventional method on the achievement of science.
3) Title:
Effect of Audio visual Aids on Achievement in Physics in relation to creativity (Year: 2013)
Conducted
by: Dr. Ram Mehar & Vipin Kumar, Punjab University
Methodology:
Pre test - Post test equivalent group design.
Findings:
Audio visual aids were found to attain significantly higher achievement scores
as compared to conventional group. Performance of students in terms of
creativity was found significant.
4) Title:
A study of teaching aptitude, social adjustment and job satisfaction on
secondary school science teachers (Year: 2011)
Conducted
by: Mallikarjuna Reddy, Acharya Nagarjuna University
Methodology:
Survey method.
Findings:
The secondary school science teachers are having very high teaching aptitude.
The rural teachers have a better teaching aptitude than their urban
counterparts. The secondary school science teachers have an average level of
social adjustment. The secondary school science teachers have average job
satisfaction level.
5) Title:
A study of the relationship between intelligence, scientific creativity,
achievement motivation, home environment and acievement in science of higher
secondary school pupils of Kerala. (2008)
Conducted
by: Rosamma Philip, Mahatma Gandhi University
Methodology:
Survey method.
Findings:
The study indicate that Intelligence, Scientific Creativity, and Home
Environment have close relationship with Achievement in Science. There exist
very low relationship between Achievement Motivation and Achievement in Science
of Higher Secondary School Students.
6) Title:
Study habit and interest in science as correlates of achievement in physical
science among secondary school pupils. (Year: 2006)
Conducted
by: Manjula U, Calicut University
Methodology:
Survey method (Correlation study)
Findings:
There is significant relationship between Study habit and achievement in
physics, similarly there exists significant relationship between Interest in
science and Achievement in physical science.
7) Title:
A formative Evaluation of the effectiveness of instruction through Science club
in creating Scientific awareness in high school students. (Year: 2002)
Conducted
by: N. Hema, Calicut University
Methodology:
Experimental study
Findings:
The study revealed the effectiveness of instruction through science club to
develop scientific awareness in high school students. Educational status and
monthly income of parents had no effect on scientific awareness of students instructed
through science club.
8) Title:
Preparation and validation of multimedia packages in the teaching of science to
hearing impaired students of secondary schools (Year: 2001)
Conducted
by: Nirmala Susan, Mahatma Gandhi University
Methodology:
Experimental study.
Findings:
The study indicated that multimedia packages are more effective than
conventional method to hearing impaired students on the achievement of science.
Major
Drawbacks of Science Education Research
According
to Buch,
Ø Most
of the studies lack quality and applicability.
Ø Most
of them look more as essays or statistical jargons, which have doubtful
reliability as well as relevance to the real situations in the schools.
Ø Sometimes
the result of similar studies are contradictory
Ø There
is tremendous duplication of studies in the same area and sometimes the same problem is studied by different persons in the same university or other universities.
Utilization
of Science Education Research
Ø The
results of these researches seldom reach the decision-makers, curriculum
developers or teachers. All the research reports adorn the shelves of the
university libraries.
Ø There
is only few journals in India which is solely devoted to the researches in science
education.
Ø Consequently,
many a good research work done in various places neither reaches the consumer
or other research workers.
Ø There
should be a common platform for sharing.
Conclusion
A conception of science education
research that is relevant for improving instructional practice has been
presented in the previous sections. It turned out that science education
research with this aim needs to draw on a rather large spectrum of competencies
from various disciplines and demands to bring content issues and issues
concerning learning this content into balance. Despite of all the developments
in science education, curricula, assessment and research, there is still need
for a greater understanding of the relationships between policy and practice and
a realistic expectation of what science education research can contribute to
practice. This certainly should be a major part of the work of science
educators in the next decades.
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