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PROFILES – WP3:
Stakeholders Involvement and Interaction
PROFILES
Curricular Delphi Study on Science Education
Interim Report on the First Round of the UL, Slovenia Working Group
Assist. Prof. Dr. Iztok Devetak
Department of Biology, Chemistry, and Home Economics University of Ljubljana, Slovenia
January 2012
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Table of Contents
1 Framework and procedure of the first round – participation rate ... 6
1.1 First attempt ... 6
1.2 First and second reminder ... 7
2 Qualitative analysis... 8
2.1 Method ... 8
2.2 Results ... 8
2.3 Discussion ... 9
3 Quantitative analysis ... 10
3.1 Method ... 10
3.3 Results ... 10
3.3.1 Results of the categories analysis of the “situation/context/motive” part of the questionnaire ... 11
3.3.2 Results of the categories analysis of the “context and content of teaching” part of the questionnaire ... 17
3.3.3 Results of the categories analysis of the “methods used in teaching” part of the questionnaire ... 23
3.3.4 Results of the categories analysis of the “competences of 16-year-olds” part of the questionnaire ... 29
3.4 Conclusions ... 34
4 References ... 35
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List of Tables
Table 1. Structure of the sample in Slovenian Delphi study, round 1, first attempt...6 Table 2. Structure of the final sample at the end of the 1st round of the Slovenian Delphi study...7 Table 3. Table of the categories differentiated according to the three questions in
the questionnaire...8
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List of Figures
Figure 1: Relative frequency of the categories regarding the codes “situation /context
/motive” – percentage of the total sample. ... 11 Figure 2: Relative frequency of the categories regarding the codes “situation /context
/motive” – percentage of the sub-group Educational Politicians. ... 12 Figure 3: Relative frequency of the categories regarding the codes “situation /context
/motive” – percentage of the sub-group Scientists. ... 13 Figure 4: Relative frequency of the categories regarding the codes “situation /context
/motive” – percentage of the sub-group Science Teachers Educators. ... 14 Figure 5: Relative frequency of the categories regarding the codes “situation /context
/motive” – percentage of the sub-group Science Teachers. ... 15 Figure 6: Relative frequency of the categories regarding the codes “situation /context
/motive” – percentage of the sub-group Students... 16 Figure 7: Relative frequency of the categories regarding the codes “context and content of
teaching” – percentage of the total sample. ... 17 Figure 8: Relative frequency of the categories regarding the codes “context and content of
teaching” – percentage of the sub-group Educational Politicians... 18 Figure 9: Relative frequency of the categories regarding the codes “context and content of
teaching” – percentage of the sub-group Scientists. ... 19 Figure 10: Relative frequency of the categories regarding the codes “context and content of
teaching” – percentage of the sub-group Science Teachers Educators. ... 20 Figure 11: Relative frequency of the categories regarding the codes “context and content of
teaching” – percentage of the sub-group Science Teachers. ... 21 Figure 12: Relative frequency of the categories regarding the codes “context and content of
teaching” – percentage of the sub-group Students. ... 22 Figure 13: Relative frequency of the categories regarding the codes “methods used in
teaching” – percentage of the total sample. ... 23 Figure 14: Relative frequency of the categories regarding the codes “methods used in
teaching” – percentage of the sub-group Educational Politicians... 24 Figure 15: Relative frequency of the categories regarding the codes “methods used in
teaching” – percentage of the sub-group Scientists. ... 25 Figure 16: Relative frequency of the categories regarding the codes “methods used in
teaching” – percentage of the sub-group Science Teachers Educators. ... 26 Figure 17: Relative frequency of the categories regarding the codes “methods used in
teaching” – percentage of the sub-group Science Teachers. ... 27 Figure 18: Relative frequency of the categories regarding the codes “methods used in
teaching” – percentage of the sub-group Students. ... 28 Figure 19: Relative frequency of the categories regarding the codes “competences of 16-
year-olds” – percentage of the total sample. ... 29 Figure 20: Relative frequency of the categories regarding the codes “competences of 16-
year-olds” – percentage of the sub-group Educational Politicians. ... 30 Figure 21: Relative frequency of the categories regarding the codes “competences of 16-
year-olds” – percentage of the sub-group Scientists... 31
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Figure 22: Relative frequency of the categories regarding the codes “competences of 16-
year-olds” – percentage of the sub-group Science Teachers Educators. ... 32 Figure 23: Relative frequency of the categories regarding the codes “competences of 16-
year-olds” – percentage of the sub-group Science Teachers. ... 33 Figure 24: Relative frequency of the categories regarding the codes “competences of 16-
year-olds” – percentage of the sub-group Students. ... 34
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1 Framework and procedure of the first round – participation rate
1.1 First attempt
In April 2011, altogether 188 participants ‘experts’ were asked via e-mail to fill out the PROFILES Delphi questionnaire (First round, 1st attempt). 22 experts gave feedback and sent back filled out answer sheets. On average only 12 % of all send questionnaires were returned. More detailed structure of the sample after the first attempt is presented in Table 1.
Table 1. Structure of the sample in Slovenian Delphi study, round 1, first attempt.
group subgroup No. of sent que. /
No. of returned que.
Response rate
students 35 / 3 6%
Science teachers
university students in the education programme studying either chemistry,
biology, physics, geography, general sciences,…
12 / 0 trainee science teachers 15 / 1 13%
science teachers 26 / 4
science trainee teachers educators 27 / 5
Educators, didactics, and in-service teacher educators 28 / 3 11%
Scientists 32 / 5 16%
Education politicians 13 / 1 8%
As can be seen in Table 1, the response rate was very low. The first attempt featured especially low response rate in the sub-group of students (3 responses), university students in the education programme studying either chemistry, biology, physics, geography, general sciences (no responses), trainee science teachers (one response), science trainee teacher educators (3 participants), and education politicians (one participant). Because of the low response rate in first attempt to gather data about science education in Slovenia and because there is a low number of potential participants in some sub-groups we decided to send a reminder to the selected participants in the first attempt, and after the second reminder via e-mail, a response rate increased. Participants usually responded that they forgot to respond to the questionnaire and that they appreciate for reminding them to do so.
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1.2 First and second reminder
Table 2 shows a more detailed description of the participants in the Curricular Delphi Study on Science Education in Slovenia after the second reminder. 108 (57%) experts had taken part in the first round of the study by e-mail. Others were not willing to participate in the study not even by regular mail that was offered as an option.
Table 2. Structure of the final sample at the end of the 1st round of the Slovenian Delphi study.
Group Subgroup no. of sent que. / no.
of returned que.
Response rate
Students
students at school without advanced
science courses 40 / 14
35 / 26 74%
students at school with advanced
sciences courses 40 / 12
Teacher students and trainee teachers
(young
“teachers”)
university students in the education programme studying either chemistry,
biology, physics, geography, general sciences,…
12 / 3
27 / 12 44%
trainee science teachers 15 / 9 Teachers and
trainee teachers (experienced
teachers)
science teachers 26 / 15
53 / 27 51%
science trainee teachers educators 27 / 12
Educators, didactics, and
in-service teacher educators
chemistry 5 / 4
28 / 20 71%
physics 6 / 4
biology 6 / 4
geography 5 / 3
general science/primary science 6 / 5
Scientists
chemists 21 / 12
32 / 24 75%
biologists 10 / 6
physicists 8 / 4
others 7 / 2
Education
politicians spokespersons for education policy 13 / 8 13 / 8 62%
The first reminder went to the potential participants 7 days after the sending of the questionnaires. After the first reminder 41 more experts (altogether 63 or 34 % of all participants invited in the 1st round) responded. Because this sample was still too small we kindly asked in the second reminder experts to send us the fulfilled questionnaires. This was done 7 days after the second reminder. After this attempt 30 more questionnaires were returned to us, but still the group of students was the most problematic form the number of
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answer sheets returned point of view only 11 secondary school students and 15 scientists answered the questionnaires. So in September 2011 we send 45 and 14 new questionnaires out to the secondary school students and scientists, respectively. After this attempt altogether 26 students and 24 scientists responded.
2 Qualitative analysis
2.1 Method
The statements we received from the 108 participants in the first round of the Curricular Delphi Study in Science Education. According to the qualitative analysis approaches (Vogrinc, 2008; Creswell, 2007) all responses of the participants were coded and codes were grouped, summarized and systematized within a category system presented in table 3. Categories were determined according to codes that were identified in all the questionnaires.
2.2 Results
As it can be seen in Table 3, the final classification system of the UL consists of a total number of 111 categories. Categories are in the specific part of the table structured alphabetically.
Table 3. Table of the categories differentiated according to the three questions in the questionnaire.
I. Situations and motives of teaching
N=34
II. Context and content of teaching III. Methods used in teaching
N=24
IV. Competences of 16-year-olds
N=26 IIa. Context
N=12
IIb. Content N=15
assessment
constructivist teaching approach
context from everyday live/socio-scientific issues cooperative learning critical/creative/scientific reasoning
cross-curricular connections
differentiation in teaching emphatic relation to science
essays writing exercises
experimental/practical/
IBSE teaching approaches family influence
field work
good teaching material individual students' learning approaches informal teaching and
biological context chemistry (everyday) context economical context environmental context and recycling ethical aspects of scientific progress industry context integrated science Nobel price context physical context real live science situations science phenomena selected by the students storytelling and science education
astronomy biochemistry/
genetics energy evolution food
forensic science health context human anatomy and physiology history of science modern
technology/new findings radioactivity science and art science and sport science and war science in free time
adequate test items case study
concept maps learning cooperative learning critical thinking cross-curricular topics
developing responsibility discussions field work homework IBSE/experimental/
project/practical work
ICT
individual work informal education information search in the literature learning with
application of knowledge in real situations argumentation competences ICT competences modelling competences research
work/experimental competences problem solving/decision making competences learning competence competences for active work competences for ethical aspects competence for critical reasoning mathematical competence competence for
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learning
interesting science content
logical thinking long-life learning modern classroom equipments/ICT national reform/support of school system (science education)
problem (authentic) solving
school organization;
science teaching students' learning with understanding students' motivation students' pre-knowledge students' presentations students understanding of basic and important content
students' working memory overload teachers' education teachers' motivation for teaching
teachers' science knowledge teachers' teaching strategies
visualization/models and modelling
portfolio
lectures/explanatio ns in classrooms paper writing problem solving students' pre- knowledge students' role playing using enough exercises using real life situations
visualization/modell ing
organizing work competence for individual work competence for cooperative work competences for using and analysing information health care competences scientific literacy environmental competences basic biological concepts
understanding food industry
understanding science concepts understanding the importance of cross- curricular contents understanding the technology
understanding history of science
students’ self- responsibility understanding home science phenomena
2.3 Discussion
Categories that were formed according to the codes identified in the response sheets obtained from the participants of the Delphi science education curriculum study were divided into four parts according to the questions in the questionnaire. In part I (Situation, context, motive for teaching) 34 categories were developed. Part II (Context and content of teaching) consisted total of 27 categories. The sub-parts IIa (Context) and IIb (Content), consists of 12 and 15 categories respectively. Part III (Methods used in teaching) contains 24 categories and the last part IV (Competences of 16-year-olds) consisted of 26 categories.
It is possible to conclude that participants described in the first question that was about motives for science learning the most thoroughly. From their statements can be concluded that participants see different aspects of effective science learning in the primary and secondary school. They listed different aspects connected with active learning approaches with content refereeing to the students’ (peoples) everyday live, teachers’ attitude towards teaching, students’ interest in learning science subjects and also the national positive support of the school system.
Participants listed mostly novel and actual contents on which school science subject could and should take content from. Contexts and contents (part II) are especially related to form the participants’ point of view, interesting for students’ like science in forensics, sport, health, free time... and also those that are connected to societal context, like energy, radioactivity, environment, economy, industry...
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In the third part of the questionnaire participants had to wrote those teaching methods that they think can help students learn science concepts. They listed different methods and approaches like cooperative learning, IBSE, ICT, problem solving, visualization... All these approaches are also important in the PROFILES philosophy.
It can be estimated that participants would list 16-years-olds’ competences in science, that are connected with the previously mentioned content and motives for adequate science knowledge. They estimated that an average 16 years old student should develop competences related to hers/his health, problem solving and decision making in the live, cooperative work, using ICT, and basic scientific literacy.
3 Quantitative analysis
3.1 Method
The relative frequencies of the categories were determined by using EXCEL. To each category one code (statement) was assigned. This means that, for example, the field of alcohol, organic acids, etc. would only be counted once in the category “organic chemistry”.
If a category is mentioned in a formsheet, it should be coded with “1”, the categories that are not mentioned are then coded with “0” for that particular formsheet and particular participant. The relative frequencies were than calculated for each category regarding the whole sample of participants or the number of participants in the specific sub-group.
3.3 Results
From figure 1 to 24 for each part of the questionnaire (Part I - Situations and motives of teaching, Part II - Context and content of teaching, Part III - Methods used in teaching and Part IV -Competences of 16-year-olds), for each sub-group of participants and total relative frequencies are presented.
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3.3.1 Results of the categories analysis of the “situation/context/motive”
part of the questionnaire
Figure 1: Relative frequency of the categories regarding the codes “situation /context /motive” – percentage of the total sample.
It can be seen that almost all participants in the Delphi curriculum science education study presented on figure 1, emphasised that experimental work in its broader form is the most important part of the science education. More than 80 % of participants also mentioned that science teachers’ knowledge is important for adequate and successful students’ learning of science concepts. More that 50 % participants of participants mentioned that context from everyday live/socio-scientific issues, students' motivation, students' understanding of basic and important content, critical/creative/scientific reasoning, problem (authentic) solving and teachers' teaching strategies, this can indicate that also these aspects of science education in Slovenian school are very important.
0 10 20 30 40 50 60 70 80 90 100
family influence constructivist teaching approach students' pre-knowledge long-life learning students' working memory overload assessment students' learning with understanding differentiation in teaching exercises cross-curricular connections teachers' education field work cooperative learning teachers' teaching strategies critical/creative/scientific reasoning students' motivation teachers' science knowledge
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Figure 2: Relative frequency of the categories regarding the codes “situation /context /motive” – percentage of the sub-group Educational Politicians.
Similar results, as described for the total sample of participants, can be seen for se sub- group sample of Educational Politicians that lead teachers’ professional development and implementations of innovations and reformed national curriculums in the school. The most obvious difference is, that more than 50 % of them emphasises also problem (authentic) solving, teachers' motivation for teaching, cross-curricular connections, and cooperative learning. It is also important to emphasise that 7 categories were not mentioned by this sub- group of participants.
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constructivist teaching approach family influence field work good teaching material modern classroom equipments/ict students' learning with understanding students' pre-knowledge emphatic relation to science essays writing school organization; science teaching students' presentations teachers' education exercises individual students' learning approaches long-life learning students' working memory overload assessment informal teaching and learning interesting science content logical thinking visualization/models and modeling national reform/support of school system (science education) teachers' teaching strategies differentiation in teaching cooperative learning cross-curricular connections teachers' motivation for teahing critical/creative/scientific reasoning students' motivation students understanding of basic and important content problem (authentic) solving context from everyday live/socio-scientific issues experimental/practical/IBSE teaching approaches teachers' science knowledge
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Figure 3: Relative frequency of the categories regarding the codes “situation /context /motive” – percentage of the sub-group Scientists.
As mentioned above Scientist mentioned similar aspects of effective science education in Slovenian schools, and they also emphasised that interesting science content should be used in schools, effective teachers' education should be ensured, students' logical thinking should be stimulated and this could be achieved also by national reform/support of school system (science education) and adequate teachers' teaching strategies. Four categories were not mentioned by Scientists.
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constructivist teaching approach essays writing family influence good teaching material assessment emphatic relation to science school organization; science teaching students' learning with understanding students' presentations individual students' learning approaches long-life learning students' working memory overload differentiation in teaching exercises visualization/models and modeling students' pre-knowledge cooperative learning informal teaching and learning modern classroom equipments/ict cross-curricular connections field work teachers' teaching strategies teachers' motivation for teahing national reform/support of school system (science education) critical/creative/scientific reasoning logical thinking students understanding of basic and important content context from everyday live/socio-scientific issues problem (authentic) solving teachers' education interesting science content teachers' science knowledge students' motivation experimental/practical/IBSE teaching approaches
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Figure 4: Relative frequency of the categories regarding the codes “situation /context /motive” – percentage of the sub-group Science Teachers Educators.
Similar results as in the above sub-groups were also obtained by the analysis of the
responses of the Science Teachers Educators, but they also emphasised that students should have opportunities to learn outside classroom (field work) and that science education should be supported by using different visualization strategies to illustrate science phenomena.
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essays writing emphatic relation to science family influence informal teaching and learning assessment interesting science content national reform/support of school system (science education) differentiation in teaching students' pre-knowledge constructivist teaching approach cross-curricular connections logical thinking long-life learning students' learning with understanding students' presentations school organization; science teaching students' working memory overload good teaching material teachers' motivation for teahing exercises modern classroom equipments/ict teachers' education teachers' teaching strategies individual students' learning approaches problem (authentic) solving cooperative learning field work visualization/models and modeling context from everyday live/socio-scientific issues students' motivation students understanding of basic and important content teachers' science knowledge critical/creative/scientific reasoning experimental/practical/IBSE teaching approaches
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Figure 5: Relative frequency of the categories regarding the codes “situation /context /motive” – percentage of the sub-group Science Teachers.
It can be determined by analysing science teachers’ responses that they have similar views on science education as others sub-groups. Teachers, as those who are the most important actors in science education, because they implement all the aspects of the education in the classroom, mentioned all the selected categories.
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family influence essays writing long-life learning students' pre-knowledge emphatic relation to science constructivist teaching approach assessment informal teaching and learning teachers' education national reform/support of school system (science education) students' working memory overload students' presentations exercises good teaching material cross-curricular connections individual students' learning approaches modern classroom equipments/ict logical thinking teachers' motivation for teahing differentiation in teaching interesting science content school organization; science teaching students' learning with understanding cooperative learning visualization/models and modeling field work problem (authentic) solving critical/creative/scientific reasoning teachers' science knowledge context from everyday live/socio-scientific issues students' motivation teachers' teaching strategies students understanding of basic and important content experimental/practical/IBSE teaching approaches
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Figure 6: Relative frequency of the categories regarding the codes “situation /context /motive” – percentage of the sub-group Students.
Students listed the least categories as determined by the analysis of the responses. Students mentioned most frequently the same categorise as the other sub-groups but it is important to emphasised that according to students’ experiences from the other aspect of school science education they left out some (7) categories.
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constructivist teaching approach emphatic relation to science family influence individual students' learning approaches informal teaching and learning students' working memory overload students' pre-knowledge national reform/support of school system (science education) school organization; science teaching differentiation in teaching essays writing students' presentations long-life learning good teaching material logical thinking modern classroom equipments/ict teachers' motivation for teahing teachers' education cross-curricular connections exercises assessment cooperative learning students' learning with understanding critical/creative/scientific reasoning interesting science content teachers' teaching strategies students understanding of basic and important content visualization/models and modeling students' motivation problem (authentic) solving field work context from everyday live/socio-scientific issues teachers' science knowledge experimental/practical/IBSE teaching approaches
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3.3.2 Results of the categories analysis of the “context and content of teaching” part of the questionnaire
Figure 7: Relative frequency of the categories regarding the codes “context and content of teaching” – percentage of the total sample.
Regarding the whole sample of participants it can be concluded that according to the context and content of science education in Slovenian schools the most participants emphasised that real live science situations should be used in science teaching. More than 40 % of them also think that biological, environmental and everyday chemistry context should be implemented into the school science. Other categories appear rarely in the participants’ responses.
0 10 20 30 40 50 60 70 80
evolution science in free time storytelling and science education integrated science Nobel price context science and art science and sport economical context human anatomy and physiology food modern technology/new findings health context environmental context and recycling real live science situations
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Figure 8: Relative frequency of the categories regarding the codes “context and content of teaching” – percentage of the sub-group Educational Politicians.
Similar categories were listed by the Educational Politicians, but they also emphasised topic energy in more than 50 %. Participants in this group have not listed 12 categories that were identified in the analyses responses.
0 10 20 30 40 50 60 70 80 90
biochemistry food human anatomy and physiology integrated science science in free time storytelling and science education astronomy economical context science and sport health context modern technology/new findings energy biological context real live science situations
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Figure 9: Relative frequency of the categories regarding the codes “context and content of teaching” – percentage of the sub-group Scientists.
It can be seen from the figure 9, that scientist’s listed more categories connected with context and content of science teaching than education politicians. Scientists listed almost all categories, but the most scientists (92 %) mentioned that some sort of real live science situations should be used in the science education at primary and secondary level.
0 10 20 30 40 50 60 70 80 90 100
ethical aspects of scientific progress science phenomena selected by the students evolution storytelling and science education energy industry context science and war human anatomy and physiology science and art science and sport history of science food biological context real live science situations
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Figure 10: Relative frequency of the categories regarding the codes “context and content of teaching” – percentage of the sub-group Science Teachers Educators.
Science teacher educators also listed in the most cases that real live science situations should be important as a context and content in the science education. More than 50 % of participant in this sub-group also emphasises more general topics as: environmental context and recycling, biological and everyday chemistry context.
0 10 20 30 40 50 60 70 80 90
astronomy science in free time forensic science physical context radioactivity Nobel price context science phenomena selected by the students energy human anatomy and physiology modern technology/new findings ethical aspects of scientific progress health context biological context real live science situations
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Figure 11: Relative frequency of the categories regarding the codes “context and content of teaching” – percentage of the sub-group Science Teachers.
Similar results were also determined by the analyses of the responses by Science teachers. In comparison with the above mentioned sub-groups only 38 % of them emphasised that real live situations should be incorporated into the science education process, but more than 50
% of them mentioned that more specific chemical and biological content should be used in teaching.
0 10 20 30 40 50 60
forensic science science and sport science and war evolution human anatomy and physiology Nobel price context science phenomena selected by the students astronomy economical context modern technology/new findings physical context health context real live science situations chemistry(everyday) context
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Figure 12: Relative frequency of the categories regarding the codes “context and content of teaching” – percentage of the sub-group Students.
Similar as in the first part of the questionnaire also in this one, students do not have a lot of ideas what to learn in science education, but it can be determined that more than 60 % of them need to hear topics connected with the real live science situations and that other topics that are not connected with their live are not important. It is also interesting to mention that would almost 40 % of the participants in this sub-group like to hear more about health topics.
0 10 20 30 40 50 60 70
astronomy chemistry(everyday) context radioactivity environmental context and recycling evolution forensic science industry context modern technology/new findings physical context storytelling and science education science and sport science phenomena selected by the students biological context real live science situations
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3.3.3 Results of the categories analysis of the “methods used in teaching”
part of the questionnaire
Figure 13: Relative frequency of the categories regarding the codes “methods used in teaching” – percentage of the total sample.
Similar than in the first question, also 91% of all participants mentioned that some kind of active learning and experimental work should be used as a method for teaching science in schools. More than 40 % of all participants also emphasised that visualization and modelling, problem solving, cooperative learning, lectures/explanations in classrooms, field work and some sort of individual work should be used in the science lessons.
0 10 20 30 40 50 60 70 80 90 100
case study learning with portfolio concept maps learning homework developing responsibility students' role playing adequate test items paper writing students' pre-knowledge cross-curricular topics using enough exercises discussions information search in the literature using real life situations ICT informal education critical thinking individual work field work lectures/explanations in classrooms cooperative learning problem solving visualization/modelling IBSE/experimental/project/practical work
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Figure 14: Relative frequency of the categories regarding the codes “methods used in teaching” – percentage of the sub-group Educational Politicians.
Similar results can be obtained by analysing Educational Politicians responses. But they also mentioned in more than 40 % the importance of teaching critical thinking. 7 categories were not mentioned by this sub-group of participants.
0 10 20 30 40 50 60 70 80 90 100
discussions case study homework using real life situations concept maps learning learning with portfolio adequate test items informal education ICT visualization/modelling developing responsibility information search in the literature cross-curricular topics using enough exercises students' role playing paper writing students' pre-knowledge lectures/explanations in classrooms individual work cooperative learning critical thinking field work problem solving IBSE/experimental/project/practical work
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Figure 15: Relative frequency of the categories regarding the codes “methods used in teaching” – percentage of the sub-group Scientists.
Scientists emphasises the same categories as other sub-groups most frequently. 5 categories were not mentioned by scientists.
0 10 20 30 40 50 60 70 80 90 100
cross-curricular topics case study developing responsibility students' role playing learning with portfolio concept maps learning using enough exercises students' pre-knowledge paper writing informal education information search in the literature homework adequate test items ICT critical thinking discussions cooperative learning field work problem solving using real life situations lectures/explanations in classrooms individual work visualization/modelling IBSE/experimental/project/practical work
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Figure 16: Relative frequency of the categories regarding the codes “methods used in teaching” – percentage of the sub-group Science Teachers Educators.
It is interesting to conclude, that Science Teachers Educators mentioned all the categories determined in this part of the questionnaire. It is also important to emphasise, that all
participants in this sub-group mentioned some sort of experimental work as a part of science education process in the school. More than 80 % of them also mentioned that problem solving and cooperative learning is important for students to learn science. In more than 50
% of science teachers educators also emphasised that visualization methods and different modelling approaches. They also mentioned that informal education and individual work are an important and effective approach in science teaching.
0 10 20 30 40 50 60 70 80 90 100
case study homework concept maps learning using enough exercises paper writing learning with portfolio adequate test items developing responsibility students' role playing students' pre-knowledge ICT cross-curricular topics using real life situations information search in the literature critical thinking discussions lectures/explanations in classrooms field work individual work informal education visualization/modelling cooperative learning problem solving IBSE/experimental/project/practical work
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Figure 17: Relative frequency of the categories regarding the codes “methods used in teaching” – percentage of the sub-group Science Teachers.
Similar as science teachers educators also almost all science teachers listed that
experimental work is important method for teaching science in the schools. More than 50 % of them also mentioned that visualization and cooperative learning can influence science learning.
0 10 20 30 40 50 60 70 80 90 100
adequate test items students' role playing learning with portfolio discussions case study developing responsibility concept maps learning students' pre-knowledge homework paper writing using enough exercises critical thinking ICT using real life situations cross-curricular topics lectures/explanations in classrooms informal education information search in the literature individual work problem solving field work visualization/modelling cooperative learning IBSE/experimental/project/practical work
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Figure 18: Relative frequency of the categories regarding the codes “methods used in teaching” – percentage of the sub-group Students.
Similar results can be obtained by the analysis of students’ reports about using methods in science teaching. Students emphasised that experimental work, visualization and lectures are the most important aspects of effective science teaching. Students have not listed 7 categories as determined in the analysis.
0 10 20 30 40 50 60 70 80 90
information search in the literature case study developing responsibility students' role playing paper writing concept maps learning learning with portfolio cross-curricular topics homework students' pre-knowledge problem solving critical thinking informal education cooperative learning adequate test items individual work discussions field work using enough exercises using real life situations ICT lectures/explanations in classrooms visualization/modelling IBSE/experimental/project/practical work
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3.3.4 Results of the categories analysis of the “competences of 16-year-olds”
part of the questionnaire
Figure 19: Relative frequency of the categories regarding the codes “competences of 16- year-olds” – percentage of the total sample.
It can be determined by analysing the 16-year-olds’ competences regarding science
education that 26 categories were identified. Participants in the study indicated in 83 %, that students need to have developed competence to do research work in science. 59 % and 54 % of all participants also emphasised that 16-years-olds should be able to reason critically and understand science concepts, respectively. Participant also pointed out the importance of argumentation and learning competences that students should develop. Other competences were mentioned by less than 35 % of all experts that participated in the Delphi study.
0 10 20 30 40 50 60 70 80 90
understanding history of science understanding food industry understanding the technology competences for active work understanding the importance of cross-curricular contents health care competences environmental competences understanding home science phenomena application of knowledge in real situations modelling competences competence for organizing work competences for ethical aspects students’ self-responsibility mathematical competence scientific literacy competence for individual work problem solving/decision making competences competences for using and analysing information competence for cooperative work ICT competences basic biological concepts learning competence argumentation competences understanding science concepts competence for critical reasoning research work/experimental competences
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Figure 20: Relative frequency of the categories regarding the codes “competences of 16- year-olds” – percentage of the sub-group Educational Politicians.
Almost 90 % of educational politicians mentioned that competence for critical reasoning and research work/experimental competences are important for students. More than 50 % of them also emphasised that argumentation competences, understanding science concepts, learning competence, ICT competences, competences for using and analysing information, problem solving/decision making competences are also important for an educated 16-years- old student at the scientific field. Educational politicians have not mentioned 5 competences that were identified during the questionnaire analysis.
0 10 20 30 40 50 60 70 80 90 100
application of knowledge in real situations environmental competences understanding food industry understanding history of science understanding home science phenomena competences for active work mathematical competence understanding the technology students’ self-responsibility competences for ethical aspects competence for organizing work health care competences understanding the importance of cross-curricular contents modelling competences competence for individual work competence for cooperative work scientific literacy basic biological concepts problem solving/decision making competences competences for using and analysing information ICT competences learning competence understanding science concepts argumentation competences research work/experimental competences competence for critical reasoning
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Figure 21: Relative frequency of the categories regarding the codes “competences of 16- year-olds” – percentage of the sub-group Scientists.
Scientist participating in the Delphi study pointed out slightly different competences in more than 50 % of all cases that the whole sample in average. They indicated that the most
important competences (92%) for 16-year-olds in research work/experimental competences.
Almost 80 % of them think that understanding science concepts is also important and 67% of all scientists think that mathematical competence is important as well. They also emphasised in more than 50 % of all cases that competence for critical reasoning and students’ self- responsibility are competences that should be developed in science education at primary and secondary school.
0 10 20 30 40 50 60 70 80 90 100
competences for active work health care competences understanding food industry understanding the technology understanding the importance of cross-curricular contents understanding home science phenomena competences for ethical aspects competence for organizing work competences for using and analysing information understanding history of science application of knowledge in real situations ICT competences modelling competences argumentation competences learning competence basic biological concepts problem solving/decision making competences competence for individual work competence for cooperative work scientific literacy environmental competences students’ self-responsibility competence for critical reasoning mathematical competence understanding science concepts research work/experimental competences
32
Figure 22: Relative frequency of the categories regarding the codes “competences of 16- year-olds” – percentage of the sub-group Science Teachers Educators.
Only three competences were identified in more than 50 % of all science teachers educators.
These are research work/experimental competences, understanding science concepts and competence for critical reasoning.
0 10 20 30 40 50 60 70 80 90
understanding history of science competence for organizing work scientific literacy understanding food industry understanding the importance of cross-curricular contents health care competences environmental competences understanding home science phenomena modelling competences mathematical competence understanding the technology application of knowledge in real situations competences for active work competence for cooperative work ICT competences competences for using and analysing information students’ self-responsibility problem solving/decision making competences competences for ethical aspects learning competence argumentation competences competence for individual work basic biological concepts competence for critical reasoning understanding science concepts research work/experimental competences
33
Figure 23: Relative frequency of the categories regarding the codes “competences of 16- year-olds” – percentage of the sub-group Science Teachers.
Science teachers have similar views on the secondary students’ competences in science education. They also pointed out in more than 40 % that research work/experimental competences, competence for critical reasoning, argumentation competences,
understanding science concepts, and competence for cooperative work are important competences for 16-year-olds.
0 10 20 30 40 50 60 70 80 90 100
modelling competences understanding food industry understanding history of science understanding home science phenomena competences for active work competences for ethical aspects application of knowledge in real situations environmental competences understanding the importance of cross-curricular contents understanding the technology students’ self-responsibility mathematical competence competence for individual work health care competences scientific literacy problem solving/decision making competences learning competence competence for organizing work ICT competences basic biological concepts competences for using and analysing information competence for cooperative work understanding science concepts argumentation competences competence for critical reasoning research work/experimental competences
34
Figure 24: Relative frequency of the categories regarding the codes “competences of 16- year-olds” – percentage of the sub-group Students.
Comparing the results with other sub-groups of participant also in this case students listed fewer categories for their competences. The most students emphasised research
work/experimental competences and understanding home science phenomena as important competences. They have not mentioned as much as 11 categories of competences identified analysing the responses in the questionnaires.
3.4 Conclusions
The aim of the analyses described in the previous part was to gain information about characteristic descriptive-statistical values and about the frequency mentioning the
categories. The calculation of the different frequencies illustrates the emphases made in the statements of all participants.
According to the participants’ statements, 34 categories were identified and especially strong focus was set on the categories regarding “different experimental work”, “science teachers’ knowledge”, “context from everyday live/socio-scientific issues”, “students' motivation”, “students' understanding of basic”, “critical/creative/scientific reasoning”,
“problem (authentic) solving” and “teachers' teaching strategies” (part I).
0 10 20 30 40 50 60
problem solving/decision making competences competences for ethical aspects mathematical competence competence for individual work scientific literacy environmental competences understanding food industry understanding the importance of cross-curricular contents understanding the technology understanding history of science students’ self-responsibility argumentation competences modelling competences competences for active work competence for organizing work competence for cooperative work health care competences competences for using and analysing information understanding science concepts ICT competences basic biological concepts application of knowledge in real situations competence for critical reasoning learning competence understanding home science phenomena research work/experimental competences
35
It can be concluded that according to the context and content of science education in
Slovenian schools the most participants emphasised that “real live science situations” should be used in science teaching. More than 40 % of them also think that “biological,
environmental and everyday chemistry context” should be implemented into the school science (part II). In this part of the questionnaire 27 categories were determined.
24 categories were identified in the III. part of the questionnaire. Similar than in the first part of the questionnaire, 91% of all participants mentioned, that some kind of “active learning and experimental work” should be used, as a method for teaching science in schools. More than 40 % of all participants also emphasised that “visualization and modelling”,“ problem solving”, “cooperative learning”, “lectures/explanations in classrooms”, “field work” and some sort of “individual work” should be used in the science lessons.
It can be concluded that 26 categories were identified regarding 16-year-olds’ competences in science education (IV. part). Participants in the study indicated in 83 %, that students need to have developed competence to do “research work” in science. 59 % and 54 % of all
participants also emphasised that 16-years-olds should “be able to reason critically” and
“understand science concepts”, respectively. Participant also pointed out the “importance of argumentation” and “learning competences” that students should develop.
4 References
Creswell, J. W. (2007). Qualitative Inquiry and Research Design. Thousand Oaks: Sage Publications.
Vogrinc, J. (2008). Kvalitativno raziskovanje na pedagoškem področju./Qualitative Research in the Field of Education. Ljubljana: University of Ljubljana, Faculty of Education.
