Research in Science & Technological Education最新文献

{"title":"Students’ and teachers’ critical thinking in science education: are they related to each other and with physics achievement?","authors":"Xin Ma, Yin Zhang, Xingkai Luo","doi":"10.1080/02635143.2021.1944078","DOIUrl":"https://doi.org/10.1080/02635143.2021.1944078","url":null,"abstract":"ABSTRACT Background Although there is an increasing recognition of the importance of critical thinking in science education across the world, the relevant research literature is extremely thin. There is an urgent need to generate more empirical evidence. Purpose We examined two essential issues concerning critical thinking (the relationship between students’ and teachers’ critical thinking as well as the relationship between critical thinking and science achievement) in the context of physics education. Sample We utilized data from the 2017 (Chinese) Program for Regional Assessment of Basic Education Quality with 46,820 students under 547 teachers from 128 schools. Design and methods We developed multiple membership multilevel models to account for students from different schools and under multiple teachers (in each school). Results After control over student, teacher, and school characteristics, although Chinese eighth graders demonstrated statistically significant critical thinking, there was not any statistically significant relationship between students’ and teachers’ critical thinking. With the same control, there was a statistically significant relationship between students’ critical thinking and students’ physics achievement among Chinese eighth graders. Meanwhile, there was not any statistically significant relationship between teachers’ critical thinking and students’ physics achievement (over and above the relationship between students’ critical thinking and students’ physics achievement). Conclusion We suggest that critical thinking may need to become an essential and explicit outcome of science education to help establish a relationship between students’ and teachers’ critical thinking and promote the correlation between critical thinking of students and teachers and students’ science achievement.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"734 - 758"},"PeriodicalIF":1.6,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1944078","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43490221","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":"Forests After Florence: an informal community-engaged STEM research project promotes STEM identity in disaster-impacted students","authors":"K. Mulvey, A. Joy, Michael J. Caslin, D. Orcutt, Deniz Eseryel, M. Katti","doi":"10.1080/02635143.2021.1944077","DOIUrl":"https://doi.org/10.1080/02635143.2021.1944077","url":null,"abstract":"ABSTRACT Background Natural disasters, such as hurricanes, can have lasting impacts on a community Purpose This research evaluated how participation in an STEM education intervention after an ecological disaster affected students’ persistence, resilience, and STEM identity Sample Hurricane Florence impacted college students (N = 50) were recruited Design and Methods Participants completed pre-test, post-test and daily diary measures before, during and after they completed an intervention where they collected forestry data in their home hurricane-impacted communities Results Participants reported higher STEM identity following the intervention learning experience. Daily interest and enjoyment in science was higher on days when they reported more positive experiences. For resilience, for male students, but not female students, the learning opportunity fostered resilience. Male students reported higher STEM identity on days when they reported more positive learning experiences Conclusion These findings highlight the benefit of STEM education learning opportunities, particular for disaster-impacted students.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"717 - 733"},"PeriodicalIF":1.6,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1944077","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45268200","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 STEM integration: assessing the effectiveness of an interdisciplinary informal program in fostering students’ performance and inspiration","authors":"N. Awad","doi":"10.1080/02635143.2021.1931832","DOIUrl":"https://doi.org/10.1080/02635143.2021.1931832","url":null,"abstract":"ABSTRACT Background Although sound is an everyday phenomenon that we hear about constantly, numerous studies have reported that students often exhibit learning difficulties in understanding this subject. Only a few studies have proposed programs involving practical learning experiments to provide students with solid conceptual knowledge. Moreover, little research to date has dealt with the topic of sound from the STEM (Science, Technology, Engineering and Mathematics) perspective. Purpose The need for this research is rooted in the general lack of learning materials developed according to integrative STEM and in the shortage of interdisciplinary contents that specifically address the subject of sound. The Sound, Waves and Communication Systems (SWCS) program was developed in Sakhnin in Israel to integrate the learning of science and technology through the extensive use of Information and Computer Technologies (ICT). The study aimed at exploring middle school students’ achievements and motivation in learning the program and discovering the factors that might affect these elements. Sample The participants in the study are 120 middle school students (7th-graders), divided into six separate groups: two groups (40 students) participated in the pilot study, whereas four groups (80 students) took part in the main study. Methods The study adopted a mixed method research design, and combined quantitative and qualitative methods that included observations in class, administering a students’ motivation questionnaire before and after studying the course, giving achievement exams, and analyzing the students’ projects. Results The findings showed that despite difficulties in learning the subject, the students eventually managed to gain a conceptual understanding and their self-efficacy significantly increased. Conclusions The flexible integration of the teachers’ instruction, the hands-on lab work, the use of ICT, and project-based learning all contributed to the participants’ success and motivation in learning the current course.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"675 - 699"},"PeriodicalIF":1.6,"publicationDate":"2021-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1931832","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44183665","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":"Students’ integration of textbook representations into their understanding of photomicrographs: epistemic network analysis","authors":"Kason Ka Ching Cheung, M. Winterbottom","doi":"10.1080/02635143.2021.1920382","DOIUrl":"https://doi.org/10.1080/02635143.2021.1920382","url":null,"abstract":"ABSTRACT Background Photomicrographs are major biological representations which help students understand more about the structures of cells and tissues. Owing to their abstract nature, students often rely on representations in textbooks to develop their understanding of photomicrographs. Purpose This study investigated how students with low, medium and high competence for visualizing photomicrographs integrated textbook representations into their understanding of photomicrographs. Sample Twelve 14–15 year-old students who were studying biology in a UK secondary school participated in this study. Design and methods We carried out semi-structured interviews with these students. A modified model of integration of text and picture was used to interpret students’ verbal response and their drawing. An innovative discourse analysis approach, Epistemic Network Analysis, was used to analyse the connections between codes which were informed by the model. Results Compared to students with high competence, students with low and medium levels of competence did not necessarily understand the structure-behaviour-function relationship of the textual representation, or notice the visual elements in the diagrams. Hence, they could not transfer their understanding of textbook representations into that of the photomicrograph. Conclusion This study suggests that the modified model of integration of text and picture can potentially reveal how students with different levels of visualization competence access information from textual and pictorial information. Equally importantly, the study argues for using epistemic network analysis as a tool to examine how students integrate textbook representations.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"544 - 563"},"PeriodicalIF":1.6,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1920382","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48651556","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":"Studying the affordances of a technology-based nanoscience module to promote student engagement in learning novel nanoscience and nanotechnology concepts at the middle school level","authors":"Martyna Laszcz, Tejaswini Dalvi","doi":"10.1080/02635143.2021.1931833","DOIUrl":"https://doi.org/10.1080/02635143.2021.1931833","url":null,"abstract":"ABSTRACT Background Nanotechnology, a multidisciplinary field with increasing societal importance, demands for an increase in research abilities and capacities. Yet, nanoscience and nanotechnology (NST) are largely inaccessible to K-12 students. This situation demands efforts in research towards bringing NST learning into K-12 classrooms. Purpose The purpose of this study was to examine the outcomes of an application-based nanotechnology module, developed for late middle school students. The study focused on exploring student readiness to unpack unfamiliar NST concepts, and the effects engagement with NST had on student attitudes towards STEM subjects. Purpose Participants included a total of three science teachers and 169, grade 8 and 9 students from two public school districts from a northeastern state of the USA over two years. Data was collected and used from students who consented for the study. Design and Methods The NST learning module was developed in three phases, beginning with an introductory session to discuss module content and design. We then designed a module for implementation. Drawing from results from the pilot module and teacher inputs, we revised the pilot module for this study. Surveys, content questionnaires, student reflections, and classroom videos were collected for analysis. Results Students demonstrated conceptual understanding of the working of the AFM after working closely with the tool. Our data highlights students’ readiness to unpack unfamiliar NST concepts. Despite no significant changes, we noticed increases in students’ attitudes towards STEM subjects and careers, and an increase in the number of students who plan to take advanced STEM courses. Conclusion Based on our results, we suggest the use of technology-based experiences to introduce novel ideas of NST as early as eighth grade. The technology-based approach created a new space for contextualized learning. Working with teachers is critical to creating new teaching-learning experiences for K-12 learning, especially in the context of NST.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"700 - 716"},"PeriodicalIF":1.6,"publicationDate":"2021-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1931833","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43166184","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 core ideas of procedural understanding in scientific inquiry using educational data mining","authors":"J. Arnold, A. Mühling, K. Kremer","doi":"10.1080/02635143.2021.1909552","DOIUrl":"https://doi.org/10.1080/02635143.2021.1909552","url":null,"abstract":"ABSTRACT Background Scientific thinking is an essential learning goal of science education and it can be fostered by inquiry learning. One important prerequisite for scientific thinking is procedural understanding. Procedural understanding is the knowledge about specific steps in scientific inquiry (e.g. formulating hypotheses, measuring dependent and varying independent variables, repeating measurements), and why they are essential (regarding objectivity, reliability, and validity). We present two studies exploring students’ ideas about procedural understanding in scientific inquiry using Concept Cartoons. Concept Cartoons are cartoon-like drawings of different characters who have different views about a concept. They are to activate students’ ideas about the specific concept and/or make them discuss them. Purpose The purpose of this paper is to survey students’ ideas of procedural understanding and identify core ideas of procedural understanding that are central for understanding scientific inquiry. Design and methods In the first study, we asked 47 students about reasons for different steps in inquiry work via an open–ended questionnaire using eight Concept Cartoons as triggers (e.g. about the question why one would need hypotheses). The qualitative analysis of answers revealed 42 ideas of procedural understanding (3-8 per Cartoon). We used these ideas to formulate a closed-ended questionnaire that contained the same Concept Cartoons, followed by statements with Likert-scales to measure agreement. In a second study, 64 students answered the second questionnaire as well as a multiple-choice test on procedural understanding. Results Using methods from educational data mining, we identified five central statements, all emphasizing the concept of confounding variables: (1) One needs alternative hypotheses, because there may be other variables worth considering as cause. (2) The planning helps to take into account confounding variables or external circumstances. (3) Confounding variables should be controlled since they influence the experiment/the dependent variable. (4) Confounding variables should be controlled since the omission may lead to inconclusive results. (5) Confounding variables should be controlled to ensure accurate measurement. Conclusions We discuss these ideas in terms of functioning as core ideas of procedural understanding. We hypothesize that these core-ideas could facilitate the teaching and learning of procedural understanding about experiments, which should be investigated in further studies.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"372 - 392"},"PeriodicalIF":1.6,"publicationDate":"2021-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1909552","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41320475","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 scientific thinking and reasoning framework and its applicability to manufacturing and services firms in natural sciences","authors":"Svatava Janoušková, Lubomíra Pyskatá Rathouská, Vojtěch Žák, Eva Stratilová Urválková","doi":"10.1080/02635143.2021.1928048","DOIUrl":"https://doi.org/10.1080/02635143.2021.1928048","url":null,"abstract":"ABSTRACT Background The competencies for the 21st century are defined as a broad and interrelated system of knowledge, skills, values and attitudes enabling the full application of man in personal and professional life. Regarding the science education competencies combining science and scientific knowledge, as well as skills such as inquiry, critical thinking, analytical thinking, problem solving and decision making should be developed. These higher-order abilities are reflected in the concept of scientific thinking and reasoning that has no specific definition yet, although many employers expect these abilities at their job applicants. Purpose The purpose of this study is to create a framework of scientific thinking and reasoning for knowledge-based companies operating in natural sciences that would meet the needs of these companies. Sample Theoretical research is based on analysis, comparison and synthesis of five relevant scientific and reasoning frameworks from years 1997–2014. Empirical research was an expert survey conducted with seven participants, experts working on key positions inside companies, followed by two interviews with experts outside the companies. Design and methods During the first part of the study a prototype of a scientific thinking and reasoning framework based on the methods of theoretical research was developed. Following empirical part (expert survey) aimed at adjusting the framework based on semi-structured interviews to employees in key positions of companies whose production portfolio or services are based on the knowledge and skills of their employees in natural science disciplines. Results Qualitative analysis of interviews showed that the proposed framework seems as a useful tool for companies that can easier identify the skills and abilities for their employees. Conclusion: The framework has been slightly changed according to results of the analysis and can be used as a supporting tool bridging the gap between those who prepare students for a specific graduate job and the companies that employ graduates.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"653 - 674"},"PeriodicalIF":1.6,"publicationDate":"2021-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1928048","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49244601","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 representation of laboratory activities in Indonesian physics textbooks: a content analysis","authors":"S. Gumilar, A. Ismail","doi":"10.1080/02635143.2021.1928045","DOIUrl":"https://doi.org/10.1080/02635143.2021.1928045","url":null,"abstract":"ABSTRACT Background Physics textbooks are a learning resource for students to acquire knowledge and information. The findings of previous studies on physics textbooks analysis have mostly focused on representations of gender, the nature of science, and scientific literacy. This study, therefore, extends the critical content analysis of physics textbooks to examine the levels of laboratory activities as empirical evidence among domination of previous studies in analysing physics textbooks. Purpose To investigate the representation of the laboratory activities in Indonesian physics textbooks and teachers’ perspectives on the use of the textbooks in facilitating laboratory activities. Method Content analysis was used to elicit data on laboratory activities and the semi-structured interview was used to reveal teachers’ perspectives on the use of the textbooks. The Inquiry Level Index and Laboratory Assessment Inventory were used as the main analytical framework for distinguishing levels of these activities. In addition, thematic analysis was adopted to analyse teachers’ perspectives on the use of textbooks in the classroom. Results A dominant type of laboratory activity was Level One, which presents questions and methods as a guide for conducting laboratory activities, whereby students have to find solutions to problems. Concerning teachers’ perspectives, the use of physics textbooks was found to not align with curriculum needs, which emphasise open laboratory activities. Conclusion The representation of laboratory activities in textbooks encourages students to develop a low level of inquiry. Textbooks do not facilitate students in developing their understanding through hands-on activities. This is supported by the role of teachers who use laboratory activities only to verify concepts learned in the classroom. Consequently, several changes are required to underpin the implementation of open laboratory activities, such as the role of teachers in designing these activities and the assessments used.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"614 - 634"},"PeriodicalIF":1.6,"publicationDate":"2021-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1928045","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44001085","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":"Insects GO: a gaming activity for entomology teaching in middle school","authors":"Fernanda Gabriela Bitencourt Wommer, L. M. Sepel, E. Loreto","doi":"10.1080/02635143.2021.1921724","DOIUrl":"https://doi.org/10.1080/02635143.2021.1921724","url":null,"abstract":"ABSTRACT Background Gamification is the use of game design elements, such as rules of play, point scoring and competition, in a non-game context, in learning activities. We designed a game, based on the famous augmented reality game Pokémon GO, called Insects GO in which players should capture images of real insects with their mobile phones. Purpose The hypothesis was that if students had to struggle in the search for information about the world of insects to fulfill tasks of a game, they could develop skills that would potentialise scientific knowledge on insect morphology and nomenclature and make them more attentive to the issues on the subject. Sample The study has been conducted in a middle school with students aged 11 to 15 enrolled in the 6th to 9th years of middle school, totaling 21 students. Design and methods This research is a case study and has been evaluated through a learning test called the History Word Association Test (HWAT) that quantitatively ascertains students’ perceptions about their conceptions, in this case, regarding entomology. The interest and motivation of students in performing the activity were evaluated using ARCS model of motivational design. Results Students who participated in the proposed activity showed be motivated to play the game and the, learning test suggests an improvement in matters related to morphology, taxonomy and the insect life cycle. Conclusion The Insect Go game seems to improve the learning of entomology in middle school.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"581 - 595"},"PeriodicalIF":1.6,"publicationDate":"2021-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1921724","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42201394","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":"Tell me a story, professor! The effect of historical science stories on academic achievement and motivation in a physics class","authors":"Maşide Güler, Suat Ünal","doi":"10.1080/02635143.2021.1928046","DOIUrl":"https://doi.org/10.1080/02635143.2021.1928046","url":null,"abstract":"ABSTRACT Background Achieving the targeted of university physics courses and improving student motivation requires varying types of instructional design. One alternative approach to the traditional lecture format involves the use of historical science stories, which are narratives that present episodes from the life of a scientist, as well as characterizing the nature of science, providing students with a historical perspective of the subject being taught and helping them to comprehend and retain the concept. Purpose The purpose of our study was to investigate the effect of using historical science stories (HSS) on the academic achievement and motivation of future teachers. Design and methods A pretest-posttest research design compared two classrooms: one that included the story-based history of science in the teaching the topic of free fall movement and one that did not. Sample A total of 35 preservice science teachers (17 in the experimental group and 18 in the control group) participated in the study. The results showed that the preservice teachers in the experimental group performed better than those in the control group. Results The use of the historical science story-based approach also promoted the motivation of the participants. Analysis of the data revealed that the intervention had a statistically significant effect on the academic achievement of the student teachers. On the other hand, although the motivation scores in the experimental group increased, this increase was not found to be statistically significant. Conclusions The findings of this study support the use of historical science stories to improve academic achievement in higher education. The conclusions reached here may enable teacher educators to introduce historical events in a similar environment to support better comprehension of physics.","PeriodicalId":46656,"journal":{"name":"Research in Science & Technological Education","volume":"41 1","pages":"635 - 652"},"PeriodicalIF":1.6,"publicationDate":"2021-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02635143.2021.1928046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46523122","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}