Research in Science Education最新文献_第2页

A Content Analysis of how Biology Textbook Tasks Address System Thinking Skills in the Context of the Carbon Cycle 生物课本任务如何在碳循环背景下解决系统思考技能的内容分析

IF 2.3 3区教育学

Research in Science Education Pub Date : 2025-03-01 DOI: 10.1007/s11165-025-10231-7

Katharina Düsing

{"title":"A Content Analysis of how Biology Textbook Tasks Address System Thinking Skills in the Context of the Carbon Cycle","authors":"Katharina Düsing","doi":"10.1007/s11165-025-10231-7","DOIUrl":"https://doi.org/10.1007/s11165-025-10231-7","url":null,"abstract":"Understanding the global cycling of carbon is critical to participate in the current public discussion on climate change in an informed manner. Fostering system thinking is key to reach this goal. Of the various influences on students’ development of system thinking in relation to the carbon cycle, the present study focuses on the influence of textbooks – both their explanatory texts and the activities they provide for students. Research-based information pertaining to ways students work on acquiring system thinking skills when solving textbook tasks on the carbon cycle is scarce. Therefore, this study investigates two research questions: (1) Which system thinking skills are addressed in German biology textbook tasks on the carbon cycle? and (2) Which entities and activities from different levels of biological organization do students deal with when working on the tasks? The second research question relates to the argument that the multi-level character of the carbon cycle causes particular learning difficulties for students. Following a qualitative content analysis, two coding schemes are developed and applied. The main results: the system thinking skills “identifying system organization” and “analyzing system behavior” are more frequently addressed than “system modeling”. The selection of entities and activities of the carbon cycle in the tasks depicts a variety of individual aspects but often does not allow a continuous tracing of dynamics in the carbon cycle along carbon flows. We suggest a greater emphasis on systems modeling in carbon cycle tasks and that the selection of entities and activities should support knowledge integration.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"1 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143528303","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

Science Education in a Risk Society: Addressing Challenges and Opportunities in an Uncertain Future

IF 2.3 3区教育学

Research in Science Education Pub Date : 2025-02-25 DOI: 10.1007/s11165-025-10238-0

Maurício Pietrocola, Samuel Schnorr, Ernani Rodrigues

{"title":"Science Education in a Risk Society: Addressing Challenges and Opportunities in an Uncertain Future","authors":"Maurício Pietrocola, Samuel Schnorr, Ernani Rodrigues","doi":"10.1007/s11165-025-10238-0","DOIUrl":"https://doi.org/10.1007/s11165-025-10238-0","url":null,"abstract":"Contemporary science education themes are marked by the inevitable uncertainty of consequences emerging from human actions. They encompass disasters, pandemics and other events that have been marking our present times. Understanding new risks as the ones resulting from human action, even when proposing a solution for an issue, is one of the central assumptions of the Risk Society theory. Given the challenges of teaching about uncertain scenarios, in this work we address ways for dealing with science teaching situations in which unpredictable events are the rule. We report a teaching and learning sequence implementation in the 9th grade of a Brazilian mid school, using a real case of disaster to develop a didactic approach accounting for human-made risks. In this work we aimed to explore strategies for preparing teachers to deal with the inherent uncertainty of risk situations, overlapping semantic network analysis, risk matrix construction and its collective evaluation with. rounds of discussion and emphasizing the risk-confidence paradigm over the traditional hazardsecurity perspective. Our results show evidence of students' appropriation of the notion of manufactured risk by enacting complex causal relations in unpredictable scenarios, something also reflected in their utterances and in their pattern of choice during risk matrix building.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"68 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143485767","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

Design Fiction in French Engineering Education: Imaging Futures for Waste Management

IF 2.3 3区教育学

Research in Science Education Pub Date : 2025-02-25 DOI: 10.1007/s11165-025-10234-4

Nicolas Hervé, Julitte Huez

{"title":"Design Fiction in French Engineering Education: Imaging Futures for Waste Management","authors":"Nicolas Hervé, Julitte Huez","doi":"10.1007/s11165-025-10234-4","DOIUrl":"https://doi.org/10.1007/s11165-025-10234-4","url":null,"abstract":"Integrating climate change education into engineering education is essential to prepare students for an uncertain and problematic future. The waste sector is a major consumer of natural resources and emitter of greenhouse gases, which is why it is a central theme in the training of engineering students. This paper presents the main takeaways from a pilot training module based on design fiction. The module aims to develop futures thinking in engineering students by helping them to imagine waste management in different climatic and technological contexts. An analysis of the futures images based on written output shows that the training module enables students to generate different technological schemes for waste recovery, which are conceived in their social and cultural context. Students nevertheless struggle to imagine futures that are radically different from lifestyles in a consumer society. Only output imagining a future of collapse explores ways of living that depart from our current lifestyles. Articulating the temporalities of technological and climatic processes and understanding low-tech approaches appear to be two opportunities for perfecting the module.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"37 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143528390","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

Professional Development for Socioscientific Issue Teaching: Exploring the Discourse of In-Service Teachers in Community Activities through Epistemic Network Analysis

IF 2.3 3区教育学

Research in Science Education Pub Date : 2025-02-24 DOI: 10.1007/s11165-025-10237-1

Wen-Xin Zhang, Ying-Shao Hsu

{"title":"Professional Development for Socioscientific Issue Teaching: Exploring the Discourse of In-Service Teachers in Community Activities through Epistemic Network Analysis","authors":"Wen-Xin Zhang, Ying-Shao Hsu","doi":"10.1007/s11165-025-10237-1","DOIUrl":"https://doi.org/10.1007/s11165-025-10237-1","url":null,"abstract":"In recent years, there has been an increase in the integration of socioscientific issues (SSI) into educational practices, which are recognized for enhancing higher-order thinking, scientific literacy, ethical considerations, and civic engagement. SSI teaching equips students to tackle global challenges, although they are complex challenges for in-service teachers. Addressing the need for professional knowledge and skills in SSI teaching is vital for meeting future societal demands. Studies have shown that engaging teachers in co-design practices within teaching communities enhances their SSI teaching proficiency, yet empirical evidence supporting these collaborative interactions is limited. This study investigates the professional learning of five in-service teachers involved in community activities, focusing on their development of SSI-based lesson plans. Through convenience sampling, participants' lesson plans and discourse relevant to SSI teaching were analyzed using descriptive analysis, epistemic network analysis (ENA), and context analysis. Results indicated that these plans incorporated essential SSI teaching elements, and discourse during community activities fostered epistemic frames conducive to SSI teaching. Reflective discourse notably enhanced both implicit and explicit aspects of these frames, with teachers’ identity development significantly shaped by practical experiences. These findings suggest that practical engagement in professional communities may effectively foster teachers’ SSI teaching skills, offering insights for crafting professional development programs in SSI education.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"22 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143486310","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

Implementing Grand Challenges: A Case Study of Implementing Innovative Curricula 实施大挑战：实施创新课程的个案研究

IF 2.3 3区教育学

Research in Science Education Pub Date : 2025-01-20 DOI: 10.1007/s11165-024-10228-8

Rebecca R. Lesnefsky, Troy D. Sadler, David Fortus

引用次数: 0

Unveiling Students’ Mental Models and Learning Demands: an Empirical Validation of Secondary Students’ Model Progression on Plant Nutrition 揭示学生心理模式与学习需求：中学生植物营养学模式进展的实证验证

IF 2.3 3区教育学

Research in Science Education Pub Date : 2025-01-13 DOI: 10.1007/s11165-024-10225-x

Oier Pedrera, Oihana Barrutia, José Ramón Díez

{"title":"Unveiling Students’ Mental Models and Learning Demands: an Empirical Validation of Secondary Students’ Model Progression on Plant Nutrition","authors":"Oier Pedrera, Oihana Barrutia, José Ramón Díez","doi":"10.1007/s11165-024-10225-x","DOIUrl":"https://doi.org/10.1007/s11165-024-10225-x","url":null,"abstract":"Identifying the mental models held by students has been widely emphasized as being a pivotal aspect of effective science education. In fact, it allows us to understand students’ conceptions, detect teaching-learning difficulties and tailor instruction accordingly. Hence, in this study, the plant nutrition mental models held by upper secondary students were investigated and empirically validated with the aim of detecting the most pressing learning demands and providing instructional guidelines to improve the teaching-learning of the topic. In order to unveil students’ mental models a 5-question open-ended questionnaire was administered to 122 Spanish upper secondary students. Their responses were analyzed through an innovative approach that merged phenomenography and Item Response Theory. Three distinct models emerge from the analysis investigating the sequential development of students’ reasoning. The first and most basic comprises students with heterotrophic explanatory ideas based on intuitive and naïve conceptions. The intermediate model consists of participants who incorporate photosynthesis and plants’ gas exchanges to their models without fully grasping some key underlying concepts probably due to previous misconception inducing instruction. The upper model encompasses the few students who have autotrophic mental models and ideas which resemble the consensus Scientific Model of Plant Nutrition. The findings also reveal that the overall conceptualization level of the participants is relatively low and that several teaching-learning difficulties are strictly linked to each of the different mental models. Finally, the learning demands of the topic are described, and the implications for the teaching-learning designs aimed at overcoming those difficulties are discussed.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"36 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142968190","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

Using Socioscientific Issues to Teach Argumentation to Year 7 Science Students in a low Socioeconomic Rural Australian School 在社会经济水平较低的澳大利亚农村学校，利用社会科学问题向七年级理科学生教授论证

IF 2.3 3区教育学

Research in Science Education Pub Date : 2025-01-07 DOI: 10.1007/s11165-024-10224-y

Vaille Dawson

{"title":"Using Socioscientific Issues to Teach Argumentation to Year 7 Science Students in a low Socioeconomic Rural Australian School","authors":"Vaille Dawson","doi":"10.1007/s11165-024-10224-y","DOIUrl":"https://doi.org/10.1007/s11165-024-10224-y","url":null,"abstract":"The Australian science curriculum is intended to enable school students to develop an understanding and curiosity about the way that science can assist them in making sense of the physical and technological world. In addition to understanding and communicating scientific knowledge and using inquiry processes, students also need to develop the skills to make evidence-based decisions about socio-ecological challenges. Today’s school students will need to be able to use their scientific literacy to construct arguments and make decisions about multifaceted ill-structured scientific problems (called socioscientific issues (SSI)). The aim of this research was to examine whether Year 7 (aged 11–12 years) science students located in a rural region of Australia could improve their argumentation skills following instruction in the context of water-based SSI. An experienced science teacher and her two classes of Year 7 students (n = 39) participated in the research. Using an interpretive paradigm and a case study method, quantitative (pre- and post-instruction questionnaires) and qualitative (classroom observations, lesson plans, student work samples and teacher interview) data were collected. After two consecutive lessons on argumentation about water-based SSI, it was found that the complexity of students’ arguments improved significantly. Teacher strategies that contributed to the improvement included (1) creating a safe environment for students to take risks with their thinking; (2) providing multiple opportunities for students to learn and practice the language of argumentation; (3) constantly encouraging students to write down their arguments: (4) and differentiating instruction to cater for varying student abilities. It is concluded that, with extensive scaffolded teacher support, this group of students were able to understand the purpose and components of an argument and improve their written arguments.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"29 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142935094","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

Formation and Influence of Epistemic Norms in Integrated STEM Problem- Solving: a Study of Singapore Secondary Students’ STEM Inquiry 综合STEM问题解决中认知规范的形成及其影响：新加坡中学生STEM探究的研究

IF 2.3 3区教育学

Research in Science Education Pub Date : 2025-01-02 DOI: 10.1007/s11165-024-10222-0

Jina Chang, Tang Wee Teo, Aik Ling Tan

{"title":"Formation and Influence of Epistemic Norms in Integrated STEM Problem- Solving: a Study of Singapore Secondary Students’ STEM Inquiry","authors":"Jina Chang, Tang Wee Teo, Aik Ling Tan","doi":"10.1007/s11165-024-10222-0","DOIUrl":"https://doi.org/10.1007/s11165-024-10222-0","url":null,"abstract":"Guiding students’ STEM problem solving entails dynamic processes driven by changes in real-world contexts. To understand these processes, we aimed to identify the formation and influence of ‘norms’ as shared behaviour patterns desirable in STEM problem-solving. To this end, 10 sessions of STEM lessons for secondary students were carried out, and we collected data comprising lesson observation videos, fieldnotes, interviews, and photographs of students’ artifacts. The data were analysed based on three features of norms: justifiability, sharing, and behaviours. The results report three epistemic norms in STEM problem-solving. First, the norm of ‘defining a real-world problem that is useful and accessible’ was found. While the students searched for useful problems in their everyday lives, they also needed to ensure that these problems were scoped such that they had the capacity to manage them. The second norm was ‘designing creative and concrete prototypes’. Students’ prototypes were expected to be creative in addressing the established problems and to be developed in a concrete manner. The last norm identified was ‘testing and revising in more iterative and feasible ways’. The students tested their models repeatedly in a manner aligning with their skills and the materials provided. Based on the findings, educational implications are discussed in terms of understanding and facilitating STEM problem-solving.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"83 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142917012","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

Considering Multiple Sources of Validity Evidence Can Help to Address Challenges in the Development of Pedagogical Content Knowledge (PCK) Multiple-Choice Items 考虑多种效度证据来源有助于解决教学内容知识（PCK）选择题开发中的挑战

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-12-26 DOI: 10.1007/s11165-024-10227-9

Tobias Lieberei, Leroy Großmann, Virginia Deborah Elaine Welter, Dirk Krüger, Moritz Krell

{"title":"Considering Multiple Sources of Validity Evidence Can Help to Address Challenges in the Development of Pedagogical Content Knowledge (PCK) Multiple-Choice Items","authors":"Tobias Lieberei, Leroy Großmann, Virginia Deborah Elaine Welter, Dirk Krüger, Moritz Krell","doi":"10.1007/s11165-024-10227-9","DOIUrl":"https://doi.org/10.1007/s11165-024-10227-9","url":null,"abstract":"The use of multiple-choice (MC) instruments to assess pedagogical content knowledge (PCK) has advantages in terms of test economy and objectivity, but it also poses challenges, for example, in terms of adequately capturing the intended construct. To help address these challenges, we developed and evaluated a new instrument to assess science teachers’ PCK of scientific reasoning in biology contexts (PCKSR-bio), considering multiple sources of validity evidence. First, 12 MC items were developed to assess crucial PCK components for three scientific reasoning skills. Subsequently, the correlation of corresponding content knowledge (CK) with the PCKSR-bio score was tested with 67 master’s students. In addition, the instrument was used in a cross-sectional study with 165 students (n = 29 bachelor, n = 115 master, n = 21 school-based preservice teachers), and the internal consistency as well as the correlation of the test score with the educational level was determined. An analysis of the response processes of 10 bachelor’s students showed that they more often referred to PCK when selecting an attractor and more often (rather intuitively) to other knowledge when selecting a distractor. In the cross-sectional study, the internal consistency was relatively low but increased with higher educational level. A correlation was found between the test score and CK but not between the test score and the educational level. Our results show that considering multiple sources of validity evidence can help to address common challenges in developing MC–PCK instruments. The results and limitations are discussed, and recommendations are made for the development of MC instruments to assess PCK in general.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"34 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142887058","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

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