Transforming Issues-Based Science Education with Innovative Technologies

IF 3.3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Science Education and Technology Pub Date : 2023-11-21 DOI:10.1007/s10956-023-10086-5

Jing Lin, Knut Neuman, Troy D. Sadler, David Fortus

引用次数: 0

Abstract

Issues-based science education represents a suite of approaches for science teaching and learning that prioritizes contextualization of learning experiences in real-world issues that are societal problems. These approaches have grown in prominence in terms of research and classroom applications over the last decade, but issues-based teaching remains challenging and has not been fully realized in educational settings. The gap between the positive potential of issues-based science education and the reality of science learning spaces creates opportunities for innovation. The purpose of this special issue is to explore ways in which educational technologies can be used to promote innovations that narrow this gap. This introduction to the special issue offers a brief overview of how technologies could be used to enhance issues-based teaching and summarizes trends that emerge across the seven articles that make up the special issue.

查看原文本刊更多论文

用创新技术转变问题型科学教育

基于问题的科学教育代表了一套科学教学和学习的方法，优先考虑在现实世界的社会问题中学习经验的情境化。在过去的十年中，这些方法在研究和课堂应用方面得到了突出的发展，但基于问题的教学仍然具有挑战性，并且尚未在教育环境中完全实现。基于问题的科学教育的积极潜力与科学学习空间的现实之间的差距为创新创造了机会。本期特刊的目的是探讨如何利用教育技术促进缩小这一差距的创新。这篇特刊的介绍简要概述了如何利用技术来增强基于问题的教学，并总结了组成特刊的七篇文章中出现的趋势。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Science Education and Technology EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

9.40

自引率

4.50%

发文量

审稿时长

6-12 weeks

期刊介绍： Journal of Science Education and Technology is an interdisciplinary forum for the publication of original peer-reviewed, contributed and invited research articles of the highest quality that address the intersection of science education and technology with implications for improving and enhancing science education at all levels across the world. Topics covered can be categorized as disciplinary (biology, chemistry, physics, as well as some applications of computer science and engineering, including the processes of learning, teaching and teacher development), technological (hardware, software, deigned and situated environments involving applications characterized as with, through and in), and organizational (legislation, administration, implementation and teacher enhancement). Insofar as technology plays an ever-increasing role in our understanding and development of science disciplines, in the social relationships among people, information and institutions, the journal includes it as a component of science education. The journal provides a stimulating and informative variety of research papers that expand and deepen our theoretical understanding while providing practice and policy based implications in the anticipation that such high-quality work shared among a broad coalition of individuals and groups will facilitate future efforts.