199
Views
0
CrossRef citations to date
0
Altmetric
Articles

An examination of teacher’s goals for a school crystal growing competition: more than having fun

ORCID Icon & ORCID Icon
Pages 962-979 | Received 13 Sep 2021, Accepted 24 Mar 2022, Published online: 25 Apr 2022

Literature cited

  • Affeldt, F., Tolppanen, S., Aksela, M., & Eilks, I. (2017). The potential of the non-formal educational sector for supporting chemistry learning and sustainability education for all students – a joint perspective from two cases in Finland and Germany. Chemistry Education Research and Practice, 18(1), 13–25. https://doi.org/10.1039/C6RP00212A
  • Anderson, D., Kisiel, J., & Storksdieck, M. (2006). Understanding Teachers’ Perspectives on Field Trips: Discovering Common Ground in three countries. Curator: The Museum Journal, 49(3), 365–386. https://doi.org/10.1111/j.2151-6952.2006.tb00229.x
  • Bencze, J. L., & Bowen, G. M. (2009). A national science fair: Exhibiting support for the knowledge economy. International Journal of Science Education, 31(18), 2459–2483. https://doi.org/10.1080/09500690802398127
  • Braund, M., & Reiss, M. (2006). Towards a more authentic science curriculum: The contribution of out-of-school learning. International Journal of Science Education, 28(12), 1373–1388. https://doi.org/10.1080/09500690500498419
  • Canovan, C. (2020). More than a grand day out? Learning on school trips to science festivals from the perspectives of teachers, pupils and organisers. International Journal of Science Education, Part B, 10(1), 1–16. https://doi.org/10.1080/21548455.2019.1680904
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge.
  • DeLisi, J., Kook, J. F., Levy, A. J., Fields, E., & Winfield, L. (2020). An examination of the features of science fairs that support students’ understandings of science and engineering practices. Journal of Research in Science Teaching, 1–29. https://doi.org/10.1002/tea.21669.
  • DeWitt, J., & Storksdieck, M. (2008). A Short Review of School Field Trips: Key Findings from the Past and Implications for the future. Visitor Studies, 11(2), 181–197. https://doi.org/10.1080/10645570802355562
  • Eshach, H. (2007). Bridging In-school and Out-of-school learning: Formal, Non-formal, and informal education. Journal of Science Education and Technology, 16(2), 171–190. https://doi.org/10.1007/s10956-006-9027-1
  • García-Ruiz, J. M. (2013). Cristalización en la escuela. [crystallization in the school]. Anales de La Real Sociedad Española de Química, 109(3), 244–245.
  • Garner, N., & Eilks, I. (2015). The Expectations of Teachers and Students Who Visit a Non-Formal Student Chemistry Laboratory. EURASIA Journal of mathematics, Science and Technology Education, 11(5), 1197–1210. https://doi.org/10.12973/eurasia.2015.1415a
  • Gomez, K. (2007). Negotiating discourses: Sixth-grade students’ use of multiple science discourses during a science fair presentation. Linguistics and Education, 18(1), 41–64. https://doi.org/10.1016/j.linged.2007.03.002
  • Halonen, J., & Aksela, M. (2018). Non-formal science education: The relevance of science camps. LUMAT: International Journal on math, Science and Technology Education, 6(2), 64–85. https://doi.org/10.31129/LUMAT.6.2.316
  • Jarvis, T., & Pell, A. (2005). Factors influencing elementary school children’s attitudes toward science before, during, and after a visit to the UK national space centre. Journal of Research in Science Teaching, 42(1), 53–83. https://doi.org/10.1002/tea.20045
  • Karnezou, M., Avgitidou, S., & Kariotoglou, P. (2013). Links between teachers’ beliefs and their practices in a Science and Technology museum visit. International Journal of Science education, Part B, 3(3), 246–266. https://doi.org/10.1080/21548455.2013.773467
  • Karnezou, M., Pnevmatikos, D., Avgitidou, S., & Kariotoglou, P. (2021). The structure of teachers’ beliefs when they plan to visit a museum with their class. Teaching and Teacher Education, 99, Article 103254. https://doi.org/10.1016/j.tate.2020.103254.
  • Kisiel, J. (2005). Understanding elementary teacher motivations for science fieldtrips. Science Education, 89(6), 936–955. https://doi.org/10.1002/sce.20085
  • Lemelin, N., & Bencze, L. (2004). Reflection-on-action at a science and technology museum: Findings from a university-museum partnership. Canadian Journal of science, Mathematics and Technology Education, 4(4), 467–481. https://doi.org/10.1080/14926150409556628
  • Lucas, K. B. (2000). One teacher’s agenda for a class visit to an interactive science center. Science Education, 84, 524–544. https://doi.org/10.1002/1098-237X(200007)84:4<524::AID-SCE6>3.0.CO;2-X
  • Luehmann, A. L., & Markowitz, D. (2007). Science Teachers’ Perceived Benefits of an Out-of-school Enrichment Programme: Identity needs and university affordances. International Journal of Science Education, 29(9), 1133–1161. https://doi.org/10.1080/09500690600944429
  • Martín-García, J., & Dies Álvarez, M. E. (2020). El currículo de geología a través del Concurso de Cristalización en la Escuela [Geology curriculum through the school crystal growing competition]. Enseñanza de Las Ciencias de La Tierra, 28(3), 291–298.
  • Martín-García, J., & Dies Álvarez, M. E. (2021a). Actividades no formales como estrategia para abordar el currículo de física y química: [Non-formal science activities and the Physics and Chemistry curriculum: The Concurso de Cristalización en la escuela.] El Concurso de Cristalización en la escuela. Anales de Química, 117(3), 240–245.
  • Martín-García, J., & Dies Álvarez, M. E. (2021b). La relación profesor-alumno en contextos no formales: El Concurso de Cristalización en la escuela. In J. A. Marín, J. M. Trujillo Torres, G. Gómez García, & M. N. Campos Soto (Eds.), Hacia una educación sostenible en educación. (primera (pp. 355–367). Dykinson.
  • Martín-García, J., & Dies Álvarez, M. E. (in press). La educación científica en el contexto de las competencias clave: Un ejemplo de lo que la educación no formal puede aportar [science education in competency-based curriculums: The contribution of the non-formal sector]. EDUCA International Journal, 2(2).
  • Mayring, P. (2000). Qualitative Content analysis. Forum: Qualitative Social Research, 1, Article 20. https://doi.org/10.17169/fqs-1.2.1089.
  • McComas, W. F. (2011). The Science Fair: A New Look at an Old Tradition. The Science Teacher, 78, 34–38.
  • Morentin, M., & Guisasola, J. (2015). Primary and Secondary Teachers’ Ideas on school visits to Science Centres in the Basque country. International Journal of Science and Mathematics Education, 13(S1), 191–214. https://doi.org/10.1007/s10763-013-9481-1
  • Mujtaba, T., Lawrence, M., Oliver, M., & Reiss, M. J. (2018). Learning and engagement through natural history museums. Studies in Science Education, 54(1), 41–67. https://doi.org/10.1080/03057267.2018.1442820
  • Oliva, J. M., Matos, J., Bueno, E., Bonat, M., Domínguez, J., Vázquez, A., & Acevedo, J. A. (2004). Las exposiciones científicas escolares y su contribución en el ámbito afectivo de los alumnos participantes [school scientific exhibitions and their contribution to the affective domain of the participating students]. Enseñanza de las Ciencias: Revista de Investigación y Experiencias Didácticas, 22(3), 425–440.
  • Paul, J., Lederman, N. G., & Groß, J. (2016). Learning experimentation through science fairs. International Journal of Science Education, 38(15), 2367–2387. https://doi.org/10.1080/09500693.2016.1243272
  • Romi, S., & Schmida, M. (2009). Non-formal education: A major educational force in the postmodern era. Cambridge Journal of Education, 39(2), 257–273. https://doi.org/10.1080/03057640902904472
  • Schmidt, I., & Di Fuccia, D.-S. (2014). Science Education in Out-of-School Contexts. New Perspectives in Science Education 3rd Edition, 6.
  • Storksdieck, M. (2001). Differences in teachers’ and students’ museum field-trip experiences. Visitor Studies Today!, 4(1), 8–12.
  • Tal, T. (2012). Out-of-School: Learning experiences, teaching and students’ learning. In B. J. Fraser, K. Tobin, & C. J. McRobbie (Eds.), Second International Handbook of Science education (pp. 1109–1122). Springer Netherlands. https://doi.org/10.1007/978-1-4020-9041-7_73
  • Tal, T., & Steiner, L. (2006). Patterns of teacher-museum staff relationships: School visits to the educational centre of a science museum. Canadian Journal of science. Mathematics and Technology Education, 6(1), 25–46. https://doi.org/10.1080/14926150609556686
  • Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education, 4(2), 99–110. https://doi.org/10.1016/0742-051X(88)90011-X
  • Tamir, P. (1991). Factors associated with the relationship between formal, informal, and nonformal science learning. The Journal of Environmental Education, 22(2), 34–42. https://doi.org/10.1080/00958964.1991.9943052
  • Tang, S. Y. F., Wong, A. K. Y., Li, D. D. Y., & Cheng, M. M. H. (2017). The contribution of non-formal learning in higher education to student teachers’ professional competence. Journal of Education for Teaching, 43(5), 550–565. https://doi.org/10.1080/02607476.2017.1342052
  • Tisza, G., Papavlasopoulou, S., Christidou, D., Iivari, N., Kinnula, M., & Voulgari, I. (2020). Patterns in informal and non-formal science learning activities for children–A Europe-wide survey study. International Journal of Child-Computer Interaction, 25, Article 100184. http://dx.doi.org/10.1016/j.ijcci.2020.100184
  • Tolppanen, S., Vartiainen, J., Ikävalko, V.-M., & Aksela, M. (2015). Relevance of Non-formal education in science education. In I. Eilks, & A. Hofstein (Eds.), Relevant Chemistry education: From theory to practice (pp. 335–354). SensePublishers. https://doi.org/10.1007/978-94-6300-175-5_18
  • UNESCO. (2012). International standard classification of education: ISCED 2011. UNESCO Institute for Statistics.
  • Van Meervelt, L. (2014). Towards a world-wide crystal growing competition. Acta Crystallographica Section A Foundations and Advances, 70(a1), C1044–C1044. https://doi.org/10.1107/S2053273314089554
  • Wolins, I. S., Jensen, N., & Ulzheimer, R. (1992). Children’s memories of museum field trips: A qualitative study. Journal of Museum Education, 17(2), 17–27. https://doi.org/10.1080/10598650.1992.11510204
  • Wubbels, T., & Brekelmans, M. (2012). Teacher–students relationships in the classroom. In B. J. Fraser, K. Tobin, & C. J. McRobbie (Eds.), Second International Handbook of Science education (pp. 1241–1255). Springer Netherlands. https://doi.org/10.1007/978-1-4020-9041-7_80

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.