Research in Science Education最新文献

An Expectancy-Value Model of Motivation, Engagement, and Physics Continuation Intentions in Senior Secondary Students 高中生物理学习动机、投入与继续学习意向的期望价值模型

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-10-05 DOI: 10.1007/s11165-026-10383-0

Jessy Abraham,Katrina Barker

{"title":"An Expectancy-Value Model of Motivation, Engagement, and Physics Continuation Intentions in Senior Secondary Students","authors":"Jessy Abraham,Katrina Barker","doi":"10.1007/s11165-026-10383-0","DOIUrl":"https://doi.org/10.1007/s11165-026-10383-0","url":null,"abstract":"Abstract An Expectancy-Value Model of Motivation, Engagement, and Physics Continuation Intentions in Senior Secondary StudentsAbstract Declining enrolment and persistent gender imbalance remain two critical challenges in physics education, both in Australia and internationally. Although research on physics enrolment, particularly at the senior secondary level, is expanding, it has predominantly focused on variables that predict students’ initial intentions to enrol in future physics courses. However, relatively few studies have examined the motivational factors that sustain students’ intentions to continue studying physics after engaging with the enacted curriculum over an extended period. Understanding these sustained influences is critical for addressing attrition beyond the point of initial subject selection. Using a validated, gender-invariant survey instrument, data were collected from 247 students to assess their motivation and intention to pursue physics into their final year of secondary education. Structural Equation Modelling was employed to test a theoretically informed framework, revealing that interest value emerged as the strongest predictor of continued enrolment. In contrast to prior topic-specific models, this study highlights the variability of motivational patterns across the broader domain of physics, reflecting the level at which students make decisions about whether or not to enrol in the subject. Notably, no significant gender differences were found across most motivational constructs at the senior secondary level, although a significant gender difference was identified in sex stereotyped attitudes. These findings contribute to a deeper understanding of how sustained engagement in physics is shaped and offer important implications for educational practice and curriculum design aimed at improving retention in senior secondary physics education. ","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"9 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149092957","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

Supporting Science Teachers to Embed Writing: Teacher Perspectives and Curriculum Redesign 支持科学教师嵌入写作：教师视角与课程重新设计

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-10-02 DOI: 10.1007/s11165-026-10384-z

Helen Georgiou,Annette Turney,Wendy Nielsen,Honglin Chen

{"title":"Supporting Science Teachers to Embed Writing: Teacher Perspectives and Curriculum Redesign","authors":"Helen Georgiou,Annette Turney,Wendy Nielsen,Honglin Chen","doi":"10.1007/s11165-026-10384-z","DOIUrl":"https://doi.org/10.1007/s11165-026-10384-z","url":null,"abstract":"Abstract Science teachers frequently express concern about their students’ writing skills but often feel ill-equipped to provide adequate support despite acknowledging its importance. This tension points to the distinct challenges of teaching writing in the science classroom, which necessitates the provision of structured scaffolding. To address this issue our study engaged science teachers in a collaborative project to redesign a unit of work on plate tectonics using the Teaching and Learning Cycle (TLC) as a pedagogic framework to enhance students’ writing capabilities. Interviews with participating teachers revealed not only their perspectives on teaching writing, but also valuable insights from the collaborative redevelopment process, reflections on implementing the TLC as a unit planning framework, and details of our resulting intervention. Notably, teachers reported transformed perceptions and increased confidence, which lead them to integrate more writing activities in their classrooms. These results offer insights into challenges, opportunities and structures that support science teachers in effectively embedding authentic writing activities into their science units.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"37 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149092958","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 Tension Between Fidelity and Flexibility in Research-Informed Primary Science Professional Development 探究研究型小学科学专业发展中忠实与灵活的张力

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-09-30 DOI: 10.1007/s11165-026-10382-1

Sarah Earle

引用次数: 0

Enhancing the Conceptual Understanding of Pre-Service Science Teachers: Augmented Reality in Online Education for Interparticle Forces 增强职前科学教师的概念理解：粒子间力在线教育中的增强现实

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-09-29 DOI: 10.1007/s11165-026-10379-w

Nesrin Urun Arici

引用次数: 0

Replacing Traditional Written Laboratory Reports with Interactive Oral Assessments: Enhancing Laboratory Skill Assessment in Undergraduate Genetics Education 以交互式口头评估取代传统的书面实验室报告：加强本科遗传学教育中的实验室技能评估

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-09-28 DOI: 10.1007/s11165-026-10380-3

Chris B. Della Vedova, David Birbeck, Sarah K. Davey

{"title":"Replacing Traditional Written Laboratory Reports with Interactive Oral Assessments: Enhancing Laboratory Skill Assessment in Undergraduate Genetics Education","authors":"Chris B. Della Vedova, David Birbeck, Sarah K. Davey","doi":"10.1007/s11165-026-10380-3","DOIUrl":"https://doi.org/10.1007/s11165-026-10380-3","url":null,"abstract":"Traditional written laboratory assessments often fail to accurately measure individual laboratory competencies, prompting the introduction of short interactive oral assessments (mini-IOA) in a second-year Genetics course at the [University]. This comparative longitudinal mixed-methods study (2009–2023) evaluated the replacement of written laboratory reports with mini-IOA, comparing student performance, perceptions, and equity outcomes before ( n = 218) and after ( n = 504) implementation. Data analysis revealed significantly enhanced academic performance following mini-IOA introduction, with laboratory scores improving from 67.8% to 76.2% ( p < 0.0001) and theoretical assessment performance increasing from 55.4% to 60.5% ( p < 0.01). Student satisfaction significantly improved across multiple measires, with the majority of students expressing strong preference for mini-IOA over traditional written reports despite initial anxiety that decreased over time. The interactive format provided immediate feedback opportunity, fostering deeper understanding of theoretical and practical course content. Statistical analysis demonstrated that mini-IOA were equitable across different student cohorts, with no significant performance differences based on gender, international status, degree program or age. Implementation analysis revealed practical advantages including enhanced academic integrity, immediate marking efficiency, and authentic assessment of individual understanding. This study provides evidence that mini-IOA represent an effective, equitable alternative to written laboratory assessment, with findings consistent with substantial benefits for both students and educators in contemporary science education.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"20 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149123157","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

More than a Quick Search: Interplay between Students’ use of Scientific Concepts and Online Search Strategies 不仅仅是快速搜索：学生使用科学概念和在线搜索策略之间的相互作用

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-09-28 DOI: 10.1007/s11165-026-10381-2

Anna Lodén, Johanna Lönngren, Christina Ottander

{"title":"More than a Quick Search: Interplay between Students’ use of Scientific Concepts and Online Search Strategies","authors":"Anna Lodén, Johanna Lönngren, Christina Ottander","doi":"10.1007/s11165-026-10381-2","DOIUrl":"https://doi.org/10.1007/s11165-026-10381-2","url":null,"abstract":"Digital search strategies are essential for science learning in today’s digital age, but knowledge about students’ search strategies, especially in relation to scientific content, is limited. This study examines upper-secondary students’ meaning-making processes during online searches. Video recordings of students’ online searches and peer-to-peer discussions during two tasks of varying complexity were analysed using Legitimation Code Theory (LCT); the dimension of semantics. The findings identified three previously described search strategies – linear, one-shot, and random searching – while also identifying three additional ones: targeted refinement, text-to-image searching, and piecewise searching. The subsequent semantic analysis of students’ online searches and peer-to-peer discussions showed how these strategies were associated with different forms of meaning-making during digital search processes. These strategies illustrate how students engage with scientific content in different phases of digital search processes. The results indicate that students’ use of scientific concepts were closely intertwined with how they formulated and refined their searches. Strategies involving iterative refinement and movement between isolated and combined search formulations were associated with more extended semantic shifts in the search process.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"244 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149123156","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 Accelerated Longitudinal Design Study Examining Emotional Engagement toward Learning Science from Grades 3 through 12 一项考察三年级至十二年级科学学习情感投入的加速纵向设计研究

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-09-23 DOI: 10.1007/s11165-026-10368-z

Robert H. Tai, Ji Hoon Ryoo, Xin Xia, Katherine P. Dabney, John T. Almarode, Adam V. Maltese

{"title":"An Accelerated Longitudinal Design Study Examining Emotional Engagement toward Learning Science from Grades 3 through 12","authors":"Robert H. Tai, Ji Hoon Ryoo, Xin Xia, Katherine P. Dabney, John T. Almarode, Adam V. Maltese","doi":"10.1007/s11165-026-10368-z","DOIUrl":"https://doi.org/10.1007/s11165-026-10368-z","url":null,"abstract":"As educators, we often see the enthusiasm for learning science in schools starting out strong in primary years and then fading as student progress into middle and secondary school. The motivation of this study is to offer a picture of how students’ emotional engagement in learning school science changes from Grades 3 to 12. This study applies an accelerated longitudinal design which collected data from 11 back-to-back cohorts of students from four US school districts. Each cohort was surveyed two times each school year, fall and spring, over two years in four waves of data collection. The sample includes more than 7000 participants. While a longitudinal study spanning this period of time would take nearly a decade to complete and pose significant data collection and data integrity challenges, the accelerated longitudinal design provides a simulation of longitudinal data in a two-year time span. The results show an unambiguous decline in emotional engagement which appears to begin in Grade 3 continuing to Grade 9 before flattening to ambivalent levels in Grade 10. These findings show that the decline happens both across and within each grade level. These results suggest that the decline is not just an artifact of science becoming more challenging in upper grade levels, but rather school science experiences may be having a negative impact within each school year.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"54 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149124408","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 Effect of Deliberative Argumentation on Knowledge, Trust, and Willingness to Mitigate Climate Change in a Group of Chilean High School Students 审慎辩论对智利高中生减缓气候变化的知识、信任和意愿的影响

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-09-15 DOI: 10.1007/s11165-026-10376-z

Pablo Escobar,Claudia Vergara,Antonia Larrain,Justin Dillon,Hernán Cofré

引用次数: 0

Pedagogical and Curricular Affordances and STEM Learning Outcomes: A Barcode Analysis 教学和课程支持与STEM学习成果：条形码分析

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-09-08 DOI: 10.1007/s11165-026-10374-1

Tang Wee Teo,Zhuoli Zheng,Jin Xin Matilda Ho

引用次数: 0

Investigation of Science Education Using Educational Robotics and Design Thinking Applications in Terms of STEM Attitudes and Scientific Process Skills 基于STEM态度和科学过程技能的教育机器人和设计思维应用的科学教育调查