Using an Ecological Approach to Explore Teacher Agency during the Implementation of a Citizen Science Education Program Using Arduino
Asia-Pacific Science Education, ISSN: 2364-1177, Vol: 8, Issue: 2, Page: 480-520
2022
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Article Description
Citizen science education is a new approach in science education for promoting scientific inquiry related to localized problems and for engaging in social action based on inquiry results. Using agency as a lens for understanding teachers' practices when using this approach is important. In this ethnographic case study, a teacher implementing a citizen science education program using Arduino was investigated from an ecological approach using temporal and relational dimensions of agency. In the iterational dimension, the teacher's own experiences and traits from life and professional histories were identified. His identity as a teacher and his religious values formed the projective dimension. Encouraging administrators, the financial difficulties of the school, and the COVID-19 pandemic were major elements of the practical-evaluative dimension. Findings reveal the complex array of the teacher's agency in the context of implementing citizen science education with Arduino with students, which contributes new understandings about science teacher agency.
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