The Satisfaction and Needs of Teachers on the Earth Science Model Experiments in Science Textbooks Used in Primary Schools

Ilho Yang; Sungman Lim

doi:10.29333/ejmste/10835

Full Text (PDF)

Ilho Yang ¹, Sungman Lim ¹ ^*

More Detail

¹ Korea National University of Education, SOUTH KOREA^* Corresponding Author

Abstract

This study aimed to examine teachers’ satisfaction with and needs for earth science model experiments science textbooks used in primary schools. To this end, 103 primary school teachers participated in an online survey, and five teachers with doctorates in science education theory were interviewed. The findings of the study were as follows. First, primary school teachers in South Korea were highly satisfied with earth science model experiments presented in science textbooks. Second, despite the high satisfaction, there were various reasons why model experiments were inappropriate and difficult to conduct. Third, the teachers wanted to replace the model experiments of earth science that could result in misconceptions, had low success rates, and were time-consuming to prepare. Fourth, when designing earth science model experiments, teachers felt the need to confirm the meaning and accessibility of the model experiments. This study confirmed that model experiments should have a meaning and emulate the facts to help students understand rather than merely imitate.

Keywords

science textbook
earth science
science model experiment
primary school teacher

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 17, Issue 5, May 2021, Article No: em1959

https://doi.org/10.29333/ejmste/10835

Publication date: 15 Apr 2021

Article Views: 1944

Article Downloads: 1310

Open Access Disclosures References How to cite this article

Disclosure

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

References

Acher, A., Arcà, M., & Sanmartí, N. (2007). Modeling as a teaching learning process for understanding materials: A case study in primary education. Science Education, 91(3), 398-418. https://doi.org/10.1002/sce.20196
Akerson, V. L., Townsend, J. S., Donnelly, L. A., Hanson, D. L., Tira, P., & White, O. (2009). Scientific modeling for inquiring teachers network (SMIT’N): The influence on primary teachers’ views of nature of science, inquiry, and modeling. Journal of Science Teacher Education, 20(1), 21-40. https://doi.org/10.1007/s10972-008-9116-5
Ball, D. L., & Feiman-Nemser, S. (1988). Using textbooks and teacher’s guides: A dilemma for beginning teachers and teacher educators. Curriculum Inquiry, 18(4), 401-423. https://doi.org/10.2307/1179386
Chamizo, J. A. (2013). A new definition of models and modeling in chemistry’ teaching. Science and Education, 22(7), 1613-1632. https://doi.org/10.1007/s11191-011-9407-7
Chiappetta, E., & Fillman, D. (2007). Analysis of five high school biology textbooks used in the United States for inclusion of the nature of science. International Journal of Science Education, 29(15), 1847-1868. https://doi.org/10.1080/09500690601159407
Chinn, C. A., & Malhotra, B. A., (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86(2), 175-218. https://doi.org/10.1002/sce.10001
Colaizzi, P. E. (1978). Psychological research as the phenomenologist view it existential phenomenology. Oxford University press.
Constantinou, C. P. Tsivitanidou, O. E., & Rybska, E. (2018). What Is Inquiry-Based Science Teaching and Learning?. In O. E. Tsivitanidou, et al. (Eds.), Professional development for inquiry-based science teaching and learning (pp. 1-23). Contributions from Science Education Research 5. https://doi.org/10.1007/978-3-319-91406-0_1
Duschl, R., & Smith, M. (2001). Earth science. In J. Brophy (Ed.) Subject-specific instructional methods and activities (Advances in Research on Teaching, Vol. 8, pp. 269-290). Emerald Group Publishing Limited, Bingley. https://doi.org/10.1016/S1479-3687(01)80030-4
Gilbert, J., Boulter, C., & Rutherford, M., (1998). Models in Explanations, Part 1; Horses for Courses. International Journal of Science Education, 20(1), 83-97. https://doi.org/10.1080/0950069980200106
Gobert, J. D. (2000). A typology of causal models for plate tectonics: Inferential power and barriers to understanding. International Journal of Science Education, 22(9), 937-977. https://doi.org/10.1080/095006900416857
Gobert, J. D., & Buckley, B. C. (2000). Introduction to model-based teaching and learning in science education. International Journal of Science Education, 22(9), 891-894. https://doi.org/10.1080/095006900416839
Grosslight, L., Unger, C., Jay, E., & Smith, C. L. (1991). Understanding models and their use in science: Conceptions of middle and high school students and experts. Journal of Research in Science Teaching, 28(9), 799-822. https://doi.org/10.1002/tea.3660280907
Hodson, D. (1998). Teaching and learning science: Towards a personalized approach. McGraw-Hill Education.
Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: foundation for the 21st century. Science Education, 88(1), 28-54. https://doi.org/10.1002/sce.10106
Huberman, A. M., & Miles, M. (1994). Qualitative Data Analysis. Sage Publications.
Hubisz, J. (2003). Middle-school texts don’t make the grade. Physics Today, 56(5), 50-54. https://doi.org/10.1063/1.1583534
Justi, R. S., & Gilbert, J. K. (2002). Modelling, teachers’ views on the nature of modelling, and implications for the education of modellers. International Journal of Science Education, 24(4), 369-387. https://doi.org/10.1080/09500690110110142
Kim, B., Lee, H., & Kim, G. (1996). A study on the relationships between achievement about astronomical concept and spatial ability. Journal of Korean Primary Science Education, 15(2), 315-325. http://www.riss.kr/link?id=A3065260
Kim, H. (2010). An Analysis of Primary Science Teaching Efficacy. Journal of educational studies (in Korea), 41(1), 97-118. http://www.riss.kr/link?id=A82345176
Kim, M., & Kim, H. (2009). Analysis of the Types of Scientific Models in the Life Domain of Science Textbooks. Journal of the Korean Association for Science Education, 29(4), 423-436. http://www.riss.kr/link?id=A76547748
Kusnick, J. (2002). Growing pebbles and conceptual prisms; Understanding the sources of student misconceptions about rock formation. Journal of Geoscience Education, 50(1), 31-39. https://doi.org/10.5408/1089-9995-50.1.31
Lederman, N. G., Abd-El-khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521. https://doi.org/10.1002/tea.10034
Leite, L. (1999). Heat and temperature: an analysis of how these concepts are dealt with in textbooks. European Journal of Teacher Education, 22(1), 75-88. https://doi.org/10.1080/0261976990220106
Lim, C., & Jeong, J. (1993). An analysis of contents and problems on astronomical area in the primary science textbooks. Journal of the Korean Association for Research in Science Education, 13(2), 247-256. http://www.riss.kr/link?id=A3255222
Lim, S. (2015). An Analysis of Concepts and Inquiry Activities related to the ‘Earth Science’ Area in the South Korean Primary School Textbooks to the Current & A Study on the Improvement of Future Textbook. The Korean Society of Primary Science Education, 34(3), 288-296. https://doi.org/10.15267/keses.2015.34.3.288
Lim, S. (2018). A Comparative Study on Concepts and Inquiry Activities in Primary Science Textbooks between Korea and Singapore: Focus on the Field of Geology. Journal of Korean Society of Earth Science Education, 11(1), 38-54. https://doi.org/10.15523/JKSESE.2017.10.1.38
Lim, S. (2019). Needs and Directions for Developing Localization Materials in Geology in Primary Science Textbooks; Focused on the Unit of ‘Strata and Fossils’. Journal of Korean Society of Earth Science Education, 12(3), 184-197. http://www.riss.kr/link?id=A106510568
Lim, S. (2020). Analysis of Teaching Strategies, Types of Inquiry Activities and the Relationship between Inquiry Activities and Concepts Presented in Primary School Science Textbooks; Focusing on Earth Science. The Korean Society of Primary Science Education, 39(3), 449-463. http://www.riss.kr/link?id=A107017141
Liu, X., Liang, L., & Liu, E. (2012). Science education research in China: challenges and promises. International Journal of Science Education, 34(13), 1961-1970. https://doi.org/10.1080/09500693.2012.709330
Liu, Y., & Khine, M. S. (2016). Content Analysis of The Diagrammatic Representations of Primary Science Textbooks. Eurasia Journal of Mathematics, Science and Technology Education, 12(8), 1937-1951. https://doi.org/10.12973/eurasia.2016.1288a
Minister of Education, (2018). Primary science teachers’ guide book-3rd grade. Visang Corporation.
Myeong, J. (2001). A study on the motions of the moon and the planets; Reasons for unsuccessful earth science problem solving of pre-service teachers. Journal of the Korean Earth Science Society, 22(5), 339-349. http://db.koreascholar.com/article.aspx?code=304213
National Research Council (1996). National education standards. National Academy Press.
National Research Council. (2012). A framework for K-12 science education: practices, cross-cutting concepts, and core ideas. committee on a conceptual Framework for new K-12 science education standards. National Academy Press.
Rillero, P. (2010). The rise and fall of science education: A content analysis of Science in primary reading textbooks of the 19th century. School Science and Mathematics Journal, 110(5), 277-286. https://doi.org/10.1111/j.1949-8594.2010.00034.x
Roseman, J. E., Kulm, G., & Shuttleworth, S. (2001). Putting textbooks to the test. ENC Focus, 8(3), 56-59.
Sadler, T. D., Burgin, S., Mckinney, L., & Ponjuan, L. (2010). Learning Science through Research Apprenticeships: A Critical Review of the Literature. Journal of Research in Science Teaching, 47(3), 235-256. https://doi.org/10.1002/tea.20326
Schwartz, R. S., Lederman, N. G., & Crawford, B. A. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Science Education, 88(4), 610-645. https://doi.org/10.1002/sce.10128
Schwarz, C. V., Gunckel, K. L., Smith, E. L., Covitt, B. A., Bae, M., Enfield, M., & Tsurusaki, B. K. (2008). Helping primary preservice teachers learn to use curriculum materials for effective science teaching. Science Education, 92(2), 345-377. https://doi.org/10.1002/sce.20243
Stoffels, N. T. (2005). “There is a worksheet to be followed”: A case study of a science teacher’s use of learning support texts for practical work. African Journal of Research in Mathematics, Science and Technology Education, 9(2), 147-157. https://doi.org/10.1080/10288457.2005.10740585
Stylianidou, F., Boohan, R., & Ogborn, J. (2005). Science teachers’ transformations of the use of computer modeling in the classroom: Using research to inform training. Science Education, 89(1), 56-70. https://doi.org/10.1002/sce.20043
Suarez, M. L. (2011). The Relationship Between Inquiry-Based Science Instruction and Student Achievement (Doctoral dissertation), University of Southern Mississippi.
Ucar, S. (2012). How do pre-service teachers’ view on science, scientists, and science teaching change over time in a science teacher training program. Journal of Science Education and Technology, 21(2), 255-266. https://doi.org/10.1007/s10956-011-9311-6
Wickman, P. O. (2004). The practical epistemologies of the classroom: a study of laboratory work. Science Education, 88(3), 325-344. https://doi.org/10.1002/sce.10129
Wier, B., Cain, B. J., & Fredricks, K. (2000). “Living inside the earth”, Children’s preconceptions about how we addressed them. Paper presented at the national conference of the National Science Teachers Association, Orlando, FL.
Windschitl, M., Thompson, J., & Braaten, M. (2008). Beyond the scientific method: Model-Based Inquiry as a new paradigm of preference for school science investigations. Science Education, 92(5), 941-967. https://doi.org/10.1002/sce.20259
Yager, R. E. (1996). Science/Technology/Society as reform in science education. State University of New York Press.

How to cite this article

APA

Yang, I., & Lim, S. (2021). The Satisfaction and Needs of Teachers on the Earth Science Model Experiments in Science Textbooks Used in Primary Schools. Eurasia Journal of Mathematics, Science and Technology Education, 17(5), em1959. https://doi.org/10.29333/ejmste/10835

Vancouver

Yang I, Lim S. The Satisfaction and Needs of Teachers on the Earth Science Model Experiments in Science Textbooks Used in Primary Schools. EURASIA J Math Sci Tech Ed. 2021;17(5):em1959. https://doi.org/10.29333/ejmste/10835

AMA

Yang I, Lim S. The Satisfaction and Needs of Teachers on the Earth Science Model Experiments in Science Textbooks Used in Primary Schools. EURASIA J Math Sci Tech Ed. 2021;17(5), em1959. https://doi.org/10.29333/ejmste/10835

Chicago

Yang, Ilho, and Sungman Lim. "The Satisfaction and Needs of Teachers on the Earth Science Model Experiments in Science Textbooks Used in Primary Schools". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 5 (2021): em1959. https://doi.org/10.29333/ejmste/10835

Harvard

Yang, I., and Lim, S. (2021). The Satisfaction and Needs of Teachers on the Earth Science Model Experiments in Science Textbooks Used in Primary Schools. Eurasia Journal of Mathematics, Science and Technology Education, 17(5), em1959. https://doi.org/10.29333/ejmste/10835

MLA

Yang, Ilho et al. "The Satisfaction and Needs of Teachers on the Earth Science Model Experiments in Science Textbooks Used in Primary Schools". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 5, 2021, em1959. https://doi.org/10.29333/ejmste/10835