Published: April 10, 2010

This study explored the effectiveness of an inquiry-based cellulase laboratory unit in promoting inquiry in undergraduate students in biotechnology. The following tools were used to assess the students’ achievements and attitude: conceptual understanding test, concept mapping, students’ documents, CLES questionnaire, students’ self reflection, and interviews. Judging from their conceptual understanding test results and concept mapping, students gained significantly more content knowledge on enzyme-substrate interaction and its application. In addition, students’ reports on their projects revealed that they have developed their critical thinking, scientific process skills and abilities to apply knowledge on enzyme cellulase to industrial application. The students reacted positively …

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Published: July 10, 2010

This article pursues a dual objective. First, it seeks to present the notion of the relationship to knowledge as a valuable theoretical tool for science education research. Secondly, it aims to illustrate how this notion has been operationalized in recent research conducted in Quebec (Canada) that focuses on teachers‟ and students‟ relationship to knowledge. The first portion of this article presents the notion of the relationship to knowledge, documenting its origins, usefulness and contributions to research in the field of science education. In the second portion, we present four (4) studies recently conducted in Quebec that relied on the notion …

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Published: April 10, 2010

“Non-native organisms are a major threat to biodiversity”. This statement is often made by biologists, but general conclusions cannot be drawn easily because of contradictory evidence. To introduce pupils aged 11-14 years to this topic, we employed an educational program dealing with non-native animals in Central Europe. The pupils took part in a lesson giving general information about the topic, followed by a species identification quiz. Attitude, emotions and state of knowledge of each pupil were surveyed throughout the program using standardized questionnaires (pre-/post- and follow up tests). One week after the first lesson, a field trip followed, focusing on …

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Published: April 10, 2010

The present study aimed to determine level of pre-service chemistry teachers‟ environmental literacy and their perceptions on environmental education. This study was realized during the fall semester of 2006-2007 academic year with the participation of 60 students enrolled in five-year chemistry teacher education program. The data collected by administration of Environmental Literacy Test and Environmental Education Perception Survey were analyzed by descriptive statistics and content analysis. The pre-service chemistry teachers strongly emphasized promotion of feelings of concern for the environment, development of awareness and sensitivity to the total environment, and gaining social values to protect the natural resources through teaching …

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Published: July 10, 2010

The purpose of this explanatory case study using critical theory as a philosophical lens was to focus on two science teacher candidates‘ understandings of Otherness and their culturally responsive teaching (or the lack thereof) of students they believe are the ‗Others‘. The researchers found that even though the participants had different goals for their students, they were not responsive to some of their students because of the students‘ culture, race, and/or ethnicity. Both of the participants believed their science teacher education program had shortcomings and did not provide all of the needed experiences for them to be successful in their …

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Published: Jan. 10, 2009

This study examined the similarities and differences among 171 Grade 7-12 science teachers from three different countries (54 U.S, 63 Bolivian, and 54 Turkish) with respect to their attitudes toward environmental education (EE) and instructional practices. The instrument employed explored how teachers‘ knowledge, instructional practices, decisionmaking process, and cultural features influenced their EE attitudes and praxis. The instrument, which was translated into Spanish and Turkish and then back into English, contained a personal data form that included demographic questions and a three-part questionnaire. Based on the analysis completed, significant differences were found between these three countries with respect to 1) …

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Published: July 10, 2009

Since the first use of ‘scientific literacy’ in the late 1950s, numerous science educators and policy makers have reconceptualised the term to such an extent that it has been described as being ‘ill-defined and diffuse’. Despite this lack of clarity, the term is the focus of curriculum standards in many countries and is at the heart of international comparisons of student attainment including the Organisation for Economic Cooperation and Development’s (OECD) Programme for International Student Assessment (PISA) study. Uncritical use of the term masks the existence of deep-seated philosophical clashes that hinder reform of science education in many countries throughout …

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Published: July 10, 2009

This paper revisits the discussion about the objectives of scientific literacy-oriented chemistry teaching, its connection to the German concept of Allgemeinbildung, and the debate of science through education vs. education through science. About 10 years ago the sociocritical and problem-oriented approach to chemistry teaching was suggested using these starting points. In this paper its central assumptions and criteria for structuring lesson plans are presented as they have been refined along a series of lesson plans developed by participatory action research in recent years. The summarized teaching approach intends to more thoroughly promote reflection on scientific questions in the framework of …

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Published: July 10, 2009

This paper sets out to provide an overview of scientific literacy specifically related to whether emphasis is placed on the ‘science’ or the ‘literacy’ aspect, accepting that literacy, wherever used, is wider than simply reading and writing. It does this from a general rather than a country perspective. The emphasis in giving meaning to scientific literacy is placed on the literacy component in recognition of the trend towards relating scientific literacy to skills and values appropriate for a responsible citizen. Rejected is a consideration that scientific literacy is related to an emphasis on the acquisition of content and this is …

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Published: July 10, 2009

In the United States and around the world, calls for educational reform stress the need for a scientifically literate population, prepared for the twenty-first century workforce. These calls have translated into new curricula, which in isolation, are not enough? Teachers play an essential role in the development of scientifically literate citizens. Their purposes for teaching science act as filters for acceptable learning and teaching activities. This paper examines the congruence of eight private school teachers’ purposes for teaching science, and aspects of scientific literacy in the Middle Eastern country of Lebanon. Findings are discussed in light of contextual factors that …

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