Learning and Teaching Primary Science in the Pre-Service to In-Service Transition - Research Paper Example

Science & Mathematics Education Centre Science and Mathematics Education Research Method Paper One The Educational Research Framework Mulholland, J., & Wallace, J. (2003). Crossing borders: learning and teaching primary science in the pre-service to in-service transition. International Journal of Science Education, 25(7), 879 – 898. Mullholland and Wallace (2003) present a paradigm of constructivist-interpretative theoretical constructs in this paper though its underlying conceptual framework of analysis constitutes a far reaching dynamic mode of thought based on connotations and denotations of the paradigm itself. Their research effort is basically about experiences and nuances of attitudes and thought. Ontology Pedagogical experiences of the authors have been presented in this study with an a priori and a posteriori assumption-presumption approach that delineates parallel processes of understanding and knowledge assimilation related parameters. The authors have identified three such sub-cultural parameters – a cause-to-effect flow of intelligence from non-science to science; from a pre-service environment to an in-service environment; and from non-science subjects to science subjects in school (Tobin, 1990), Next authors delineate the experiences of two science teachers in transition by referring to their predicaments in a primary school setting where science has an insignificant level of acceptance. Thus ontological experiences of these two teachers illustrate how best they could cope up with reality, a perceptive paradigm of a priori existential reality (Mulholland & Wallace, 2003). Ruth, one of the participants and teachers in this study, acknowledges that reality predominates in science only to the extent that the overarching school environment permits. This constructivist-interpretative paradigm presumes a causative element of culture based on teaching/leaning experience. Epistemology Katie on the other hand refers to predictive pedagogical intervention at the primary school level as a superimposing condition of reality. Here the constructivist-interpretative paradigm is no more than the assumptive behavioural tendencies associated with the school environment. Epistemology is all the more environment centric because the nature and the truth concepts are much less likely penetrate the school environment in the same way ontology would do. Here the reality presumably obtains a static view of science against existential dynamism. In this environment scientific reality becomes a tendentious construct of perceived reality as against existential reality (Yanow & Schwartz-shea, 2006). Both the participants refer to attitudes of supervisors who acted in conformance with formal rules but ignored pedagogical outcomes. This notional parameter of existence and reality has been articulated by the authors as a pervasive tendency in the primary school setting with epistemological underpinnings. Methodology Methodological approach of the study as is based on interpretative paradigm of scientific inquiry and reality is appropriately identified with involvement and observation related experiences. The researchers’ direct involvement in the study environment, thus directly participating in “experiences, knowledge and theoretical dispositions to collect the data and present their understandings” (Mulholland & Wallace, 2003, p. 881). Researchers were careful to use the kind of experience-centric research perspective to interpret experiences and articulate the strategic significance of theoretical and conceptual underpinnings in gathering data. The study was divided into two phases and Mulholland acted as the chief researcher. Teachers/participants had two years of experience in a pre-service teaching environment and another two years of experience in an in-service teaching environment. Data was gathered through conducting interviews as a primary technique and from journal articles and information sheets as a secondary technique (Hardy & Bryman, 2009). Participants’ experience both as students and teachers of science was immensely useful for the researchers in data categorization. Audio transcripts of interviews and observation-based notes were utilized to collated independent assumptions on theoretical and conceptual paradigms that correlated with or/and regressed from principally on the sub-cultural parameters. The transformational phase of the participants from pre-service to in-service was highly subject to a system of modal data sets with an anthropological model as the basis. Advantages of the study Ontological and epistemological nuances are more appropriate in a subliminal environment of articulate experimenting. Thus the scientific nature of the study can be highlighted as good advantage. As against the existence of reality there is the epistemological doubt of what knowledge is which in turn has been presented in a positively correlated equation of acquisition and presentation. The experience of the participants has been presented as a particularly identifiable paradigm of constructivist-interpretive sub-cultural transformations that eventually provide proof of paradigm-based approaches as classical authentic interpretations. Surrealist thought processes of participants are obvious enough through their transition phase while the researchers have successfully articulated the ontological dimension of the paradigm to achieve the kind of constructivist-interpretive synthesis (Wilson, 2002). Vicissitudes faced by the participants during the transformation phase have been presented as the type of experience that generally teachers of science would have in sub-cultural settings. The scientific rigor is all pervasive throughout the study except in one or two instances. Logical premises on which the constructivist-interpretive paradigm has been established are testable enough and assumptions and presumptions are totally absent. It’s all the more seminal in applicatory value for future efforts on the subject with sound structural denotations. It, in fact, constitutes a dimensional shift away from the ordinary paradigm building efforts that are often seen today. Limitations The research study has a number of limitations. In the first instance the authors have identified a paradigm but have failed to relate it to the approximate locus of causation. In other words the authors have failed to define the locus of approximation for the participants’ attitudinal shifts though they have successfully elaborated on their attitudinal perspectives. Secondly the ontological and epistemological elements of the constructivist-interpretive paradigm are assiduously cultivated at the expense of logical cohesiveness. There is no gainsaying the fact that despite the soundness of logical premises cohesiveness is partially absent even in the threading of sub-cultural transformational periods. References Hardy, M.A. & Bryman, A. (2009), Handbook of Data Analysis, London: Sage Publications Ltd. Mulholland, J., & Wallace, J. (2003). Crossing borders: learning and teaching primary science in the pre-service to in-service transition. International Journal of Science Education, 25(7), 879 - 898. Tobin, K. (1990), Opening Windows: Research on Teachers, Students & Schools, London: Falmer Press. Wilson, S.R. (2002), Seeking and Resisting Compliance: Why People Say What They Do When Trying to Influence Others, London: Sage Publications, Inc. Yanow, D. & Schwartz-shea, P. (2006), Interpretation And Method: Empirical Research Methods And the Interpretive Turn, New York: M.E. Sharpe. Paper two Chandra, V., & Fisher, D. L. (2009). Students’ perceptions of a blended web-based learning environment. Learning Environ Res, 12(1), 31-44. Paradigm Chandra and Fisher (2009) carried out a research study into student perceptions of a blended web-based learning setting or environment. For the purpose they adopted the post-positivist paradigm based on modern educational theories. Deductive reasoning was adopted by authors to arrive at the paradigm-based conclusions. Post-positivism or post-modernism seeks to modify sweeping assumptions made under positivism. As such human knowledge is to be doubted till concrete evidence is produced. Absolute knowledge is a relative concept under post-modernism. Ontology Philosophical dynamism attached to post-positivism rests on the ontological inquiry into the very nature of knowledge in the absence of realistic and existential experiences that can be directly interpreted as absolute. The authors applied this principle to the study of the blended web-based learning environment so that the application of scientific logical inquiry of deductive reasoning could bring about clearer perceptions of the transient nature of the learning environment. The metatheoretical postulates critiquing conjectural knowledge form the basis of scientific inquiry under this paradigm and de rigueur foreshadow the resultant learning environmental paradigm (Willis, Jost, & Nilakanta, 2007). The blended web-based learning environment thus acquires a greater dimension of reality constructed on post-modernist premise of participatory learning. While there are other opposing independent paradigms which usually don’t conform to the same idealist view of participatory learning centric post-positivist paradigm, there is still a neothetical sense of urgency associated with the latter (Bertens & Natoli, 2002). Objectivism was adopted in designing and administering the web-based survey by the authors to measure and evaluate the efficacy of the learning/teaching program called “Get Smart”. The objective was to measure the web-based learners’ attitudes and perceptions about the feasibility of web-based learning programs. The experience is novel though the category constructs were not possible with the same post-positivist paradigm because deviances were marked and category constructs were non-conformant (Mertens, 2009). Epistemology The doubter wins principle is applied under the epistemological concepts of truth, justifiability and nature of knowledge. Post-positivist paradigm here is intended to identify correlations between such variables as influences and efficacies of blended web-based approaches to learning/teaching. How best students would respond to such experiences is the most desired outcome. While measures of attitudes and perceptive realities cannot be constructed with a degree of objectivity, the authors have just attempted it through the application of epistemology. These efforts are laudable despite the fact that epistemological concepts of truth, justification and nature of human knowledge cannot be tested in authentic situations like laboratories (Greene, 2007). Experimental studies like this designed with a view to measuring attitudes and perceptions do not adequately quantify outcomes such as truth and justification. The authors’ laudable effort to integrate the Getting Smart program into the Australian High School curriculum of junior science and senior physics has been frustrated by the degree of variances produced by the online survey results. Here the epistemological concept of justification of knowledge to be acquired through novel approaches has been doubted by many respondents. Tangible results lack persistence even when they are produced in concrete forms. However the SPSS (Statistical Package for Social Sciences) was successfully used by the authors to produce some deductive reasoning outcomes. That itself can be regarded as an adequate measure of justification and nature of knowledge to be acquired through the internet medium. Methodology This methodology is quasi-experimental in nature and consisted of a survey conducted among a sample population of 302 odd students from 11 classes – 25 students from one year 11 physics class, 16 students from one year 12 Physics class and 261 from 9 year 10 science classes (Chandra & Fisher). Then the results were collated and presented by using statistical analysis. The medians, modes and means were common as usual though SPSS generated variances of comparative data sets across the sample of students to achieve what’s known as concrete evidence of support by students for internet based blended learning experience. However standard deviation and error term were significant enough to warrant further studies to justify the existence of positive correlations and regressions. Questions were basically open-ended and were posted on WEBELI. Advantages There are some distinct advantages associated with this research effort. In the first instance the online learning experience ought to be fun and above all the post-positivist paradigm serves as a monolithic all pervasive construct that invariably helps the student identify a liberal environment of learning. Post-positivist paradigm is positively dynamic and persuasively desirable if not consociational. Nascent knowledge gathering efforts are underlined by a desire to question and learn rather than accept what’s offered by the remote teacher. Limitations However the authors’ excessive reliance on electronic pedagogical principle of deductive reasoning associated with post-modernist techno-environment could be counterproductive in autochthonous situations where inter alia the learner’s desire to be involved with the online community is restricted by government regulations. Parallel knowledge acquisition modes do exist though they might not be as efficient as the electronic medium of the internet (Hicks, 2004). However passive environments at homes could fail to produce the kind of direct classroom learning experience. Above all, post-positivism places emphasis on doubt and self-perception. The indomitability of the individual learner’s will isn’t a paradigm but a monolithic construct that reduces comparative advantage of being unique. References Bertens, H. & Natoli, J. (2002), Postmodernism: The Key Figures , MASSACHUSETTS: Wiley-Blackwell . Chandra, V., & Fisher, D. L. (2009). Students’ perceptions of a blended web-based learning environment. Learning Environ Res, 12(1), 31-44. Greene, J.C. (2007), Mixed Methods in Social Inquiry (Research Methods for the Social Sciences), California: Jossey-Bass. Hicks, S.R.C. (2004), Explaining Postmodernism: Skepticism and Socialism from Rousseau to Foucault, ARIZONA: Scholargy Publishing, Inc.. Mertens, D.M. (2009), Research and Evaluation in Education and Psychology: Integrating Diversity With Quantitative, Qualitative, and Mixed Methods, London: Sage Publications, Inc. Willis, J., Jost, M., & Nilakanta, R. (2007). World Views, Paradigms, and the Practice of Social Science Research Foundations of qualitative research: interpretive and critical approaches (pp. 1-26). Thousand Oaks: Sage Publications. Paper three Moloney, J. (2009). Engaging in action research: a personal and professional journey towards an inquiry into teacher morale in a senior secondary college. Educational Action Research, 17(2), 181-195. Paradigm Moloney (2009) investigates how pedagogical experience influences teachers’ morale and thus adopts a critical theoretical approach based paradigm of psychodynamics. Teacher morale is a psychodynamic concept of competence and achievement. Thus the critical theoretical and conceptual paradigm of effective involvement in the profession is decidedly the outcome of space-time dimension that regenerates emancipation and empowerment. Critical theoretical postulate has to avoid a longitudinal perspective of competence and achievement. Thus the researcher has delineated an inductive reasoning process to arrive at some of the most debated conclusions on effective pedagogical practice in contests that otherwise don’t lend themselves to a comparative analysis (Moloney, 2009). Ontology A critically perceptive ontological delineation would essentially capture the arguments based on such concepts as emancipation, social justice and empowerment. This critical theory based paradigm identifies emancipation of the aspiring professional teacher against the backdrop of an unfolding scenario of competition. Similarly if imbalance of power distribution in the equation is taken emancipation and empowerment of the subject become all the more imperative. Such unorthodoxy in ontological arguments produces discordance with tradition but more importantly produces concordance with critical perspectives (Moloney, 2009). Social justice is another such concept that produces a degree of resonance in the hearts of the teacher. The ontological rendering of the concept seeks to bequeath some powers of strategic importance on the community. Virtually such powers aren’t tenable in the context of ideological negation and therefore a final synthesis has to be sought out of the antithesis and thesis in the best tradition of Hegelian dialectics. Dialectical materialism should have been the next step of the author had he not chosen to exert his will for societal change on the lines of philosophical conjecture. Morale boosters are not definable always. Thus the penumbral suggestions and hints of empowerment, social justice and emancipation all correlate with critical theory paradigm (Moloney, 2009). Since teachers’ skills or aptitudes aren’t uniform in nature they have to be upgraded constantly by empowerment and a system of equity. Epistemology Nonetheless a quantum leap has to be achieved in the epistemological sense to recreate systems in the place of the present ones. Efficiency of the teacher in the context of epistemological concepts of nature, justification and truth of the very knowledge that empowers the teacher in the professional environment of praxis, is not only conducive for justice but also the raison raison d'être behind all that human effort (Kaslow, & Magnavita , 2002). There is a sense of déjà vu here though. In the first place cultural paradigm of emancipation is not the same as professional paradigm. In a still lighter vein of philosophical conjecture epistemology of the research effort invigorates the otherwise commonplace concepts – empowerment, emancipation and social justice - that are associated with morale of the teacher. If equality of opportunity is demanded as a precondition for justice then the author’s argument on such conceptual entities stands out. Methodology The methodology of this research effort is based on a case study. However it’s the action research perspective that matters here. Her responsibility to teach and lead a teaching team has been used as the basis for action research and the methodological structure is thus influenced by self-reflection and communication. Self-reflection segment of the research methodology is determined by the extent and the nature of teacher morale and motivation related variables (Britzman, 2003). However except for the action research related variables of effective intervention and communication strategy of such intervention, methodology is basically characterized by the case study analysis of the participants’ comments on what they have been learning and the qualitative change in the teaching skills (Delamont, 1992). Indeed there is a host of quantitative determinants such as the number of teachers/participants whose attitudes have been influenced in conformance with intervention techniques and their frequency. Staff discussion forums have also been utilized in the methodology of this research to a greater extent. Advantages Time and space corollaries of the latter perspective have reached a zenith in the current literature on the subject. While practical pedagogy is emphasized by the author as an effective means to achieve certain predefined ends, there is a chronology of events that have effectively been incorporated into the modern culture of teaching and morale boosting praxis. Her argument on diversity of morale pervades the entire process of theoretical construction while conceptual framework of reference on the morale as a thought provoking dimension is a well calculated premise used by the fraternity of teachers in effort calibration. Modern evaluation techniques are based on calibration of psychodynamic performance that inevitably produces benchmarks for morale boosting efforts (Ahles, 2004). The author has established just that paradigm of psycho-dynamism in professionally charged teaching environments. Limitations Results of the study have been recorded subject to some substantial constraints by the researcher. For example the sample population of participants has been recruited on the sole premise of their involvement in teaching science. This in itself can lead to some negative outcomes such as considerable variances in attitudes, age differences and the presence/absence of incentives for motivation. The seminal character of the study has been eroded by a degree of skewed information both in the process of gathering it and dissemination techniques. Information needs to be sifted by using effective statistical techniques and the processing task must be carried out to produce results that are in conformance with the intended research aims (Sinagatullin, 2009). Here the variances and possible regressions (the latter, the author hasn’t undertaken) could have led to a bigger skew in the histogram. Further the margin of error could be more significant as an approximate value for determining the success/failure of the results. These shortcomings have marred some of the learning outcomes, especially the model related constructs such as the effect of non-monetary incentives on motivation and morale. References Ahles, S.R. (2004), Our Inner World: A Guide to Psychodynamics and Psychotherapy, Maryland: The Johns Hopkins University Press. Britzman, D.P. (2003), Practice Makes Practice: A Critical Study of Learning to Teach (Teacher Empowerment and School Reform) , New York: State University of New York Press. Delamont, S. (1992). Fieldwork in educational settings: methods, pitfalls, and perspectives. London: Falmer Press. Kaslow, F.W. & Magnavita , J.J. (2002), Comprehensive Handbook of Psychotherapy, Psychodynamic/Object Relations (Volume 1) , New Jersey: Wiley. Moloney, J. (2009). Engaging in action research: a personal and professional journey towards an inquiry into teacher morale in a senior secondary college. Educational Action Research, 17(2), 181-195. Sinagatullin, I.M. (2009), Teaching Is More Than Pedagogical Practice: Thirty-Three Strategies for Dealing with Contemporary Students, Maryland: Rowman & Littlefield Education. Preferred paper I do prefer “Crossing borders: learning and teaching primary science in pre-service to in-service transition". In the first instance ontology of the paper is based on the pedagogical underpinnings of understanding and knowledge acquisition. Such theoretical and conceptual postulates appeal to the sense of articulation. The authors identify the elemental metaphysical dimension of knowledge as the existential parameter for the acquisition process. This is very interesting as against non-conformist tautology. Constructivist- interpretive paradigm is particularly interesting due to its sub-cultural parameter of the teachers’ experience from pre-service to in-service. Epistemology of the paper is determined by its (research work’s) contextual perspective. Truth, justification and nature of knowledge acquired in the school setting by the subject are all pervasive though the extent to which they become pervasive is a question. However this approach based on constructivist-interpretive paradigm has its merits. The methodology also appeals to me because those two teachers are in the transient phase of their profession from pre-service to in-service. Such transformational professional experiences produce dynamic syntheses. Sub-cultural epithets like from a non-science environment to a science environment also produce singularities as much as they produce dichotomies. Self-reflective behaviours of teachers become the focal point of study under such circumstances. My own preferences and beliefs are reinforced by it all. Such diversity in experience and sub-cultural transformations within the correlated environment of methodology give rise to further knowledge seeking efforts. Part B. 2 Journal articles under the three major paradigms: 1. Post-Positivist paradigm ÇIBIK, A. S., & DİKEN, E. H. (2008). The effect of group works and demonstrative experiments based on conceptual change approach: Photosynthesis and respiration. Asia-Pacific Forum on Science Learning and Teaching, 9(2). This article investigates a broader typology of individual and group experiences in relation to conceptual transformation. In turn these experiences have been collated to build a framework of reference to identify the existence of a set of sub-cultural thematic paradigms that might be used in facilitating teaching outcomes in photosynthesis and respiration (Cibirk & Diken, 2008). The assessment criteria adopted to test content knowledge of teachers based on post-positivism have been specifically designed to question the existing conventional wisdom of deductive reasoning. The authors’ articulation of misconceptions in science adequately borders on the post-positivist interpretation of conventional classroom wisdom. The survey based data gathering process might have helped the researchers to approximate the theoretical underpinnings of post-positivism. 2. Constructivist-interpretive paradigm Haefner, L. A., & Zembal-Saul, C. (2004). Learning by doing? Prospective elementary teachers' developing understandings of scientific inquiry and science teaching and learning. International Journal of Science Education, 26(13), 1653 - 1674. The authors’ emphasis on constructing and interpreting ontological arguments of inquiry through the data learning and interpretation model, borders on the constructivist-interpretive paradigm. Scientific inquiry consists of not only gathering data through questionnaires and surveys but also interpreting learning outcomes in conformance with ontological argumentative process and epistemological inductive reasoning. That’s what just the authors do. The deterministic conceptualization is absent in nature, justification and truth of scientific investigation undertaken by them. Instead there is a relative model of understanding concepts (Haefner & Altoona, 2004).The pedagogical dimension just reinforces the belief that scientific inquiry has to go through constructivist-interpretive paradigm. 3. Critical theory paradigm Atweh, B., & Heirdsfield, A. M. (2003). The use of action research for the professionalisation of beginning women teachers as they learn about inclusive mathematics. Mathematics Teacher Education and Development, 5, 53-69. Critical theory paradigm has been adopted by the authors with their emphasis on professional mathematics teachers’ active participation in the teaching process as against the passive onlooker’s mindset. The ontological concept of demonstration and its variant acceptance have been incorporated into the teaching process. Epistemological concept of truth has been given the due place of importance by the authors though in the process of constructing the concept they have identified a regressive analogy of correlation between truth and knowledge (Atweh & Heirdsfield, 2003). The methodology of collecting data through participation and observation partially accounts for the action research approach. Thus the paper is cantered on logical mathematical paradigm of knowledge application. Read More