Research in Science Education最新文献

Using the History of Research on DNA to Teach NOS 利用 DNA 研究历史教授 NOS

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-12-19 DOI: 10.1007/s11165-024-10226-w

Vetti Giri

引用次数: 0

Effects of 6E-Based Learning on Students’ Academic Achievement, Higher-Order Thinking Skills, and Attitudes Towards STEM 基于 6E 的学习对学生学业成绩、高端思维能力和 STEM 态度的影响

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-12-19 DOI: 10.1007/s11165-024-10220-2

Xuhua Li, Hongliang Ma, Hongchao Liu, Xiaofei Li, Yafei Hu, Bin Jing, Chunyan Feng

引用次数: 0

A Meta-analysis of STEM Integration on Student Academic Achievement STEM 整合对学生学业成绩的元分析

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-12-17 DOI: 10.1007/s11165-024-10216-y

Shuqi Zhou, Zehua Dong, Hui Hui Wang, Ming Ming Chiu

引用次数: 0

Scientific Toys in Early Childhood Settings: Teaching and Learning About Light and Shadows

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-12-13 DOI: 10.1007/s11165-024-10223-z

Glykeria Fragkiadaki, Eirini-Maria Frangedaki, Iro Zachariadi, Vasilia Christidou

{"title":"Scientific Toys in Early Childhood Settings: Teaching and Learning About Light and Shadows","authors":"Glykeria Fragkiadaki, Eirini-Maria Frangedaki, Iro Zachariadi, Vasilia Christidou","doi":"10.1007/s11165-024-10223-z","DOIUrl":"https://doi.org/10.1007/s11165-024-10223-z","url":null,"abstract":"A growing body of empirical studies in the field of early childhood science education suggests play as a dynamic means to engage young children with the natural world and create the conditions for children’s learning and development in science. Although our understanding of play in science as an activity deepens, we still do not know much about the dynamics of scientific toys in science teaching and learning in early childhood settings. Scientific toys are defined here as improvised, three-dimensional constructions with specific teaching and learning goals that seek to achieve a balance between play and learning in science. The study focuses on teaching and learning about optics in preschool settings and particularly about the concept of light and the phenomenon of shadow formation. The study aims to capture and understand the processes through which preschoolers develop their ideas about the concept and the phenomenon through the use of scientific toys. Empirical data were collected in one early childhood center in Greece for three weeks. Thirteen children participated in the study. Digital visual methods were used for data collection and analysis. The findings illustrate and substantiate that children managed to develop their thinking about light and shadows while playing with scientific toys within imaginary situations. The study concludes with new insights into conceptually- oriented play-based learning in science through children’s artifacts. Implications that inform practice about dialectically interrelating play and learning are discussed.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"93 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142816143","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 Knowledge and Awareness about Healthy Nutrition through Science-based Educational Escape Games

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-12-11 DOI: 10.1007/s11165-024-10221-1

Miri Barak, Tal Yachin

{"title":"Fostering Knowledge and Awareness about Healthy Nutrition through Science-based Educational Escape Games","authors":"Miri Barak, Tal Yachin","doi":"10.1007/s11165-024-10221-1","DOIUrl":"https://doi.org/10.1007/s11165-024-10221-1","url":null,"abstract":"The prevalence of diseases stemming from poor nutrition emphasizes the importance of educating people about healthy eating habits. One approach to achieving this is through educational escape games, which embody the features of a situated learning environment. Utilized the situated learning theory as a theoretical and methodological framework, the goal of our study was to examine the role of science-based educational escape games in facilitating knowledge construction and awareness about healthy nutrition. The study was conducted in the setting of a science teacher preparation program, where 165 preservice science teachers were engaged in an escape game named Zombie Attack about proteins in food and the human body. The study applied the pretest-posttest design, in which quantitative and qualitative data were collected concurrently before and after game participation. The findings showed that the escape game experience had a positive effect on the participants’ knowledge gain associated with topics such as energy of macronutrients, protein percent daily value, and proteins in the body. With regards to awareness about healthy nutrition, the study identified five types: Health, Composition, Environment, Source, and Ethics, with a significant gain in all categories following the escape game experience. Overall, the study advocates the use of escape games as a method for fostering interactive learning of scientific concepts, encouraging collaborative problem-solving, and facilitating self-reflection activities.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"39 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142804674","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

Analysing the Quality of Risk-Focused Socio-Scientific Arguments on Nuclear Power Using a Risk-Benefit Oriented Model

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-11-28 DOI: 10.1007/s11165-024-10219-9

Jong-Uk Kim, Da Yeon Kang, Chan-Jong Kim

{"title":"Analysing the Quality of Risk-Focused Socio-Scientific Arguments on Nuclear Power Using a Risk-Benefit Oriented Model","authors":"Jong-Uk Kim, Da Yeon Kang, Chan-Jong Kim","doi":"10.1007/s11165-024-10219-9","DOIUrl":"https://doi.org/10.1007/s11165-024-10219-9","url":null,"abstract":"Literature has emphasised the need for SSI education to systematically address the risks produced by modern society. This study examines the quality of risk-focused, socio-scientific arguments generated by 22 elementary students in South Korea, concerning nuclear power. Participants read two articles with opposing views on the nuclear phase-out policy and constructed written arguments to justify their positions on this policy. To analyse the quality of arguments, a risk-benefit oriented model encompassing both positivist and constructivist perspectives on risk was developed and applied. The model comprises knowledge components and comparison components. The research results showed that participants generally tended to justify their claims without incorporating comparison components. Some included risk-benefit comparison components, justifying their claims by presenting specific knowledge components in more detail and with more diversity, or by emphasising safety values. Based on these results, educational strategies and implications for improving the quality of students’ risk-focused socio-scientific arguments were discussed.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"15 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142753751","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

Deciding (not) to Become a STEM Teacher: Career Changers’ Perspectives on Student Behaviour, Teacher Roles, Teacher Education, and the Social Value of the Profession 决定（不）成为 STEM 教师：职业转换者对学生行为、教师角色、师范教育和教师职业社会价值的看法

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-11-25 DOI: 10.1007/s11165-024-10215-z

Erin Siostrom

引用次数: 0

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