Research in Science & Technological Education最新文献

{"title":"Implementers, designers, and disseminators of integrated STEM activities: self-efficacy and commitment","authors":"Kai-Lin Yang, Hsin-Kai Wu, Y. Yeh, Kuen-Yi Lin, Jen-Yi Wu, Y. Hsu","doi":"10.1080/02635143.2021.2008343","DOIUrl":"https://doi.org/10.1080/02635143.2021.2008343","url":null,"abstract":"ABSTRACT Background Previous research has revealed that teaching self-efficacy could play a critical role in engaging students in integrated STEM education; however, teachers’ multiple identities in STEM education (i.e. implementers, disseminators, and designers) and their commitment with respect to the different identities have not been considered and examined. Purpose This study aimed to investigate STEM teachers’ self-efficacy and commitment as implementers, disseminators, and designers, and to explore the relationships between teachers’ self-efficacy and commitment with respect to the three identities. Sample 629 secondary STEM teachers completed a questionnaire that included the items of teachers’ background information and 46 items to measure their self-efficacy and commitment with respect to the three identities. Methods To compare the differences in teacher self-efficacy and commitment with respect to the three identities, repeated measures analyses of variance were used. A mixed-model analysis was conducted to examine the effects of both identity and experience with self-efficacy as a covariate on teacher commitment. Also, the structural equation modelling (SEM) method was employed to investigate the structural relationships within and between teacher self-efficacy and commitment with respect to the three identities. Results The results indicated that STEM teachers’ self-efficacy and commitment were influenced by their identities as well as their STEM teaching experience. STEM teachers’ self-efficacy and commitment to being implementers and designers were significantly higher than their self-efficacy and commitment to being disseminators. Additionally, the results of structural equation modelling indicated that teachers’ self-efficacy for the three identities was highly related, as was their commitment to the three identities. Self-efficacy of being disseminators had the largest impact on teacher commitment to being disseminators, designers and implementers. Conclusion The results highlight the importance of researching STEM teachers’ multiple identities, and suggest that STEM teachers’ different identities lead to different levels of self-efficacy and commitment.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48597138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Use of data obtained in the field and its contribution to the process of construction of the geological change model by preservice elementary teachers","authors":"Araitz Uskola, Nahia Seijas","doi":"10.1080/02635143.2021.2005561","DOIUrl":"https://doi.org/10.1080/02635143.2021.2005561","url":null,"abstract":"ABSTRACT Background Science education should encompass enculturation in science which implies performing scientific practices such as use of data and modelling, in authentic contexts like the field. Purpose This work aims to determine how preservice elementary teachers (PETs) use data obtained in the field, and how these data contribute to the process of building a model of geological change. Sample Forty-one Preservice Elementary Teachers (PETs) participated in the study. Design and methods A mixed methods design was used. The data from the conversations of nine groups during the six sessions following a field trip were categorized by constant comparison according to how the data from the field were used. The cases of field data used for modelling were further categorised through the Modelling Model Diagram framework. The PETs´ perception was examined by means of an open-ended question. Results PETs did use field trip as a learning resource and appealed to it without being explicitly required to. Seven groups used the data for the modelling process, mainly for creating and testing the model. Data were used in four of the groups as evidence for evaluating the validity of models. PETs perceived the field trip to be useful. Specifically, they acknowledged its usefulness whilst carrying out operations related to the creation of the model but they showed lack of awareness about the usefulness of performing other important operations. Conclusion The findings suggest that the field trip may be a valuable resource for developing scientific practices such as the use of data and modelling in science education. The positive perception of the PETs about the usefulness of the field trip for the learning process may foster their involvement in the design and implementation of such field trips in the future.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47580141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the structural relationships between high school students’ perceptions of science learning environment, their motivation and self-regulation: evidence from Iran","authors":"Asghar Soltani, Ali Bahador, K. Esmi","doi":"10.1080/02635143.2021.1998769","DOIUrl":"https://doi.org/10.1080/02635143.2021.1998769","url":null,"abstract":"ABSTRACT Background Students’ perceptions of learning environment is known as the most frequent construct related to their learning outcomes. Students’ motivation in learning science (i.e. personal mastery goals orientation, self-efficacy, and task-value) and self-regulation are among the outcome variables that are affected by their perceptions of science learning environment (i.e. perceptions of their parents, school, and science teacher’s mastery goals emphases, and peers’ mastery goals orientation). Purpose The purpose of the current study was to investigate the relations between environmental factors of students’ perceptions of their parents, school, and science teacher’s mastery goals emphases, peers’ mastery goals orientation, and the internal constructs of students’ motivational beliefs and self-regulation in science learning. Sample Participants were 475 Iranian students at lower secondary schools. Design and method A cross-sectional and correlational research design was employed in this study. Data were collected using a questionnaire consisted of three measures of perceptions of science learning environment, motivation, and self-regulation, which the participants were asked to complete. Structural equation modeling (SEM) and a bootstrap procedure were used to estimate the variables’ direct and mediated relationships. Results Results revealed that perceived peers’ mastery goals orientation and perceived parents’ mastery goals emphasis positively predicted personal mastery goals orientation. In addition, the results indicated that perceived teacher’s mastery goals emphasis positively predicted task-value. Moreover, task-value and self-efficacy were found to have a significant direct effect on self-regulation. Conclusions These findings provide novel insight into the role of environmental factors in students’ motivation and self-regulation in science learning. In particular, science teachers are suggested to focus on encouraging students to adopt higher levels of mastery goals orientation in science learning activities, with regards to the significant mediating role of personal mastery goals orientation between perceptions of science learning environment and other motivational beliefs.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49182733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding and explaining pedagogical problem solving: a video-based grounded theory study of classroom pedagogy","authors":"J. Riordan, L. Revell, B. Bowie, M. Woolley, S. Hulbert, C. Thomas","doi":"10.1080/02635143.2021.2001450","DOIUrl":"https://doi.org/10.1080/02635143.2021.2001450","url":null,"abstract":"ABSTRACT Background during school lessons participants can face challenging pedagogical problems such as when science and religion topics interact. Potential types of pedagogical problem and what participants can do in response are unclear. Research designs exploring pedagogical problem solving should investigate teachers’ thinking processes and include pupil interpretations. Purpose This theoretical paper builds on the Pedagogy Analysis Framework by integrating it with pedagogical problem-solving theory, illustrating the resultant extended Pedagogy Analysis Framework and Pedagogical Problem Typology using data from a video-based study of one science and one Religious Education (RE) lesson. The research design also builds on previous work by exploring primary school and RE pedagogy. Sample One class of thirty 7-year-old pupils, and another class of 10-year-olds, each with their class teacher and teaching assistants. Design and Method Four research methods were used (lesson video analysis, teacher verbal protocols, pupil group verbal protocols and individual teacher interviews). Data were video recorded (managed using NVivo). Six hours of video data were analysed using grounded theory methods by two educational researchers, the class teacher and two groups of pupils (three girls and three boys). The interpretivist theoretical perspective (symbolic interactionism) was underpinned by a social constructionist epistemology (hence the methodology is Straussian grounded theory). Appropriate criteria for evaluating the emergent grounded theory were used. Data were recorded in 2019. Results This paper presents an extended Pedagogy Analysis Framework and a Pedagogical Problem Typology both illustrated with examples. Conclusion The Extended Pedagogy Analysis Framework and Pedagogical Problem Typology can help during pedagogy analysis to identify, understand and explain common and less common types of pedagogical problem. Novice-expert strategic dialogue can struggle for want of a shared vocabulary. This research design works with younger and older children.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46018121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Drawing a scientist: using the Emo-DAST to explore emotional aspects of children’s images of scientists","authors":"Vasilia Christidou, F. Bonoti, V. Hatzinikita","doi":"10.1080/02635143.2021.1998770","DOIUrl":"https://doi.org/10.1080/02635143.2021.1998770","url":null,"abstract":"ABSTRACT Background There is a long research tradition on students’ images of scientists based on their drawings. However, the dimension of scientists’ emotions, as a critical aspect of these images has not been thoroughly investigated. Purpose The present study aims to investigate scientists’ emotions as depicted in children’s drawings to shed light on less explored aspects of the complex construct of the image of scientists. Sample 245 boys and girls divided into three age groups with a mean age of 5, 8, and 11 years, participated in the study. Design and methods In this cross-sectional design, participants were first asked to draw a scientist experiencing an emotion and to produce a control drawing (a person feeling nothing) and then to describe their drawing of the scientist, to label and to justify the depicted emotion. The drawings of the scientists were rated against their controls to identify the graphic cues employed to denote the depicted emotions. Results Data analysis showed that children in all age groups mainly attributed positive emotions to scientists, which they primarily associated with scientists’ self-efficacy. The vast majority of children altered the scientist’s facial expression to denote the intended emotion, while other types of cues were less frequently used. Justifications of the emotions attributed to scientists varied as a function of age, indicating that as they get older children seem to acquire a broader and more sophisticated image of scientists’ emotions. Conclusion By shifting the focus on drawing the emotions prompted by scientific work, this study provides a novel, complementary perspective to the kaleidoscopic construct of students’ image of scientists.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41943750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The use of intercoder reliability in qualitative interview data analysis in science education","authors":"Kason Ka Ching Cheung, Kevin W. H. Tai","doi":"10.1080/02635143.2021.1993179","DOIUrl":"https://doi.org/10.1080/02635143.2021.1993179","url":null,"abstract":"ABSTRACT Background Intercoder reliability is a statistic commonly reported by researchers to demonstrate the rigour of coding procedures during data analysis. Its importance is debatable in the analysis of qualitative interview data. It raises a question on whether researchers should identify the same codes and themes in a transcript or they should produce different accounts in analyzing the transcript. Purpose This study reports how articles in four science education journals, International Journal of Science Education, Research in Science Education, Journal of Research in Science Teaching and Science Education report intercoder reliability in their analysis of interview data. Methods This article explores whether 103 papers published in these science education journals in a single year (2019) have reported intercoder reliability test when the authors analyse their interview data. It was found that 19 papers have reported the test results. Findings The authors of these studies have different interpretation towards a similar value of intercoder reliability. Moreover, the percentage of data used in the intercoder reliability test and the identity of intercoder vary across the studies. As a result, this paper aims to raise an issue on whether a replicability of coding can show the reliability of the results when researchers analyze interview data. Conclusion We propose two major principles when authors report the reliability of the analysis of interview data: transparency and explanatory. We also argue that only when the authors report intercoder reliability test results that are based on these two principles, the reliability statistics of studies are convincing to readers. Some suggestions are offered to authors regarding how to carry out, analyze and report the intercoder reliability test.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"1155 - 1175"},"PeriodicalIF":1.6,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44823357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors affecting the application of scientific knowledge in a STEAM contest: the correlates between collective efficacy, cohesiveness, and prosociality","authors":"Jong-Chao Hong, Chi-Ruei Tsai, Kai-Hsin Tai","doi":"10.1080/02635143.2021.1994383","DOIUrl":"https://doi.org/10.1080/02635143.2021.1994383","url":null,"abstract":"ABSTRACT Background The linkage between group members’ characteristics, group cohesiveness, knowledge application, and competitive performance has rarely been studied. Purpose This study aimed to explore the correlations among individual characteristics (i.e. prosociality), collective mind (i.e. collective efficacy and cohesiveness), and how these variables affect scientific knowledge application. Sample This study examined a STEAM (science, technology, engineering, arts, and mathematics) competition, called the GreenMech contest, which required four members in a group to assemble all parts into many configurations for a ball to run and trigger the next junctures. Design and methods The competition groups assembled their configurations in the morning, with judges assessing their efforts in the afternoon. The bulk of the scoring index in the assessment focused on groups’ scientific knowledge application in the overall design. In addition to this assessment, this study additionally used questionnaire surveys for participants to self-rate their perceptions of those individual traits and collective states. Results Prosociality is positively related to collective efficacy and cohesiveness, while collective efficacy is positively related to cohesiveness. Moreover, these two types of collective mind were both positively related to the application of scientific knowledge. Conclusion The findings suggest that team members with a higher level of prosociality may provide collective efficacy and cohesiveness, which in turn can facilitate their achievement of competition goals by increasing their application of scientific knowledge in a STEAM contest.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"1176 - 1196"},"PeriodicalIF":1.6,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47415245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrated STEM in high school science courses: an analysis of 23 science textbooks in China","authors":"Tao Wang, Yongjun Ma, Yizhou Ling, Jingying Wang","doi":"10.1080/02635143.2021.1995346","DOIUrl":"https://doi.org/10.1080/02635143.2021.1995346","url":null,"abstract":"ABSTRACT Background STEM education, which features interdisplines and integration of disciplines, influences the reform of curriculum and teaching, and is reflected in Chinese science textbooks. Purpose This study aims to analyse how STEM and its integration factors are presented in Chinese science textbooks. Sample Three sets of high school science textbooks in China, encompass a set of current textbooks nationwide, a set of old national textbooks and a set of old local textbooks, totalling 23 volumes. Each set of scientific textbooks involves physics, chemistry and biology. Design and methods An evaluation framework was developed to analyse STEM and its integrated content from the distribution of STEM content, types, location, degree of closeness and teaching objectives. Content analysis method was used for STEM and its integrated content. Results The quantity of science knowledge is the largest, followed by engineering, technology, and mathematics. Physics textbooks are closely related to mathematics, while chemistry textbooks are closely connected with engineering. The STEM integration is more of an integration involving two subjects, which appears in the text most frequently. Conclusion Although different Chinese science textbooks covered STEM content and its integrated elements, there were differences in publishers and disciplines. The new ideas of science education and curriculum reform can be embodied in science textbooks to update the content.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"1197 - 1214"},"PeriodicalIF":1.6,"publicationDate":"2021-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49125327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perspectives of teaching during the COVID-19 lockdown: a comparison of teaching in university bioscience programmes from around the world","authors":"S. Surendran, Samantha Hopkins, A. S. Aji, S. Abubakar, T. Clayton, Tharaka Dunuwila, Lyndsay Goss, R. Hatch, M. Horst, K. Rathnayake, Stacey F. Rosenberg, I. Shatwan","doi":"10.1080/02635143.2021.1993178","DOIUrl":"https://doi.org/10.1080/02635143.2021.1993178","url":null,"abstract":"ABSTRACT Background The novel coronavirus disease (COVID-19), first recognised in Wuhan City, China, has spread rapidly around the world. As a result, record numbers of students are not attending University due to temporary closures mandated by governments in an attempt to reduce the number of cases. The COVID-19 outbreak has created challenges for academics and students in the process of adapting to online teaching and learning. Purpose The aim of this study was to explore the experiences of bioscience academics during the COVID-19 pandemic in June 2020. Design and methods Perspectives from academics across eight countries (Brazil, Georgia, Indonesia, Nigeria, Saudi Arabia, Sri Lanka, UK and USA) were included giving a global insight into the phenomena. A descriptive multiple case study approach was used with each academic in their context as the case. Thematic content analysis was used to analyse data, which enabled themes to emerge. Results and Conclusions Three major themes emerged from the experiences of the participants: (1) teaching methods, (2) emotions, and (3) support networks. Our results suggest there have been both benefits and challenges to the change in teaching methods and this is reflected in similarities across the case studies. One key finding was that both students and staff need to be better trained to use online platforms, and adequate peer support and technical support must be given to improve program effectiveness. The results of this study have contributed new information on teaching and learning throughout the pandemic and can be used as a platform for further research and also as a reflection for those making high-level decisions in policy in education in these interesting times.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"1133 - 1154"},"PeriodicalIF":1.6,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47501412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Are attitudes towards science and technology related to critical areas in science education?","authors":"Renata Bellová, M. Balážová, P. Tomčík","doi":"10.1080/02635143.2021.1991298","DOIUrl":"https://doi.org/10.1080/02635143.2021.1991298","url":null,"abstract":"ABSTRACT Background The importance of developing positive attitudes towards science and technology has been widely known, and it reflects a general interest and a strong need to define more explicitly what measures can be taken to improve student attitudes towards science. In Slovakia, in addition to a low interest in scientific jobs, there is another problem related to science: a long-term low level of science literacy. Therefore, we are interested in the ways in which a teacher can improve students’ attitudes towards science, as significant studies highlight the importance of teachers. Purpose In our research, we compared attitudes towards science and technology among teachers of natural sciences with their students’ attitudes. By analysing the teaching process, we sought critical areas in teaching natural sciences, and we also evaluated the relations between attitudes towards science and technology and the teaching process. Sample We explored the opinions of 498 students and 98 teachers of natural science subjects in Slovak secondary and high schools. Design and methods An e-questionnaire was used as a research tool. The processed quantitative data as well as their reliability were analysed statistically in the STATISTICA 8 (Statsoft) programme. Basic dependencies between the items were found by a correlation analysis. For comparing the collected points between individual categories and dimensions the ANOVA software was used. Results The statistical analysis showed a strong influence of the critical areas of teaching on student attitudes with respect to science. The most critical area was practical work in science, which was closely linked with inquiry-oriented activities in class. Conclusions In the conclusion, we propose further measures for improving student attitudes towards science and technology that teachers should focus on if they want to positively influence their students. The suggested measures could support the development of science literacy with the emphasis on the utilization of science in everyday life.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"1117 - 1132"},"PeriodicalIF":1.6,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43585993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}