Tom Bielik
Datos Biográficos
| ID | 5877168 |
|---|---|
| NOMBRE | Tom Bielik |
| NOMBRES | Tom |
| APELLIDO | Bielik |
| FIRMA | BIELIK T |
| AFILIACIONES | Radboud University Nijmegen |
| ORCID | 0000-0002-8227-5870 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2022 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Exploring Correlations Between Pre-service Biology Teachers’ Systems Thinking Skills and Environmental Awareness
An understanding of ecosystems is important to enable biology teachers to teach ecological topics in their lessons. This exploratory study examines the systems thinking of pre-service biology teachers in the context of the forest ecosystem. In addition, the extent of their environmental awareness was determined (cognitive, conative, and affective components), as well as the correlations between these two constructs calculated. The 51 participants…
Third-hand evaluation of science-related information
In this position paper, we introduce an Extended Epistemic Vigilance Framework that expands traditional approaches to critical evaluation of science-related information in education. While science education has historically emphasised first-hand evaluation (assessing the quality of claims) and more recently more strongly second-hand evaluation (evaluating source credibility), we argue for the critical importance of an additional dimension, third-…
What Biologists Do
Many students possess a stereotypical conception of scientists (only) doing experiments in a laboratory. There is consensus in science education literature that this conception is incomplete and inadequate. Adequate conceptions of scientists and their work are important in students’ learning and career choices. However, what can be defined as an adequate conception in this regard remains unclear. This study aims to provide insight into biologists…
Developing and evaluating the extended epistemic vigilance framework
In science education, epistemic vigilance plays a key role in the development of students' critical thinking by supporting students' abilities to evaluate the expertise level of the source and to evaluate the claim itself, using rigorous scientific standards and appropriate argumentation heuristics. Based on previous studies, which suggested two aspects of epistemic vigilance—reflecting the source of information and the claim that is made—we deve…
Investigating pre-service science teachers’ metaknowledge about the modelling process and its relation to metaknowledge about models
The development of metaknowledge about models (MKM) and metaknowledge about the modelling process (MKP) are important in pre-service science teachers (PSTs) education. MKM refers to knowledge about the model’s entities and its purposes, while MKP refers to knowledge about the components and structure of the modelling process. Assessing MKM and MKP is crucial to foster this knowledge in PSTs’ education. However, assessment instruments focus on MKM…
Why most definitions of modeling competence in science education fall short
Definitions of modeling competence in science education do not yet include noncognitive factors. However, noncognitive factors are central to competence and might thus substantially improve our understanding of modeling competence. In this article, we analyze volition during preservice science teachers' engagement with a black‐box modeling task and its relation to established aspects of modeling competence: metamodeling knowledge, modeling proces…
Using concept maps to evaluate preservice biology teachers’ conceptualization of Covid-19 as a complex phenomenon
Introduction The COVID-19 pandemic showed the critical importance of supporting teachers’ and students’ systems thinking when making sense of complex phenomena. This study sets to explore preservice biology teachers’ (PBTs) mental models of COVID-19 as complex phenomenon using concept maps. Methods 27 PBTs concept maps of COVID-19 outbreak were collected and taken for analysis. Structural and complexity attributes were identified in participants’…
Investigating the dimensions of modeling competence among preservice science teachers
Worldwide, teachers are expected to engage their students in authentic practices, like scientific modeling. Research suggests that teachers experience challenges when integrating modeling in their classroom instruction, with one explanation that teachers themselves lack the necessary modeling competence. Currently, theoretical conceptualizations structure the modeling competence into three dimensions: meta‐modeling knowledge, modeling practice, a…
Sin obras prominentes en esta página.
Investigating the dimensions of modeling competence among preservice science teachers
Worldwide, teachers are expected to engage their students in authentic practices, like scientific modeling. Research suggests that teachers experience challenges when integrating modeling in their classroom instruction, with one explanation that teachers themselves lack the necessary modeling competence. Currently, theoretical conceptualizations structure the modeling competence into three dimensions: meta‐modeling knowledge, modeling practice, a…
Using concept maps to evaluate preservice biology teachers’ conceptualization of Covid-19 as a complex phenomenon
Introduction The COVID-19 pandemic showed the critical importance of supporting teachers’ and students’ systems thinking when making sense of complex phenomena. This study sets to explore preservice biology teachers’ (PBTs) mental models of COVID-19 as complex phenomenon using concept maps. Methods 27 PBTs concept maps of COVID-19 outbreak were collected and taken for analysis. Structural and complexity attributes were identified in participants’…
Investigating pre-service science teachers’ metaknowledge about the modelling process and its relation to metaknowledge about models
The development of metaknowledge about models (MKM) and metaknowledge about the modelling process (MKP) are important in pre-service science teachers (PSTs) education. MKM refers to knowledge about the model’s entities and its purposes, while MKP refers to knowledge about the components and structure of the modelling process. Assessing MKM and MKP is crucial to foster this knowledge in PSTs’ education. However, assessment instruments focus on MKM…
Why most definitions of modeling competence in science education fall short
Definitions of modeling competence in science education do not yet include noncognitive factors. However, noncognitive factors are central to competence and might thus substantially improve our understanding of modeling competence. In this article, we analyze volition during preservice science teachers' engagement with a black‐box modeling task and its relation to established aspects of modeling competence: metamodeling knowledge, modeling proces…
Third-hand evaluation of science-related information
In this position paper, we introduce an Extended Epistemic Vigilance Framework that expands traditional approaches to critical evaluation of science-related information in education. While science education has historically emphasised first-hand evaluation (assessing the quality of claims) and more recently more strongly second-hand evaluation (evaluating source credibility), we argue for the critical importance of an additional dimension, third-…
What Biologists Do
Many students possess a stereotypical conception of scientists (only) doing experiments in a laboratory. There is consensus in science education literature that this conception is incomplete and inadequate. Adequate conceptions of scientists and their work are important in students’ learning and career choices. However, what can be defined as an adequate conception in this regard remains unclear. This study aims to provide insight into biologists…
Developing and evaluating the extended epistemic vigilance framework
In science education, epistemic vigilance plays a key role in the development of students' critical thinking by supporting students' abilities to evaluate the expertise level of the source and to evaluate the claim itself, using rigorous scientific standards and appropriate argumentation heuristics. Based on previous studies, which suggested two aspects of epistemic vigilance—reflecting the source of information and the claim that is made—we deve…
Exploring Correlations Between Pre-service Biology Teachers’ Systems Thinking Skills and Environmental Awareness
An understanding of ecosystems is important to enable biology teachers to teach ecological topics in their lessons. This exploratory study examines the systems thinking of pre-service biology teachers in the context of the forest ecosystem. In addition, the extent of their environmental awareness was determined (cognitive, conative, and affective components), as well as the correlations between these two constructs calculated. The 51 participants…
Psychology (5 obras) · Science Education and Pedagogy (5 obras) · Computer Science (4 obras) · Mathematics education (4 obras) · Science education (4 obras) · Educational Strategies and Epistemologies (3 obras) · Animal and Plant Science Education (2 obras) · Cognitive psychology (2 obras) · Competence (human resources) (2 obras) · Data science (2 obras)