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Author: 何書安
Suarman Halawa
Thesis Title: Instructional Designs for Teaching Scientific Practices Based on Literature Review and Textbook Analysis
Instructional Designs for Teaching Scientific Practices Based on Literature Review and Textbook Analysis
Advisor: 許瑛玿
Hsu, Ying-Shao
Committee: 陳素芬
Chen, Su-Fen
王嘉瑜
Wang, Chia-Yu
劉湘瑤
Liu, Shiang-Yao
方素琦
Fang, Su-Chi
許瑛玿
Hsu, Ying-Shao
Approval Date: 2022/08/17
Degree: 博士
Doctor
Department: 科學教育研究所
Graduate Institute of Science Education
Thesis Publication Year: 2022
Academic Year: 110
Language: 英文
Number of pages: 123
Keywords (in English): Scientific practices, Teaching goals, Teaching strategies
Research Methods: 內容分析法
DOI URL: http://doi.org/10.6345/NTNU202201462
Thesis Type: Academic thesis/ dissertation
Reference times: Clicks: 133Downloads: 8
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  • Abstract
    The purpose of this series of studies was to provide insights into instructional design of scientific practices including teaching strategies, learning goals, inquiry skills, understanding about nature of scientific inquiry, nature of science (NOS), and inquiry types for scientific practices through content analysis of literature and textbook analysis. Three studies were conducted to analyze the characteristics of scientific practices in the selected published articles and textbooks. Analyzing published articles can give us knowledge of what teaching strategies have developed and how these strategies have been used to achieve teaching goals for scientific practices. Meanwhile, textbook analysis gives us knowledge of what inquiry skills, nature of scientific inquiry, and nature of science have been addressed in teaching materials. In addition, the inquiry type was identified for each inquiry activity. The findings of this series of studies could be used to improve instructional designs and to support teachers’ science teaching and their adoption of scientific practices.
    The major findings of study 1 include: (1) student-centered teaching strategies (e.g., experimenting and discussing) were adopted more than teacher-centered strategies, (2) a combination of experimenting and discussing were the most used teaching strategies, and were mostly used to achieve the cognitive and affective teaching goals, and (3) teaching strategies for scientific practice had large positive effects on the cognitive aspect.
    The usage of teaching strategies for scientific practices to achieve teaching goals was considered as an important aspect of scientific practices to elicit students’ habits of mind and practices. Thus, study 1 suggested paying more attention to the four teaching goals in science education. To support the success of promoting teaching goals for scientific practices, textbooks used in the classroom must design activities for scientific practices by setting teaching goals related to cognitive, affective, epistemic, and sociocultural aspects. Therefore, study 2 analyzed physics textbooks from Indonesia through the lens of inquiry. Study 2 did not just analyze physics activities, but also identified the content in the textbooks. The significant findings include: (1) more physics topics focused on the cognitive than on the epistemic, affective, and sociocultural aspects in these textbooks, (2) nature of science was emphasized in the textbooks, but they were more focused on science as a cognitive-epistemic system, and (3) structured inquiry was more emphasized than confirmed and guided inquiry.
    In studies 1 and 2, this study found that cognitive aspects were mostly emphasized in the articles and textbooks. This finding led study 3 to focus on these aspects (content knowledge and inquiry skills). In addition to the learning goals, this study analyzed nature of scientific inquiry aspects to examine whether physics activities expect students to understand the characteristics of scientific inquiry. Also, inquiry types designed for inquiry activities were analyzed to reveal how the inquiry activities were developed. In study 3, an international comparison study was conducted. Secondary physics textbooks were further analyzed from Singapore and Indonesia to identify how inquiry activities are designed in different countries, and which inquiry activities have positive effects on students’ achievement. The major findings of study 3 include: (1) more activities in both the Singaporean and Indonesian textbooks focused on observing and interpreting skills, (2) few activities emphasizing understanding about nature of scientific inquiry, and (3) more guided inquiry in the Singaporean than in the Indonesian textbooks.

    Acknowledgements i Abstract iii Table of contents vi List of tables viii List of figures ix Introduction 1 1.1 Background 1 1.2 Framework of study 4 1.3 Purpose of this study 6 1.4 Study organizations 7 1.5 The definition of term for series of studies 8 References 10 Features and Trends of Teaching Strategies for Scientific Practices from a Review of 2008-2017 Articles 12 2.1 Introduction 12 2.2 Theoretical framework 14 2.2.1 Learning goals for scientific practices 14 2.2.2 Teaching strategies 16 2.2.3 Interrelations of teaching strategies and teaching goals 18 2.3 Methods 19 2.3.1 Data collection 19 2.3.2 Data analysis 21 2.4 Results 23 2.4.1 Cognitive teaching goals as the first priority of all studies 24 2.4.2 Combining cognitive teaching goals with others as a major focus 25 2.4.3 Teaching strategies 25 2.4.4 Teaching strategies to achieve cognitive teaching goals 27 2.4.5 Teaching strategies to achieve affective teaching goals 28 2.4.6 Teaching strategies to achieve epistemic teaching goals 29 2.4.7 Teaching strategies to achieve sociocultural teaching goals 30 2.4.8 The impacts of teaching strategies on teaching goals 31 2.5 Discussion 32 2.5.1 Teaching goals 33 2.5.2 Teaching strategies 35 2.6 Conclusion and implication 37 References 38 Appendices 47 Analysis of Physics Textbooks Through the Lens of Inquiry 51 3.1 Introduction 51 3.2 Inquiry practices in science education 52 3.3 Research on science textbooks 55 3.4 Methods 57 3.4.1 Data collection 57 3.4.2 Data analysis 59 3.5 Results 62 3.5.1 Learning goals and NOS aspects 62 3.5.1.1 Cognitive learning as major goals in physics textbooks 62 3.5.1.2 The major focus in physics textbooks 63 3.5.2 Different inquiry types in the textbooks 64 3.5.2.1 Inquiry skills as the main focus of the textbooks 64 3.5.2.2 Observing skill as the major focus of the textbooks 65 3.5.2.3 Understanding about nature of inquiry in the textbooks 65 3.5.2.4 Structured inquiry in senior high school textbooks 66 3.6 Discussion 68 3.7 Conclusion and implications 71 References 74 Appendices 78 Inquiry Activity Design from Singaporean and Indonesian Physics Textbooks 80 4.1 Introduction 80 4.2 Theoretical framework 82 4.2.1 Inquiry teaching and learning 82 4.2.1.1 Learning goals for students’ inquiry practices 83 4.2.1.1.1 Inquiry skills 83 4.2.1.1.2 Nature of scientific inquiry 84 4.2.1.2 Types of inquiry activities to engage students in science learning 85 4.2.2 Inquiry practices in science textbooks 86 4.3 Methods 88 4.3.1 Data collection 88 4.3.2 Data analysis 91 4.4 Results 94 4.4.1 Learning goals of inquiry activities 94 4.4.1.1 Observing and interpreting skills 95 4.4.1.2 Understanding about nature of scientific inquiry 96 4.4.2 Guided inquiry in the Singaporean and Indonesian textbooks 97 4.5 Discussion 98 4.5.1 Inquiry activities focus core ideas of PISA 99 4.5.2 Inquiry skills in Singaporean and Indonesian textbooks 99 4.5.3 Understanding about nature of scientific inquiry 101 4.5.4 Inquiry types in Singaporean and Indonesian textbooks 102 4.6 Conclusion and implications 104 References 105 Appendices 111 Conclusion and Implication 119 5.1 Conclusion 119 5.2 Implications for science education 122

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