International Journal of Science Education Part B-Communication and Public Engagement最新文献_第4页

Authoring STEM identities through intergenerational collaborative partnerships 通过代际合作伙伴关系创作STEM身份

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2022-09-12 DOI: 10.1080/21548455.2022.2120782

Laura Rodriguez, T. Campbell, J. Volin, D. M. Moss

{"title":"Authoring STEM identities through intergenerational collaborative partnerships","authors":"Laura Rodriguez, T. Campbell, J. Volin, D. M. Moss","doi":"10.1080/21548455.2022.2120782","DOIUrl":"https://doi.org/10.1080/21548455.2022.2120782","url":null,"abstract":"ABSTRACT Our multiple case study addresses the lack of opportunities many people have developing positive identification with STEM (science, technology, engineering, math) fields by investigating STEM identity authoring in three intergenerational collaborative partnerships. Adult and teen partners participated in two-day workshops learning conservation science and geospatial technologies to design and implement community projects. Our research examined how the design and implementation of intergenerational projects provided opportunities to: (1) demonstrate competence in STEM knowledge and understandings, (2) participate in performances of STEM practices, and (3) be recognized for competence and performances in STEM fields. Qualitative methods were used throughout. Data consisted of field observations followed by separate semi-structured interviews with each partner. Artifacts such as presentation posters, online maps and websites, educational materials (e.g., pamphlets and booklets), email, and forum posts were used as secondary data sources. We found STEM identities were promoted in intergenerational collaborative partnerships when personal resources and conservation science competences and performances were positively recognized by meaningful others. Our findings inform how informal STEM education programs can foster positive identification with STEM fields that may lead to increased participation in STEM pursuits across the lifespan, and likely have similar implications for formal STEM learning as well.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"41 1","pages":"40 - 58"},"PeriodicalIF":1.7,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81448260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Shifts of epistemic agency between children and parents during making at museum-based makerspace 在以博物馆为基础的创客空间中，孩子和家长之间认知代理的转移

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2022-08-11 DOI: 10.1080/21548455.2022.2100940

Yong Ju Jung, Devon Purington Whalen, H. Zimmerman

{"title":"Shifts of epistemic agency between children and parents during making at museum-based makerspace","authors":"Yong Ju Jung, Devon Purington Whalen, H. Zimmerman","doi":"10.1080/21548455.2022.2100940","DOIUrl":"https://doi.org/10.1080/21548455.2022.2100940","url":null,"abstract":"ABSTRACT Epistemic agency is situated within social, cultural, and material contexts of learning. Making and inventing supports children’s and families’ creative thinking, problem-solving, and knowledge construction, through which they are positioned as active knowledge agents and their epistemic agency is represented. This article examines how the epistemic agency of children and parents shifted as they engaged in making activities in a museum-based makerspace. Through video-based, multimodal interaction analysis of thirteen cases, our findings demonstrate moment-by-moment transition patterns between child-led, parent-led, and equally-distributed epistemic agency. Our findings also show how these epistemic agency shifts emerged through the families’ embodied interactions. By doing so, we reveal that (a) the lead epistemic agent role shifted over time during the inventing experience and (b) the epistemic agency of a parent and a child were relative to each other. This study contributes to the theoretical understanding of epistemic agency in situ during collaborative making activities as a fluid phenomenon as well as provides practical implications for museum-based makerspaces to support parent-child knowledge-building interactions during inventing.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"12 1","pages":"1 - 17"},"PeriodicalIF":1.7,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81393363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

‘Part of our DNA': intergenerational family learning in informal science “我们DNA的一部分”:非正式科学中的代际家庭学习

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2022-07-22 DOI: 10.1080/21548455.2022.2099032

Jon Simmons, T. Campbell, D. M. Moss, J. Volin, C. Arnold, Laura M. Cisneros, Cary Chadwick, David Dickson, Nicole Freidenfelds

{"title":"‘Part of our DNA': intergenerational family learning in informal science","authors":"Jon Simmons, T. Campbell, D. M. Moss, J. Volin, C. Arnold, Laura M. Cisneros, Cary Chadwick, David Dickson, Nicole Freidenfelds","doi":"10.1080/21548455.2022.2099032","DOIUrl":"https://doi.org/10.1080/21548455.2022.2099032","url":null,"abstract":"ABSTRACT Families create contexts for learning to enhance and support the interests of their children, while simultaneously teaching language, morals, and culture. This research examines intergenerational family teams engaged in a long-term conservation project in their community. Participants were interviewed during and after project completion with the central research purpose of exploring how the intersecting experiences of family members explain emerging family cultural learning pathways. Intergenerational family teams shared narratives which were then analyzed using the cultural learning pathways framework [Bell, P., Tzou, C., Bricker, L., & Baines, A. D. (2012). Learning in diversities of structures of social practice: Accounting for how, why and where people learn science. Human Development, 55(5-6), 269–284. doi:10.1159/000345315] that we subsequently used to create family cultural learning pathways for each participating family. Family interactions are powerful influences on the identity development of children, not only in their academic development, but also in their moral, ethical, and social development.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"19 1","pages":"360 - 373"},"PeriodicalIF":1.7,"publicationDate":"2022-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79150932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Mathematical tools for making sense of a global pandemic 理解全球流行病的数学工具

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2022-07-21 DOI: 10.1080/21548455.2022.2100941

Felipe Munoz-Rubke, Felipe Almuna, Jaclyn Duemler, Eloísa Velásquez

引用次数: 1

Accelerating high school students’ science career trajectories through non-formal science volunteer programs 通过非正式的科学志愿者项目加速高中生的科学职业轨迹

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2022-07-18 DOI: 10.1080/21548455.2022.2100942

K. Rende, M. G. Jones, Emma Refvem, S. Carrier, M. Ennes

{"title":"Accelerating high school students’ science career trajectories through non-formal science volunteer programs","authors":"K. Rende, M. G. Jones, Emma Refvem, S. Carrier, M. Ennes","doi":"10.1080/21548455.2022.2100942","DOIUrl":"https://doi.org/10.1080/21548455.2022.2100942","url":null,"abstract":"ABSTRACT\u0000 Extensive research shows that non-formal science education programs effectively build and sustain long-term interest and persistence in science careers. Framed by expectancy-value theory, this study examined the academic and career outcomes of students who participated in a multi-year volunteer program at a science museum. Twenty-one participants were interviewed about their motivations for volunteering and the impact of participation on their science career trajectories. Data were coded for factors related to expectancy-value including goals, motivations, previous non-formal science experiences, and family attitudes towards science and STEM. Results showed participants of the volunteer program pursued science careers at higher rates than the national average, adding evidence to show how non-formal science education programs extend the longevity of science career interests. This study also documented a newly emergent phenomenon of acceleration of participant science career trajectories. Museum volunteer programs such as the one studied may help high school students gain knowledge and skills central to science career development earlier than is typical. The implications of this type of program for students with already established science interests and science career motivations is discussed from an equity perspective.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"124 1","pages":"28 - 39"},"PeriodicalIF":1.7,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83535362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

How do readers at different career stages approach reading a scientific research paper? A case study in the biological sciences 处于不同职业阶段的读者如何阅读科学研究论文?生物科学的案例研究

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2022-07-04 DOI: 10.1080/21548455.2022.2078010

Katharine E. Hubbard, Sonja D. Dunbar, Emma L. Peasland, Jacquelyne Poon, J. E. Solly

{"title":"How do readers at different career stages approach reading a scientific research paper? A case study in the biological sciences","authors":"Katharine E. Hubbard, Sonja D. Dunbar, Emma L. Peasland, Jacquelyne Poon, J. E. Solly","doi":"10.1080/21548455.2022.2078010","DOIUrl":"https://doi.org/10.1080/21548455.2022.2078010","url":null,"abstract":"ABSTRACT Reading primary research literature is an essential skill for scientists. However, the high complexity of research papers may pose a barrier to the development of scientific literacy. In semi-structured interviews, we explore how 33 biologists including undergraduates, postgraduates and researchers approach reading an unfamiliar scientific paper. We find that some readers are data-centric, focusing on their own critical evaluation of the data presented, whereas others adopt a more narrative-centric approach, relying on the descriptions of authors to inform their understanding. There was a bias towards undergraduates adopting the narrative-centric approach and researchers adopting the data-centric approach. All postdoctoral researchers and academics prioritised critical interpretation of the data, indicating this is a characteristic of experienced scientific readers. The ability to demonstrate scientific reading skills was context-dependent, particularly with respect to time available and whether a paper aligns well with a reader’s specialist area of knowledge. Inexperienced readers often lacked sufficient prior knowledge on which to base their reading, which represented a barrier to their engagement. We make recommendations for how scientific literacy should be developed within undergraduate teaching and beyond, noting that ‘one-off’ teaching strategies are insufficient when the development of scientific reading skills is a career-long process.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"73 1","pages":"328 - 344"},"PeriodicalIF":1.7,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85823451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Beyond measure: using cogenerative dialogues as a formative assessment to improve PBL science internships 超越测量:使用协同生成对话作为形成性评估，以改善PBL科学实习

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2022-06-23 DOI: 10.1080/21548455.2022.2089367

P. Hsu, Yi-Yu Liao

{"title":"Beyond measure: using cogenerative dialogues as a formative assessment to improve PBL science internships","authors":"P. Hsu, Yi-Yu Liao","doi":"10.1080/21548455.2022.2089367","DOIUrl":"https://doi.org/10.1080/21548455.2022.2089367","url":null,"abstract":"ABSTRACT Project-based learning has been suggested as an effective student-centered practice to teach science. However, how to assess students’ learning in project-based learning activities remains challenging because of its open-ended nature. In this study of high school students’ science internships, we demonstrated that cogenerative dialogs can serve as a formative assessment to improve teaching and learning in project-based learning activities. Cogenerative dialogs provided a safe and supportive space for respectful and equitable dialogs. In cogenerative dialogs, both instructors and students identified areas for improvements and brainstormed solutions as a team. As a result, students were empowered to speak up their voices and willing to take on the responsibility for their learning. The regular cogenerative dialogs became an effective form of formative assessments to improve both the teaching and learning involved in the science internships. By analyzing these cogenerative dialogs, we identified eight key strategies used by participants in cogenerative dialogs to justify and assess the internship teaching and learning. These key strategies may serve as a framework to observe how instruction revolutions and feedback are intertwined and how students become engaged in assessing themselves and their peers in formative assessments.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"15 1","pages":"345 - 359"},"PeriodicalIF":1.7,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75261161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Primary pathways: elementary pupils’ aspiration to be engineers and STEM subject interest 初级途径:小学生成为工程师的愿望和STEM学科兴趣

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2022-05-25 DOI: 10.1080/21548455.2022.2067906

J. Edmonds, Fay Lewis, L. Fogg-Rogers

{"title":"Primary pathways: elementary pupils’ aspiration to be engineers and STEM subject interest","authors":"J. Edmonds, Fay Lewis, L. Fogg-Rogers","doi":"10.1080/21548455.2022.2067906","DOIUrl":"https://doi.org/10.1080/21548455.2022.2067906","url":null,"abstract":"ABSTRACT Across Europe, there is concern about the number and diversity of pupils taking study routes leading to Engineering. There is growing evidence that these career choices begin to form at elementary school age (Moote et al., 2020). Science, maths and design and technology are seen as subject choices necessary for pupils’ progression into science, technology, engineering and mathematics (STEM) related occupations. Achievement in these subjects, identity, gender attitudes to the subjects, parents and informal activities may have an impact on these career choices. This mixed methods research draws on participants in the Children as Engineers project to investigate aspirations to a career in engineering and the links between these aspirations and attitudes to STEM subjects. It explores findings that suggest that there is little relationship between aspirations and positive attitudes to individual curriculum subjects. Pupils’ out-of-school activities and the links to aspirations in engineering are also researched and discussed. The article discusses the pupils’ rationales for these choices and the implications for intervention and informal engineering experiences that rely on a science and maths context for elementary school activities and for fostering interest in engineering.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"39 1","pages":"221 - 234"},"PeriodicalIF":1.7,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84151325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Women in science: a Brazilian experience through immersive narratives in 360° videos 科学中的女性:通过360°视频沉浸式叙事的巴西体验

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2022-05-22 DOI: 10.1080/21548455.2022.2076293

Dindara S. Galvão, R. B. Biazzi, Gustavo Chagas de Morais, C. R. Miranda

{"title":"Women in science: a Brazilian experience through immersive narratives in 360° videos","authors":"Dindara S. Galvão, R. B. Biazzi, Gustavo Chagas de Morais, C. R. Miranda","doi":"10.1080/21548455.2022.2076293","DOIUrl":"https://doi.org/10.1080/21548455.2022.2076293","url":null,"abstract":"ABSTRACT Arts offer an engaging opportunity to bring about women's underrepresentation issues in physics. In this work, we report the creation process, production, and reception of the short 360° video entitled ‘Women in Science.’ This movie maps and portrays female researchers’ situation in physics at the University of Sao Paulo, a representative subset of the Brazilian physics community. The 360° movies are a novel way of storytelling, attracting public attention, and increasing the empathy caused by immersive experiences. The plots were based on interviews and surveys that embodied the female researcher's experiences over distinct career phases and levels. Challenges concerning the work environment, peer relationships, and the balance between work and personal life have been covered in the movie. All of them emerged in the descriptive analysis as effects that can influence women's career paths and affect their production capacity. This paper summarizes and discusses the scenes and the creative choices over the whole film production. It also reports the movie exhibition and dissemination processes by online streaming video platforms and public sessions with Virtual Reality (VR) gadgets. Based on the attendees’ spontaneous response, it is possible to conclude that the movie brought contributions and promoted discussions on gender-related issues in the academic environment. Art, combined with VR immersive narratives, has proved to be an engaging, low-cost, and reproducible way to communicate sensitive issues to the viewers. Moreover, these experiences through 360° videos can be extended to document and highlight issues from women and other underrepresented minorities in physics.","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"1 1","pages":"309 - 327"},"PeriodicalIF":1.7,"publicationDate":"2022-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89514214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching scientists to communicate: developing science communication training based on scientists’ knowledge and self-reflectiveness 教科学家交流:发展基于科学家知识和自我反思的科学交流训练

IF 1.7

International Journal of Science Education Part B-Communication and Public Engagement Pub Date : 2022-05-16 DOI: 10.1080/21548455.2022.2068809

J. Parrella, T. Koswatta, H. Leggette, S. Ramasubramanian, T. Rutherford

{"title":"Teaching scientists to communicate: developing science communication training based on scientists’ knowledge and self-reflectiveness","authors":"J. Parrella, T. Koswatta, H. Leggette, S. Ramasubramanian, T. Rutherford","doi":"10.1080/21548455.2022.2068809","DOIUrl":"https://doi.org/10.1080/21548455.2022.2068809","url":null,"abstract":"ABSTRACT Guided by the theory of planned behavior and the science communication learning goals model, we conducted a survey to identify science communication training needs of university scientists (n = 266) at a large US land-grant university. Results indicate that most respondents believed scientists and media relations offices were most responsible for communicating science to the public but only somewhat responsible for their learning of science communication or its outcomes. In addition, respondents who had higher levels of interest and enjoyment in science communication perceived their content knowledge to be higher and reflected on science communication concepts and processes better than respondents with lower levels of interest and enjoyment. We also found that scientists who participated in science communication training during the past three years enjoyed science communication more and were more likely to contribute than scientists who did not participate. Results suggest that communication training should focus on increasing scientists’ positive attitudes toward public engagement and motivating scientists to feel responsible for public engagement. Trainers should encourage scientists to share their communication experiences with colleagues, expose them to science communication resources, and help them recognize their individual role in the science communication process. .","PeriodicalId":45375,"journal":{"name":"International Journal of Science Education Part B-Communication and Public Engagement","volume":"3 1","pages":"235 - 253"},"PeriodicalIF":1.7,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85642462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2