A consortium of researchers from 8 European nations has successfully applied to the EU commission... more A consortium of researchers from 8 European nations has successfully applied to the EU commission for funding the PARSEL (Popularity and Relevance in Science Education for Scientific Literacy) project, which aims at raising the popularity and relevance of science teaching and enhancing students' scientific and technological literacy, through identification of suitable teaching-learning materials based on relevant context-based educational approaches. These approaches, identifiable within the teaching-learning ...
We examined how social network (SN) groups
contribute to the learning of chemistry. The main goa... more We examined how social network (SN) groups
contribute to the learning of chemistry. The main goal was
to determine whether chemistry learning could occur in the
group discourse. The emphasis was on groups of students
in the 11th and 12th grades who learn chemistry in
preparation for their final external examination. A total of
1118 discourse events were tallied in the different groups.
We analyzed the different events that were found in
chemistry learning Facebook groups (CLFGs). The analysis
revealed that seven types of interactions were observed
in the CLFGs: The most common interaction (47 %) dealt
with organizing learning (e.g., announcements regarding
homework, the location of the next class); learning interactions
were observed in 22 % of the posts, and links to
learning materials and social interactions constituted about
20 % each. The learning events that were ascertained
underwent a deeper examination and three different types
of chemistry learning interactions were identified. This
examination was based on the theoretical framework of the
commognitive approach to learning (Sfard in Thinking as
communicating. Cambridge University Press, Cambridge,
2008), which will be explained. The identified learning
interactions that were observed in the Facebook groups
illustrate the potential of SNs to serve as an additional tool
for teachers to advance their students’ learning of
chemistry.
This study focused on teachers' transfer of a variety of teaching methods from a teaching module ... more This study focused on teachers' transfer of a variety of teaching methods from a teaching module on nanotechnology, which is an example of a topic outside the science curriculum, to teaching topics that are part of the chemistry curriculum. Nanotechnology is outside the science curriculum, but it was used in this study as a means to carry out a change in the way chemistry teachers teach. The participants in the study included nine high-school in-service chemistry teachers. Two research tools were used: (1) semi-structured interviews that were conducted with the teachers, after they had finished teaching their nanotechnology module, and (2) follow-up semi- structured interviews that were conducted two years after the teachers had taught the
nanotechnology module. The data collection process continued for 5 years. Most of the teachers indicated that they continued teaching the nanotechnology module that they designed and all of them stated that they integrated the unique teaching methods into their teaching of chemistry. High efficacy beliefs were built based on the self-evaluation process that was part of the teachers' professional development program. Teaching
self-efficacy beliefs and organization efficacy beliefs was found to contribute to teachers' sustainable changes. The findings in the current research are only limited to the topic of nanotechnology; however, we believe that similar results can be obtained for any modern scientific topic that is outside the high-school science curriculum. We suggest that more research should be done to determine whether the same findings emerge by using the same approach but on another topic.
Nanotechnology has been touted as the next ‘industrial revolution’ of our modern age. In order fo... more Nanotechnology has been touted as the next ‘industrial revolution’ of our modern age. In order for successful research, development, and social discourses to take place in this field, education research is needed to inform the development of standards, course development, and workforce preparation. In addition, there is a growing need to educate citizens and students about risks, benefits, and social and ethical issues related to nanotechnology. This position paper describes the advancements that have been made in nanoscale science and nanotechnology, and the challenges that exist to educate students and the public about critical nanoscience concepts. This paper reviews the current research on nanotechnology education including curricula, educational programs, informal education, and teacher education. Furthermore, the unique risks, benefits and ethics of these unusual technological applications are described in relation to nanoeducation goals. Finally, we outline needed future research in the areas of nanoscience content, standards and curricula, nanoscience pedagogy, teacher education, and the risks, benefits, and social and ethical dimensions for education in this emerging field.
The 21st century presents many challenges for chemistry educators. Chemistry as
an evolving enti... more The 21st century presents many challenges for chemistry educators. Chemistry as
an evolving entity is not reflected in the existing high-school chemistry curriculum.
The goal of the current study is to examine teachers’ perceptions regarding introducing
advanced topics in chemistry for high-school students by using a poster
exhibition of contemporary organic chemistry. Four different groups of chemistry
teachers participated in the study. The groups differ in their Content Knowledge
(CK), and their experience in using the poster exhibition. The poster exhibition
served as an effective means of support for teachers when high-school students
were introduced to contemporary chemistry topics. CK was found to be an important
component that positively influences teachers’ self-efficacy for using the
poster exhibition in their class. However, the teachers’ CK was insufficient; the
feelings of ownership and mastery experience are also important influential components
that should be considered.
Nanotechnology has been touted as the next ‘industrial revolution’ of our modern age. In order fo... more Nanotechnology has been touted as the next ‘industrial revolution’ of our modern age. In order for successful research, development, and social discourses to take place in this field, education research is needed to inform the development of standards, course development, and workforce preparation. In addition, there is a growing need to educate citizens and students about risks, benefits, and social and ethical issues related to nanotechnology. This position paper describes the advancements that have been made in nanoscale science and nanotechnology, and the challenges that exist to educate students and the public about critical nanoscience concepts. This paper reviews the current research on nanotechnology education including curricula, educational programs, informal education, and teacher education. Furthermore, the unique risks, benefits and ethics of these unusual technological applications are described in relation to nanoeducation goals. Finally, we outline needed future research in the areas of nanoscience content, standards and curricula, nanoscience pedagogy, teacher education, and the risks, benefits, and social and ethical dimensions for education in this emerging field.
A consortium of researchers from 8 European nations has successfully applied to the EU commission... more A consortium of researchers from 8 European nations has successfully applied to the EU commission for funding the PARSEL (Popularity and Relevance in Science Education for Scientific Literacy) project, which aims at raising the popularity and relevance of science teaching and enhancing students' scientific and technological literacy, through identification of suitable teaching-learning materials based on relevant context-based educational approaches. These approaches, identifiable within the teaching-learning ...
We examined how social network (SN) groups
contribute to the learning of chemistry. The main goa... more We examined how social network (SN) groups
contribute to the learning of chemistry. The main goal was
to determine whether chemistry learning could occur in the
group discourse. The emphasis was on groups of students
in the 11th and 12th grades who learn chemistry in
preparation for their final external examination. A total of
1118 discourse events were tallied in the different groups.
We analyzed the different events that were found in
chemistry learning Facebook groups (CLFGs). The analysis
revealed that seven types of interactions were observed
in the CLFGs: The most common interaction (47 %) dealt
with organizing learning (e.g., announcements regarding
homework, the location of the next class); learning interactions
were observed in 22 % of the posts, and links to
learning materials and social interactions constituted about
20 % each. The learning events that were ascertained
underwent a deeper examination and three different types
of chemistry learning interactions were identified. This
examination was based on the theoretical framework of the
commognitive approach to learning (Sfard in Thinking as
communicating. Cambridge University Press, Cambridge,
2008), which will be explained. The identified learning
interactions that were observed in the Facebook groups
illustrate the potential of SNs to serve as an additional tool
for teachers to advance their students’ learning of
chemistry.
This study focused on teachers' transfer of a variety of teaching methods from a teaching module ... more This study focused on teachers' transfer of a variety of teaching methods from a teaching module on nanotechnology, which is an example of a topic outside the science curriculum, to teaching topics that are part of the chemistry curriculum. Nanotechnology is outside the science curriculum, but it was used in this study as a means to carry out a change in the way chemistry teachers teach. The participants in the study included nine high-school in-service chemistry teachers. Two research tools were used: (1) semi-structured interviews that were conducted with the teachers, after they had finished teaching their nanotechnology module, and (2) follow-up semi- structured interviews that were conducted two years after the teachers had taught the
nanotechnology module. The data collection process continued for 5 years. Most of the teachers indicated that they continued teaching the nanotechnology module that they designed and all of them stated that they integrated the unique teaching methods into their teaching of chemistry. High efficacy beliefs were built based on the self-evaluation process that was part of the teachers' professional development program. Teaching
self-efficacy beliefs and organization efficacy beliefs was found to contribute to teachers' sustainable changes. The findings in the current research are only limited to the topic of nanotechnology; however, we believe that similar results can be obtained for any modern scientific topic that is outside the high-school science curriculum. We suggest that more research should be done to determine whether the same findings emerge by using the same approach but on another topic.
Nanotechnology has been touted as the next ‘industrial revolution’ of our modern age. In order fo... more Nanotechnology has been touted as the next ‘industrial revolution’ of our modern age. In order for successful research, development, and social discourses to take place in this field, education research is needed to inform the development of standards, course development, and workforce preparation. In addition, there is a growing need to educate citizens and students about risks, benefits, and social and ethical issues related to nanotechnology. This position paper describes the advancements that have been made in nanoscale science and nanotechnology, and the challenges that exist to educate students and the public about critical nanoscience concepts. This paper reviews the current research on nanotechnology education including curricula, educational programs, informal education, and teacher education. Furthermore, the unique risks, benefits and ethics of these unusual technological applications are described in relation to nanoeducation goals. Finally, we outline needed future research in the areas of nanoscience content, standards and curricula, nanoscience pedagogy, teacher education, and the risks, benefits, and social and ethical dimensions for education in this emerging field.
The 21st century presents many challenges for chemistry educators. Chemistry as
an evolving enti... more The 21st century presents many challenges for chemistry educators. Chemistry as
an evolving entity is not reflected in the existing high-school chemistry curriculum.
The goal of the current study is to examine teachers’ perceptions regarding introducing
advanced topics in chemistry for high-school students by using a poster
exhibition of contemporary organic chemistry. Four different groups of chemistry
teachers participated in the study. The groups differ in their Content Knowledge
(CK), and their experience in using the poster exhibition. The poster exhibition
served as an effective means of support for teachers when high-school students
were introduced to contemporary chemistry topics. CK was found to be an important
component that positively influences teachers’ self-efficacy for using the
poster exhibition in their class. However, the teachers’ CK was insufficient; the
feelings of ownership and mastery experience are also important influential components
that should be considered.
Nanotechnology has been touted as the next ‘industrial revolution’ of our modern age. In order fo... more Nanotechnology has been touted as the next ‘industrial revolution’ of our modern age. In order for successful research, development, and social discourses to take place in this field, education research is needed to inform the development of standards, course development, and workforce preparation. In addition, there is a growing need to educate citizens and students about risks, benefits, and social and ethical issues related to nanotechnology. This position paper describes the advancements that have been made in nanoscale science and nanotechnology, and the challenges that exist to educate students and the public about critical nanoscience concepts. This paper reviews the current research on nanotechnology education including curricula, educational programs, informal education, and teacher education. Furthermore, the unique risks, benefits and ethics of these unusual technological applications are described in relation to nanoeducation goals. Finally, we outline needed future research in the areas of nanoscience content, standards and curricula, nanoscience pedagogy, teacher education, and the risks, benefits, and social and ethical dimensions for education in this emerging field.
Uploads
Papers by Ron Blonder
contribute to the learning of chemistry. The main goal was
to determine whether chemistry learning could occur in the
group discourse. The emphasis was on groups of students
in the 11th and 12th grades who learn chemistry in
preparation for their final external examination. A total of
1118 discourse events were tallied in the different groups.
We analyzed the different events that were found in
chemistry learning Facebook groups (CLFGs). The analysis
revealed that seven types of interactions were observed
in the CLFGs: The most common interaction (47 %) dealt
with organizing learning (e.g., announcements regarding
homework, the location of the next class); learning interactions
were observed in 22 % of the posts, and links to
learning materials and social interactions constituted about
20 % each. The learning events that were ascertained
underwent a deeper examination and three different types
of chemistry learning interactions were identified. This
examination was based on the theoretical framework of the
commognitive approach to learning (Sfard in Thinking as
communicating. Cambridge University Press, Cambridge,
2008), which will be explained. The identified learning
interactions that were observed in the Facebook groups
illustrate the potential of SNs to serve as an additional tool
for teachers to advance their students’ learning of
chemistry.
nanotechnology module. The data collection process continued for 5 years. Most of the teachers indicated that they continued teaching the nanotechnology module that they designed and all of them stated that they integrated the unique teaching methods into their teaching of chemistry. High efficacy beliefs were built based on the self-evaluation process that was part of the teachers' professional development program. Teaching
self-efficacy beliefs and organization efficacy beliefs was found to contribute to teachers' sustainable changes. The findings in the current research are only limited to the topic of nanotechnology; however, we believe that similar results can be obtained for any modern scientific topic that is outside the high-school science curriculum. We suggest that more research should be done to determine whether the same findings emerge by using the same approach but on another topic.
an evolving entity is not reflected in the existing high-school chemistry curriculum.
The goal of the current study is to examine teachers’ perceptions regarding introducing
advanced topics in chemistry for high-school students by using a poster
exhibition of contemporary organic chemistry. Four different groups of chemistry
teachers participated in the study. The groups differ in their Content Knowledge
(CK), and their experience in using the poster exhibition. The poster exhibition
served as an effective means of support for teachers when high-school students
were introduced to contemporary chemistry topics. CK was found to be an important
component that positively influences teachers’ self-efficacy for using the
poster exhibition in their class. However, the teachers’ CK was insufficient; the
feelings of ownership and mastery experience are also important influential components
that should be considered.
contribute to the learning of chemistry. The main goal was
to determine whether chemistry learning could occur in the
group discourse. The emphasis was on groups of students
in the 11th and 12th grades who learn chemistry in
preparation for their final external examination. A total of
1118 discourse events were tallied in the different groups.
We analyzed the different events that were found in
chemistry learning Facebook groups (CLFGs). The analysis
revealed that seven types of interactions were observed
in the CLFGs: The most common interaction (47 %) dealt
with organizing learning (e.g., announcements regarding
homework, the location of the next class); learning interactions
were observed in 22 % of the posts, and links to
learning materials and social interactions constituted about
20 % each. The learning events that were ascertained
underwent a deeper examination and three different types
of chemistry learning interactions were identified. This
examination was based on the theoretical framework of the
commognitive approach to learning (Sfard in Thinking as
communicating. Cambridge University Press, Cambridge,
2008), which will be explained. The identified learning
interactions that were observed in the Facebook groups
illustrate the potential of SNs to serve as an additional tool
for teachers to advance their students’ learning of
chemistry.
nanotechnology module. The data collection process continued for 5 years. Most of the teachers indicated that they continued teaching the nanotechnology module that they designed and all of them stated that they integrated the unique teaching methods into their teaching of chemistry. High efficacy beliefs were built based on the self-evaluation process that was part of the teachers' professional development program. Teaching
self-efficacy beliefs and organization efficacy beliefs was found to contribute to teachers' sustainable changes. The findings in the current research are only limited to the topic of nanotechnology; however, we believe that similar results can be obtained for any modern scientific topic that is outside the high-school science curriculum. We suggest that more research should be done to determine whether the same findings emerge by using the same approach but on another topic.
an evolving entity is not reflected in the existing high-school chemistry curriculum.
The goal of the current study is to examine teachers’ perceptions regarding introducing
advanced topics in chemistry for high-school students by using a poster
exhibition of contemporary organic chemistry. Four different groups of chemistry
teachers participated in the study. The groups differ in their Content Knowledge
(CK), and their experience in using the poster exhibition. The poster exhibition
served as an effective means of support for teachers when high-school students
were introduced to contemporary chemistry topics. CK was found to be an important
component that positively influences teachers’ self-efficacy for using the
poster exhibition in their class. However, the teachers’ CK was insufficient; the
feelings of ownership and mastery experience are also important influential components
that should be considered.