Research in Science Education最新文献

Future-Oriented Science Learning and its Effects on Students’ Emotions, Futures Literacy and Agency in the Anthropocene 面向未来的科学学习及其对学生的情感、未来素养和人类世的作用的影响

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-11-09 DOI: 10.1007/s11165-024-10213-1

Jessica Chan, Sibel Erduran

引用次数: 0

Interplay among Language and Home Variables in Lebanese Students’ Science TIMSS Performance: A Linguistic and Economic Capital Perspective 语言和家庭变量在黎巴嫩学生科学 TIMSS 成绩中的相互作用：语言和经济资本视角

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-11-06 DOI: 10.1007/s11165-024-10212-2

Sara Salloum, Rayya Younes, Maya Antoun

{"title":"Interplay among Language and Home Variables in Lebanese Students’ Science TIMSS Performance: A Linguistic and Economic Capital Perspective","authors":"Sara Salloum, Rayya Younes, Maya Antoun","doi":"10.1007/s11165-024-10212-2","DOIUrl":"https://doi.org/10.1007/s11165-024-10212-2","url":null,"abstract":"In Lebanon, science is taught in an international language (French or English) based on a language-in-education policy rooted in Lebanon’s colonial history. Given the intersection among social/socioeconomic class, educational equity, and science performance, learning science in a language other than one’s own raises concerns around economically-marginalized students’ opportunities for quality science education and their development of science understandings and discourse. Bourdieu’s lens of cultural and linguistic capital was utilized to better understand the interplay among socioeconomic status and science performance. Specifically, we examined how different home context variables (including language) influence Lebanese learners’ science performance in the Trends in International Mathematics and Science Study (TIMSS) assessment. Using hierarchical linear modeling (HLM), we looked at how students performed in science based on how often they spoke the language of the test at home and other home variables such as parents’ education level. The findings indicate that language and various economic and home variables were significantly associated with science performance. Language had a differing effect for English and French tracks, whereby parents’ education level and other home variables emerged more significantly for French track students. Our study underscores the importance of preparing and supporting science teachers for equitable, asset-oriented, and linguistically responsive teaching that enhances diverse learners’ equitable participation and opportunities in the science classroom.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"17 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142588691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Preservice Science Teachers’ Epistemic Cognition during Online Searching 职前科学教师在网上搜索时的认识论认知

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-11-06 DOI: 10.1007/s11165-024-10214-0

Alberto Bellocchi, Reece Mills, Natasha Arthars, Louisa Tomas, Subhashni Appanna, James Davis, Priscila Rebollo de Campos

{"title":"Preservice Science Teachers’ Epistemic Cognition during Online Searching","authors":"Alberto Bellocchi, Reece Mills, Natasha Arthars, Louisa Tomas, Subhashni Appanna, James Davis, Priscila Rebollo de Campos","doi":"10.1007/s11165-024-10214-0","DOIUrl":"https://doi.org/10.1007/s11165-024-10214-0","url":null,"abstract":"Science teachers are increasingly using internet sources for lesson planning, science content, and designing classroom activities. With the prevalence of disinformation online, there is potential for school students to learn ineffective internet search strategies and integrate disinformation into their knowledge. Science education fit for the future requires teachers who can navigate online information effectively and develop these capabilities in their students. In this study, we address the ways in which Australian preservice science teachers engage their cognitions about knowledge and knowing when searching and evaluating online information. Using concurrent think-aloud protocols we studied preservice science teachers’ cognitions while completing internet search and evaluation tasks for science lesson content on socioscientific issues. Through subsequent interviews, we captured further dimensions of participants’ knowledge and understanding of search and evaluation processes. We contribute new knowledge by providing a novel conceptual framework used for data analysis and empirical evidence about the cognitions (aims, value, ideals, and relied upon processes) that preservice science teachers engage when searching and evaluating online information. Implications for research and practice are discussed.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"161 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142588680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the Impact of Social, Cultural, and Science Factors on Students’ STEM Career Preferences 探索社会、文化和科学因素对学生 STEM 职业偏好的影响

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-10-31 DOI: 10.1007/s11165-024-10210-4

Nasser Mansour

{"title":"Exploring the Impact of Social, Cultural, and Science Factors on Students’ STEM Career Preferences","authors":"Nasser Mansour","doi":"10.1007/s11165-024-10210-4","DOIUrl":"https://doi.org/10.1007/s11165-024-10210-4","url":null,"abstract":"The declining interest in STEM careers in the United Kingdom has raised concerns, prompting this study to explore the intricate relationship between social, cultural, and scientific identities and their impact on students’ inclination towards science and technology career pathways. Additionally, the study examines the associations between gender, gender-related job preferences, and career choices. Data were collected from 1,618 primary and secondary students in the UK. Descriptive and inferential statistics, including regression analysis and multivariate analysis, were employed for analysis. The key findings revealed a significant interaction effect between gender and gender-related job preferences. Social factors were identified as significant mediators, amplifying the influence of gender on career decisions and shaping gender-related job preferences. Cultural factors, particularly related to ethnicity, were found to shape job preferences, while religious affiliation did not exhibit a significant effect. Students’ perceptions of science, stereotypes associated with science professionals, and engagement in science extracurricular activities were positively correlated with a greater likelihood of expressing interest in STEM careers, demonstrating the influential impact of science factors on forming students’ STEM career choices. Interestingly, the type of education (primary or secondary) did not significantly impact job preferences, suggesting that preferences may become more refined or influenced by external factors as students progress in their education.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"67 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142562052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Creativity as Key Trigger to Cognitive Achievement: Effects of Digital and Analog Learning Interventions 创造力是认知成就的关键触发器：数字和模拟学习干预的效果

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-10-30 DOI: 10.1007/s11165-024-10211-3

Juliane Fleissner-Martin, Jürgen Paul, Franz X. Bogner

{"title":"Creativity as Key Trigger to Cognitive Achievement: Effects of Digital and Analog Learning Interventions","authors":"Juliane Fleissner-Martin, Jürgen Paul, Franz X. Bogner","doi":"10.1007/s11165-024-10211-3","DOIUrl":"https://doi.org/10.1007/s11165-024-10211-3","url":null,"abstract":"This study analyses the coherent integration of creativity into science education modules for eighth-grade students to enhance competence development. The learning modules’ content covered a basic ecological unit about forests, applied as digital or analog lesson. By utilizing the creativity subscales ‘Act’ and ‘Flow’ its analysis resulted in a clear factorial structure. Notably, higher levels of creativity were associated with increased cognitive learning achievements among students, irrespective of the instructional delivery method—be it analog or digital. Particularly, the ‘Act’ and ‘Flow’ dimensions exhibited a promising potential for augmenting learning outcomes in learner-centric, gamified modules. The mentoring role of teachers is supposed to promote a flow state and simultaneously to highlight the significance of autonomy in learning processes. Unexpectedly, there were no discernible gender differences. This research significantly contributes to our understanding of the interplay among creativity, learning success, and instructional modalities within the realm of science education.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"62 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142541557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Fostering Epistemic Space for Collaborative Solutions in Primary Science Through a Socratic Seminar Inquiry Approach 通过苏格拉底式研讨探究法在小学科学中培养合作解决方案的认识空间

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-10-28 DOI: 10.1007/s11165-024-10209-x

Melinda Kirk, Russell Tytler, Peta J White, Joseph Paul Ferguson, Jo Raphael

{"title":"Fostering Epistemic Space for Collaborative Solutions in Primary Science Through a Socratic Seminar Inquiry Approach","authors":"Melinda Kirk, Russell Tytler, Peta J White, Joseph Paul Ferguson, Jo Raphael","doi":"10.1007/s11165-024-10209-x","DOIUrl":"https://doi.org/10.1007/s11165-024-10209-x","url":null,"abstract":"With the critical nature of socio-ecological challenges, the need to empower young people to generatively grapple with these science-related issues is crucial for developing their agentic citizenship. This paper reports on a primary science project that adopted a Socratic Seminar pedagogical strategy to enable student voice and collaborative solutions to a local/global socio-ecological challenge. Exploring microorganisms in a COVID-19-affected world, student agency and investigative practices were prioritised. We report a semiotic analysis of the student-led investigations and discussions informing decision-making and action. Students enacted scientifically grounded reasoning, posed evidence-focused questions and engaged in collaborative argumentation towards solutions. The culminating ‘Scientists for Solutions’ Socratic Seminar closely emulated the practices of the science community in supporting the generation of evidence-informed solutions. This paper unpacks this pedagogical approach. The findings inform the nature and creation of epistemic space within the primary science classroom that fosters student scientific questioning, inquiry decisions and collaborative decision-making through a Socratic Seminar process.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"26 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142536500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Ontological Perspective on Mechanical Energy Conservation problem-solving in high School Students 从本体论角度看高中生机械节能问题的解决

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-10-22 DOI: 10.1007/s11165-024-10199-w

Hyojoon Kim, Sangwoo Ha

{"title":"An Ontological Perspective on Mechanical Energy Conservation problem-solving in high School Students","authors":"Hyojoon Kim, Sangwoo Ha","doi":"10.1007/s11165-024-10199-w","DOIUrl":"https://doi.org/10.1007/s11165-024-10199-w","url":null,"abstract":"This study explores the ontological perspective in analyzing students’ problem-solving related to mechanical energy conservation. The research involves 18 high school students whose explanations were qualitatively analyzed using an extended ontological framework. Initially, students predominantly employed matter-based predicates and formula-centered representations in the first-step problem-solving. However, in the second step, there was a transition towards process-based predicative expressions and representations, such as reformulating, proportional expressions, symbols, and tables, alongside continued use of matter-based expressions. This phase reflects the students’ conceptual shift toward including the “process” category in their understanding of energy concepts. In the third step, most students demonstrated process-based predicative expressions and representations, emphasizing concepts like “conversion” and “transfer.” This transition indicates a shift from the ontological category of “matter” to “process,” evident in both predicates and representation formats. The findings suggest that understanding students’ concepts through an ontological lens not only enhances teaching and learning physics but also contributes to the integration of ontological concepts into science education.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"40 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142486803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Comparative Case Study Investigating Indigenous and Rural Elementary Students’ Conceptions of Community Engineering 土著和农村小学生对社区工程概念的比较案例研究

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-10-17 DOI: 10.1007/s11165-024-10206-0

Rebekah Hammack, Tina Vo, Nicholas Lux, Paul Gannon, Miracle Moonga, Blake Wiehe

{"title":"A Comparative Case Study Investigating Indigenous and Rural Elementary Students’ Conceptions of Community Engineering","authors":"Rebekah Hammack, Tina Vo, Nicholas Lux, Paul Gannon, Miracle Moonga, Blake Wiehe","doi":"10.1007/s11165-024-10206-0","DOIUrl":"https://doi.org/10.1007/s11165-024-10206-0","url":null,"abstract":"Multiple reform documents call for school-aged children to learn about engineering as a way of developing engineering-literate adults. Children’s attitudes towards and understandings of engineering are influenced by their conceptions of what engineering is. This multiple case study uses photo novellas to investigate primary-grade students’conceptualizations of engineering in their rural or reservation communities. Students from four schools completed similar photo novella assignments where they took pictures of what they considered engineering within their communities and further described those photos in writing or verbally. Photo novellas were analyzed using an a priori codebook to identify themes within and across cases. Every participant across all schools identified tangible engineering artifacts, while fewer students provided examples that represented engineering as systems or processes. Students from reservation schools were more likely to describe the purpose of their engineering examples and describe engineering as “helping.” Students in rural schools were more likely to include descriptions of math and science connections in their engineering examples. Rural students also used possessive language when identifying examples of engineering. This paper provides empirical data for a research-based activity to elicit young students’ ideas of engineering with attention to place-based learning. Findings indicate that photo novellas can be used as a tool for identifying children’s nuanced perspectives of engineering. As the engineering community continues to develop career pathways for students from rural places and Indigenous communities, it is important to recognize the nuanced perspectives different rural and Indigenous populations offer to the field.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"3 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142444515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Development of Free-Response Questions to Assess Learning Assistants’ Pedagogical Content Knowledge 开发自由回答问题以评估学习助理的教学内容知识

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-10-15 DOI: 10.1007/s11165-024-10203-3

Beth Thacker, Stephanie Hart, Kyle Wipfli, Jianlan Wang

{"title":"The Development of Free-Response Questions to Assess Learning Assistants’ Pedagogical Content Knowledge","authors":"Beth Thacker, Stephanie Hart, Kyle Wipfli, Jianlan Wang","doi":"10.1007/s11165-024-10203-3","DOIUrl":"https://doi.org/10.1007/s11165-024-10203-3","url":null,"abstract":"As introductory physics courses increasingly focus on student engagement, the use of Learning Assistants (LAs) has increased. LAs and other instructors need to have sufficient PCK to effectively guide student learning. Our goal was to research LAs observed PCK in the classroom and to develop a set of questions to assess LAs’ PCK. Our research question was: Is it possible to assess LAs’ observed PCK with open-ended written questions? We video-recorded student-LA interactions in the introductory physics classrooms, developed rubrics to describe the interactions between LAs and students, and developed free-response questions based on the authentic interactions from the videos. Our results are (1) a rubric to assess LAs PCK in video recordings or free response written assessments and (2) a set of open-ended written questions that assess LAs PCK. The LAs were dominant in one or two categories in both the written and video coding, making it possible to draw conclusions about their PCK. We answered our research question by demonstrating the development and validation of a set of questions to assess LA’s PCK. Our rubric can be used to analyze both videos and written questions by supervisors who are interested in assessing their LAs’ PCK.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"78 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142440169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Promoting Inclusive Visits to a Natural History Museum with a Pre-Visit VR Tour for Autistic Families 通过为自闭症家庭提供参观前的虚拟现实之旅，促进自然历史博物馆的包容性参观

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-10-10 DOI: 10.1007/s11165-024-10207-z

Darby Drageset, Yu-Chia Kao, Nigel A. Newbutt, Kent J. Crippen

{"title":"Promoting Inclusive Visits to a Natural History Museum with a Pre-Visit VR Tour for Autistic Families","authors":"Darby Drageset, Yu-Chia Kao, Nigel A. Newbutt, Kent J. Crippen","doi":"10.1007/s11165-024-10207-z","DOIUrl":"https://doi.org/10.1007/s11165-024-10207-z","url":null,"abstract":"This exploratory study, framed by the Contextual Model of Learning, sought to define the personal context of autistic visitors and their families attending a sensory-friendly natural history museum event as a science learning experience. The study focused on the motivations and expectations for visiting the museum, as well as how the inclusion of a VR tour could promote inclusivity by better meeting the needs of these visitors and their social support groups. A single case study design encompassing five family participant groups that varied in age, family composition, and diagnoses was employed. Data collection involved a pre- and non-identical post-visit survey, complemented by a post-visit interview. Results indicate that important features of the user experience with the VR museum tour included clarity of exhibit text, lack of audio, the ability to measure exhibit features, easy navigation, and enhanced museum accessibility. Autistic family groups used the virtual tour in three main ways: (1) to prepare for specific exhibits, (2) to prepare for sensory experiences, and (3) to build anticipation and set expectations. Two key features of the virtual tour supported users’ preparation for their museum visit: the absence of crowds and noise and the ability to zoom in and see exhibit text and details. The results highlight the positive impact of a VR museum tour on autistic individuals and their families and offer crucial insights into the personal and sociocultural contexts of autistic museum visitors and the potential for promoting unique, inclusive, and collaborative forms of science learning.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"70 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142397993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0