Résumés
Abstract
The European Commission calls for schools to move towards becoming open to their communities, integrating external social, civil, and expert stakeholders into authentic learning experiences’ development alongside teachers and students, particularly in terms of science education. However, little research or practical implementation has been reported on how community actors could participate in the development of such curricular learning activities. In this study, we present an implementation of the open science schooling (OSS) approach to science learning, where community involvement in the development of science missions takes a vital role. During the study, students developed science missions related to local societal issues that interested them in collaboration with their teachers and community experts, with frequent hands-on investigations outside their classrooms or laboratories, in five European countries and Israel. Questionnaires with quantitative and qualitative questions concerning students’ and teachers’ views and perspectives about implementing science education using OSS were administered after the participants finished their science missions. The results indicate the effectiveness of the OSS approach to science learning involving the community from both students’ and teachers’ perspectives. This study is a step towards supporting schools in becoming active agents of change through the implementation of contextualized learning experiences alongside external stakeholders.
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Bibliography
- Abdi, A. (2014). The effect of inquiry-based learning method on students' academic achievement in science course. Universal Journal of Educational Research, 2(1), 37–41. https://eric.ed.gov/?id=EJ1053967
- Ashbrook, P. (2021). Culturally responsive teaching. Science and Children, 58(4), 14–15.
- Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66–70. e-ISSN: 2320–7388, p-ISSN: 2320–737X
- Baines, E., Blatchford, P., & Webster, R. (2015). The challenges of implementing group work in primary school classrooms and including pupils with special educational needs. Education 3–13, 43(1), 15–29. https://doi.org/10.1080/03004279.2015.961689
- Bandura, A. (1971). Social learning theory. General Learning Press. http://www.asecib.ase.ro/mps/Bandura_SocialLearningTheory.pdf
- Beltman, S., Mansfield, C., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185–207. https://doi.org/10.1016/j.edurev.2011.09.001
- Bouillion, L. M., & Gomez, L. M. (2001). Connecting school and community with science learning: Real world problems and school–community partnerships as contextual scaffolds. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 38(8), 878–898. https://doi.org/10.1002/tea.1037
- Bruner, J. S. (1985). The role of interaction formats in language acquisition. In Language and Social Situations, pp. 31-46. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-5074-6_2
- Bruyere, E. B. (2010). Child participation and positive youth development. Child Welfare, 89(5), 205–220. https://www.jstor.org/stable/48623236
- Cowie, B., Jones, A., & Otrel-Cass, K. (2011). Re-engaging students in science: Issues of assessment, funds of knowledge and sites for learning. International Journal of Science and Mathematics Education, 9(2), 347–366. https://doi.org/10.1007/s10763-010-9229-0
- Chung, J. C., & Chow, S. M. (2004). Promoting student learning through a student‐centred problem‐based learning subject curriculum. Innovations in Education and Teaching International, 41(2), 157–168. https://doi.org/10.1080/1470329042000208684
- Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. SAGE Publications Ltd.
- Demir, S. B., & Pismek, N. (2018). A convergent parallel mixed-methods study of controversial issues in social studies classes: A clash of ideologies. Educational Sciences: Theory and Practice, 18(1), 119–149. https://eric.ed.gov/?id=EJ1179818
- European Centre for the Development of Vocational Training. (2016). Skill shortage and surplus occupations in Europe [Briefing Note]. https://www.cedefop.europa.eu/files/9115_en.pdf (accessed 15 January 2020).
- European Commission, Directorate-General for Research and Innovation. (2015). Science education for responsible citizenship: report to the European Commission of the expert group on science education. Publications Office. https://data.europa.eu/doi/10.2777/12626
- Freire, P. (1972). Pedagogy of the oppressed. Herder and Herder.
- García-Carrión, R., & Díez-Palomar, J. (2015). Learning communities: Pathways for educational success and social transformation through interactive groups in mathematics. European Educational Research Journal, 14(2), 151–166. https://doi.org/10.1177/1474904115571793
- Giamellaro, M. (2014). Primary contextualization of science learning through immersion in content-rich settings. International Journal of Science Education, 36(17), 2848–2871. https://doi.org/10.1080/09500693.2014.937787
- Hanewicz, C., Platt, A., & Arendt, A. (2017). Creating a learner-centred teaching environment using student choice in assignments. Distance Education, 38(3), 273–287. https://doi.org/10.1080/01587919.2017.1369349
- Hirvonen, R. (2013). Näkökulmia motivaation ja itsesäätelyn merkitykseen oppimisessa. [Importance of motivation and self-regulation in learning]. Kasvatus: Suomen Kasvatustieteellinen Aikakauskirja [The Finnish Journal of Education], 44(5), 569–572.
- Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. https://doi.org/10.3102/0013189X09339057
- Kalantari, S., & Kolahi, S. (2017). The relationship between novice and experienced EFL teachers’ reflective teaching and their burnout. Journal of Professional Capital and Community, 2(3), 169–187. https://doi.org/10.1108/JPCC-12-2016-0032
- Lee, O., & Grapin, S. E. (2022). The role of phenomena and problems in science and STEM education: Traditional, contemporary, and future approaches. Journal of Research in Science Teaching, 59(7), 1301– 1309. https://doi.org/10.1002/tea.21776
- Lee, L. S., Lin, K. Y., Guu, Y. H., Chang, L. T., & Lai, C. C. (2013). The effect of hands-on ‘energy-saving house’ learning activities on elementary school students’ knowledge, attitudes, and behavior regarding energy saving and carbon-emissions reduction. Environmental Education Research, 19(5), 620–638. https://doi.org/10.1080/13504622.2012.727781
- Lúcio, J. (2015). Talking about the city: Focus group discussions about the city and the community as developmental grounds with children aged 5–17. European Educational Research Journal, 14(2), 167–176. https://doi.org/10.1177/1474904115571795
- Lúcio, J., & I’Anson, J. (2015). Children as members of a community: Citizenship, participation and educational development – an introduction to the special issue. European Educational Research Journal, 14(2), 129–137. https://doi.org/10.1177/1474904115571794
- Matthews, M. (1998). Constructivism in science education: A philosophical examination. Springer Science & Business Media.
- Martin, B. H., & Calvert, A. (2018). Socially empowered learning in the classroom: Effects of arts integration and social enterprise in schools. Journal of Teaching and Learning, 11(2), 27–42. http://dx.doi.org/10.22329/jtl.v11i2.5057
- McNeill, K. L., & Berland, L. (2017). What is (or should be) scientific evidence use in K‐12 classrooms? Journal of Research in Science Teaching, 54(5), 672–689. https://doi.org/10.1002/tea.21381
- Morales‐Doyle, D. (2017). Justice‐centred science pedagogy: A catalyst for academic achievement and social transformation. Science Education, 101(6), 1034–1060. https://doi.org/10.1002/sce.21305
- Moreno, N. P. (1999). K–12 science education reform—a primer for scientists. BioScience, 49(7), 569–576. https://doi.org/10.2307/1313477¨
- Murray, S., Mitchell, J., Gale, T., Edwards, J., & Zyngier, D. (2004). Student disengagement from primary schooling: A review of research and practice [Report]. Centre for Childhood Studies, Faculty of Education, Monash University. https://www.cassfoundation.org/2016/wpcontent/uploads/2016/07/StudentDisengagement.pdf
- National Research Council. (2015). Guide to implementing the next generation science standards. The National Academies Press.
- Nasir, N., Rosebery, A., Warren, B., & Lee, C. (2014). Learning as a cultural process: Achieving equity through diversity. In R. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 686–706). Cambridge University Press. https://doi.org/10.1017/CBO9781139519526.041
- Neuendorf, K. (2017). The content analysis guidebook. SAGE.
- Oh, P. S., & Yager, R. E. (2004). Development of constructivist science classrooms and changes in student attitudes toward science learning. Science Education International 15(2), 105–113. http://www.icaseonline.net/sei/15-02-2004/15-02-2004-105_113.pdf
- Olson, K. (2010). An examination of questionnaire evaluation by expert reviewers. Field Methods, 22(4), 295–318. https://doi.org/10.1177/1525822X10379795
- Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49(1): 345–375. https://doi.org/10.1146/annurev.psych.49.1.345
- Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x
- Sanger, M. J. (2008). How does inquiry-based instruction affect teaching majors' views about teaching and learning science? Journal of Chemical Education, 85(2), 297. https://doi.org/10.1021/ed085p297
- Santhalia, P. W., Yuliati, L., & Wisodo, H. (2020). Building students’ problem-solving skill in the concept of temperature and expansion through phenomenon-based experiential learning. Journal of Physics: Conference Series, 1422(1), 12–21. https://doi.org/10.1088/1742-6596/1422/1/012021
- Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In S. L. Christenson, A. L. Reschly, and C. Wylie (Eds.), Handbook of research on student engagement (pp. 21–44). Springer. https://doi.org/10.1007/978-1-4614-2018-7_2
- Suero Montero, C., Baranowski, A., & Gejel, J. (2019). Open science schooling – Rethinking lcience Learning. In EDULEARN19 proceedings (pp. 9159–9164). IATED. https://library.iated.org/view/SUEROMONTERO2019OPE
- Symeonidis, V., & Schwarz, J. F. (2016). Phenomenon-based teaching and learning through the pedagogical lenses of phenomenology: The recent curriculum reform in Finland. Forum Oświatowe, 2(56), 31–47. https://www.forumoswiatowe.pl/index.php/czasopismo/article/view/458
- Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48, 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
- Tobias, S., & Duffy, T. M. (2009). The success or failure of constructivist instruction: An introduction. In S. Tobias & T. M. Duffy (Eds.), Constructivist instruction (pp. 15–22). Routledge. eBook ISBN 9780203878842
- Towers, J., & Panayotidis, E. L. (2012). Leading inquiry-based learning. Journal of Teaching and Learning, 8(2), 31–45. https://doi.org/10.22329/jtl.v8i2.3127
- Varelas, M., Pieper, L., Arsenault, A., Pappas, C. C., & Keblawe‐Shamah, N. (2014). How science texts and hands‐on explorations facilitate meaning making: Learning from Latina/o third graders. Journal of Research in Science Teaching, 51(10), 1246–1274. https://doi.org/10.1002/tea.21173
- Vygotsky, L. S. (1991). Genesis of the higher mental functions. In P. Light, S. Sheldon, & M. Woodhead (Eds.), Learning to think (pp. 32–41). Taylor & Frances/Routledge. (Reprinted from Psychological research in the USSR, (Vol. 1), by A. Leontyev, A. Luria, and A. Smirnoff, Eds., 1966, Progress Publishers)
- Wikibooks Contributors. (2017). Student development/cognitive development: The theory of Jean Piaget. In Contemporary educational psychology. The Free Textbook Project. https://tinyurl.com/y4khydqo