Research in Science Education最新文献

Exploring the Impact of STEM Experiences, Parental Education, Family Support, and Stereotypes on Students’ STEM Identity: A Comparative Study by Gender and EAL Status STEM经历、父母教育、家庭支持和刻板印象对学生STEM认同的影响：性别和EAL状况的比较研究

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-04-25 DOI: 10.1007/s11165-026-10339-4

Felicity McLure

引用次数: 0

Tracing Pedagogical Shifts: A Physics Professor’s Development Through Faculty Partnership 追踪教学转变：一位物理学教授通过教师伙伴关系的发展

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-04-25 DOI: 10.1007/s11165-026-10336-7

Kadir Demir, William A. Stoll, Brett Criswell

引用次数: 0

Correction: “Be Better Than You Need to Be”: A-level Physics Students’ Rants, Resilience and Peer Pedagogy on TikTok 纠正：“比你需要的更好”：A-level物理学生在TikTok上的咆哮、韧性和同伴教学法

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-04-20 DOI: 10.1007/s11165-026-10338-5

Wonyong Park

引用次数: 0

Argumentation about Energy in Elementary School, from Evidence and from Models 关于小学能源的论证，从证据和模型

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-03-30 DOI: 10.1007/s11165-026-10329-6

Roger G. Tobin, Sara J. Lacy, Sally Crissman

引用次数: 0

Validation of the Measure of Peer Argumentive Discourse Style (PADS) in a Science Context: Evidence for the Construct Validity and Reliability 科学语境下同伴辩论话语风格测量的验证：结构效度和信度的证据

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-03-28 DOI: 10.1007/s11165-026-10330-z

Xingya Xu, Michelle M. Buehl

引用次数: 0

Preservice Primary Teachers’ Attitudes Towards STEM Education: a Study Developed Through an Integrated STEM Training Programme Using Inquiry- Based Approaches and Engineering Design Practices 职前小学教师对STEM教育的态度：一项通过基于探究的方法和工程设计实践的综合STEM培训计划开展的研究

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-03-28 DOI: 10.1007/s11165-026-10323-y

Teresa Lupión-Cobos, Cristina García-Ruiz, Radu Bogdan Toma

{"title":"Preservice Primary Teachers’ Attitudes Towards STEM Education: a Study Developed Through an Integrated STEM Training Programme Using Inquiry- Based Approaches and Engineering Design Practices","authors":"Teresa Lupión-Cobos, Cristina García-Ruiz, Radu Bogdan Toma","doi":"10.1007/s11165-026-10323-y","DOIUrl":"https://doi.org/10.1007/s11165-026-10323-y","url":null,"abstract":"Integrated Science, Technology, Engineering, and Mathematics (STEM) education seeks to motivate students by connecting disciplines through practical and contextualised learning, aiming to prepare 21st-century citizens to navigate multicultural environments. However, implementing effective STEM instruction poses significant challenges for teachers, particularly in integrating multiple disciplines. This study examined the impact of professional development (PD) programme on 157 Primary Education pre-service teachers’ (PSTs) attitudes toward integrated STEM. Participants were assigned to a control group (no PD), an inquiry group (PD on inquiry-based teaching), or a STEM group (the same inquiry PD plus training on engineering design process). Attitudes toward integrated STEM were measured using an adapted version of the Dimensions of Attitude toward STEM (DAS) questionnaire and open-ended questions. Quantitative results showed that the STEM group reported higher perceived relevance, enjoyment, and self-efficacy, but also greater context dependency for teaching using integrated STEM. Moreover, their intention to adopt this approach was significantly lower from that of PSTs in the control and inquiry groups. Qualitative findings reinforced these results. PSTs in the STEM group noted benefits such as active learning and critical thinking, yet they also reported challenges, including students’ weak problem-solving skills, limited access to materials and digital resources, and structural barriers to integrated STEM. Teacher-related challenges also emerged, especially regarding the enactment of engineering design. These findings suggest that targeted PD focusing on the adoption of inquiry-based approaches and engineering design practices, might improve PSTs’ attitudes toward integrated STEM, but also highlight the complexity of preparing teachers for interdisciplinary instruction.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"3 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147535937","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 Science Concepts in Everyday Interactions with Infant-toddlers at Home: Caregivers’ Raised Science Consciousness Through Fleer’s Conceptual PlayWorld 探索幼儿在家中日常互动中的科学概念：照顾者通过Fleer的概念游戏世界提高科学意识

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-03-25 DOI: 10.1007/s11165-026-10328-7

Suxiang Yu, Marilyn Fleer, Prabhat Rai

{"title":"Exploring Science Concepts in Everyday Interactions with Infant-toddlers at Home: Caregivers’ Raised Science Consciousness Through Fleer’s Conceptual PlayWorld","authors":"Suxiang Yu, Marilyn Fleer, Prabhat Rai","doi":"10.1007/s11165-026-10328-7","DOIUrl":"https://doi.org/10.1007/s11165-026-10328-7","url":null,"abstract":"Family is the core institution for infant-toddlers’ science learning. However, little is known about how caregivers support infant-toddlers’ science concept formation at home. The study presented in this paper follows 18 families with infant-toddlers aged 4 to 24 months old (mean age 10 months old) over five weeks in an educational experiment of Fleer’s Conceptual PlayWorld (CPW) at home using We Are Going on a Bear Hunt story. 46 h of recorded data, including 29 h of Zoom workshops, 5.5 h of the family-collected videos, and 11.5 h of pre-and post-CPW interviews, are analysed from a cultural-historical perspective to explore how families identify and engage with science concepts in moments of interaction with infant-toddlers at home. The findings show that with the support of CPW educational experiments, families become more conscious of science possibilities in their everyday lives at home, and they reframe routine activities into enjoyable science learning experiences for infant-toddlers. Three family practices have been identified to draw out science concepts from their moments of interaction with infant-toddlers: (1) creating phenomena central to a science concept using cultural objects such as mirrors for light reflection; (2) drawing infant-toddlers’ attention to the salient aspects of a phenomenon through scientific narratives, and (3) creating imaginary play scenarios in CPW or everyday routine activities that require problem-solving actions informed by science concepts. It is argued that by reframing routine activities into enjoyable science experiences and drawing out science concepts, families become more confident and skilful in enriching infant-toddlers’ learning in science.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"16 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147536098","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

Creating a pedagogical framework to support pre-service teacher planning of practical work in science education 创建一个教学框架，以支持职前教师在科学教育中的实际工作规划

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-03-24 DOI: 10.1007/s11165-026-10325-w

Jennifer Mansfield, Bronwen Lasky, Timothy Smith, Michael J. Reiss

引用次数: 0

Uncovering Science Education in Australian Early Childhood Teacher Qualifications 揭示澳大利亚幼儿教师资格中的科学教育

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-03-24 DOI: 10.1007/s11165-026-10327-8

Cristina Guarrella, Caroline Cohrssen, Naomi Lilley

引用次数: 0

Relating Metaknowledge and Modeling Practices in Connection to Content Knowledge about the Phenomenon 将元知识和建模实践与有关现象的内容知识联系起来