Pixel International Conferences

Digital Library Directory > New Perspectives in Science Education 6th Edition 2017
New Perspectives in Science Education 6th Edition 2017

The Effect of the Implementation of a Variety of Inquiry Based Pedagogical Strategies on Student Learning in Science, with a Focus on Students from Disadvantaged (DEIS) Schools

Samantha Prior; Audrey O’ Grady

Abstract

As students’ interests in secondary school science are dramatically decreasing, teachers are faced with the dilemma of trying to engage their students in class.  However, it is even harder to engage students in Science from one of the 192 schools promoting the Delivering Equality of Opportunity in Schools (DEIS) initiative in Ireland. The DEIS action plan was created to ensure educational inclusion and to overcome educational disadvantage throughout Ireland. Despite this apparent prioritisation of the educational needs of young people from disadvantaged communities, the uptake of Science subjects in disadvantaged schools remains significantly lower than the national average. It is important to address the gap between Science uptake by students from disadvantaged communities. Often students from these communities are influenced by the ‘norm’, and as a result have little to entice them to pursue what is considered to be a more challenging subject.

Innovative teaching methods can be seen as the answer to this problem and thus improving student learning and engagement in Science. The purpose of this study is to review the literature extensively, and identify which pedagogical strategies work best to actively engage students from disadvantaged schools in Science. Innovative pedagogical methods such as inquiry based science education, problem based learning, hands on learning, peer learning and the use of advanced technologies are examined in great detail, with the focus of the review being on identifying and summarising the core features of a lesson that allow students from disadvantaged schools to learn best in Science, and thus encouraging the students to have a voice in their own education - this enables them to contextualise their own learning in a creative, hands-on engaging way. Research has shown that the use of innovative pedagogical strategies can have a dramatic effect on student learning and engagement. There is an overwhelming difference in student attitudes towards Science, and thus their uptake of the subject in the upper tier of secondary school, and at third level because of the successful implementation of innovative teaching methods in Science.

References:

[1] Morgan, Y., Sinatra, R., and Eschenauer, R. (2015)  A Comprehensive Partnership Approach Increasing High School Graduation Rates and College Enrollment of Urban Economically Disadvantaged Youth [online], Education and Urban Society 47(5), available: doi: 10.1177/0013124514536437 
[2] Wagner, V.C., Veenestra, C.P, Orr, M.K., Ramirez, N.M., Ohland, M.W., and Long, R.A. (2014) Gaining Access or Losing Ground? Socioeconomically Disadvantaged Students in Undergraduate Engineering 1994 – 2003, The Journal of Higher Education, 85(3), 339 – 369
[3] Topocu, M.S., and Sahin-Pekmez, E. (2009) Turkish Middle School Students’ Difficulties in Learning Genetic Concepts, Turkish Journal of Science Education, 6(2), 55 – 6
[4] Avsec, S., & Kocijancic, S. (2016). A Path Model of Effective Technology-Intensive Inquiry-Based Learning. Educational Technology & Society, 19 (1), 308–320
[5] Germann, P.J., Haskins, S., and Auls, S. (1996) Analysis of Nine High School Biology Laboratory Manuals Promoting Scientific Inquiry, Journal of Research in Science Teaching, 33(5), 475 – 499
[6] Wolf, M., and Laferriere, A. (2009) Crawl into Inquiry-Based Learning [online], Science Activities Classroom Projects and Curriculum Ideas, 46(3), available: doi: 10.3200/SATS.46.3.32-38
[7] Taraban, R., Box, C., Myers, R., Pollard, R., and Bowen, C.W. (2007) Effects of Active-Learning on Achievement, Attitudes and Behaviours in High School Biology, Journal of Research in Science Teaching 44 (7),  960 – 979
[8] Bencze, L. and Hodson, D. (1999) Changing Practice by Changing Practice: Toward More Authentic Science and Science Curriculum Development, Journal of Research in Science Teaching, 36(5), 521 - 539
[9] Spronken-Smith, R., and Walker, W. (2010) Can inquiry based learning strengthen the links between teaching and disciplinary research [online], Studies in Higher Education, 35(6), available: doi: 10.1080/03075070903315502  
[10] Dewey, J. (1936) Experience and Education, New York: Kappa Delta Pi
[11] Allen, D., and Tanner, K. (2005) Infusing Active Learning into the Large-enrolment Biology Class: Seven Strategies, from the Simple to Complex, Cell Biology Education, 4(1), 262 – 268
[12] Akınoğlu, O., and Tandoğan  R.O. (2007) The Effects of Problem-Based Active Learning in Science Education on Students’ Academic Achievement, Attitude and Concept Learning, Eurasia Journal of Mathematics, Science & Technology, 3(1), 71 – 81
[13] Freeman, S., O’Connor, E., Parks, J.W., Cunningham, M., Hurley, D., Haak, D. Dirks, C. and Wenderoth, M.P. (2007) Prescribed Active Learning Increases Performance in Introductory Biology, CBE Life Sciences Education, Summer 2007, 132 - 139 
[14] Anderson, R.D. (2002) Reforming Science Teaching: What Research says about Inquiry, Journal of Science Teacher Education, 13 (1), 1 - 12 
[15] Bonwell C.C., and Eison, J.A. (1992) Active Learning: Creating Excitement in the Classroom, Washington D.C.: The George Washington University School of Education and Human Development
[16] Wijnia, L, *, Loyens, S., van Gog, T.,  Derous, E., and Schmidt,H.G. (2014), Is there a role for direct instruction in problem-based learning?, Elsevier,  34(2014), 22-31
[17] Allen, D. and Tanner, K. (2003) Approaches to Cell Biology Teaching: Learning Content in Context—Problem-Based Learning, Cell Biology Education, 2(1), 73–81, 
[18] Yang (2015) Yang, K.T., Wang, T.H., and Chiu, M.H. (2015) Study the Effectiveness of Technology-Enhanced Interactive Teaching Environment on Student Learning of Junior High School Biology, Eurasia Journal of Mathematics, Science & Technology Education, 2015, 11(2), 263-275
[19] Sivan, A., Wong Leung, R., Woon, C. & Kember, D. (2000) An Implementation of Active Learning and its Effect on the Quality of Student Learning [online], Innovations in Education & Training International, 37(4), available: doi: 10.1080/135580000750052991. 
 

 


Publication date: 2017/03/17
ISBN: 978-88-6292-847-2
Pixel - Via Luigi Lanzi 12 - 50134 Firenze (FI) - VAT IT 05118710481
    Copyright © 2024 - All rights reserved

Privacy Policy

Webmaster: Pinzani.it