Research in Science Education最新文献_第2页

Figuring Science Across Worlds: A Case of Newcomer Multilingual Learners’ Meaning-Making in Online Science Learning 跨世界理解科学：新入行多语学习者在网络科学学习中的意义生成案例

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-09-02 DOI: 10.1007/s11165-026-10377-y

Ayça Fackler, Emily Adah Miller

引用次数: 0

From Manipulation to Meaning-Making: Dialogic Inquiry in Virtual-Lab-Supported Physics Classrooms in Brazil 从操纵到意义制造：巴西虚拟实验室支持的物理课堂中的对话探究

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-09-02 DOI: 10.1007/s11165-026-10373-2

Luwei Bai, Sara Hennessy, Alison Twiner

{"title":"From Manipulation to Meaning-Making: Dialogic Inquiry in Virtual-Lab-Supported Physics Classrooms in Brazil","authors":"Luwei Bai, Sara Hennessy, Alison Twiner","doi":"10.1007/s11165-026-10373-2","DOIUrl":"https://doi.org/10.1007/s11165-026-10373-2","url":null,"abstract":"Although virtual laboratories (VLs) have been widely promoted as tools for expanding inquiry-based science learning, their potential for supporting dialogic inquiry in limited resource areas remains underexplored. This study investigates how the affordances of VLs are enacted through dialogic inquiry in Brazilian upper-secondary physics classrooms. Drawing on a practitioner-led design-based research project with local teachers, the paper reports an analysis of VL-supported physics lessons in small-town municipal public schools in Rio Grande do Sul, Brazil. Guided by the Activity-Centred Analysis and Design (ACAD) framework, the analysis integrates three dimensions of classroom activity: epistemic task phases, dialogic interaction, and digital tool use. Epistemic Network Analysis and Lag Sequential Analysis were used to examine structural relationships and temporal pathways, complemented by evidence from teacher reflections and student interviews. The findings show that VL use shifted classroom discourse towards experimentation-centred and evidence-oriented inquiry. Manipulation-based actions were primarily associated with procedural coordination, whereas visualisation-focused affordances were more closely linked to observation, questioning, reasoning, and collaborative explanation. Observation-based exploratory talk emerged as a key mediating practice between simulation interaction and conceptual dialogue. The study contributes to understanding how technological affordances, inquiry pedagogy, and classroom dialogue interact in technology-mediated science learning, and how educators can capitalise on this to support knowledge construction.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"9 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148885559","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

Epistemic Infrastructure of Cross-boundary STEM Teacher Professional Development STEM教师跨界专业发展的认知基础

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-09-01 DOI: 10.1007/s11165-026-10378-x

Tang Wee Teo, Sherwin John San Buenaventura Mabulo, Kang Sheng Low, Aik-Ling Tan

引用次数: 0

The Connections Between STEM Learning Outcomes in a STEM Hackathon STEM黑客马拉松中STEM学习成果之间的联系

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-08-22 DOI: 10.1007/s11165-026-10369-y

Yu Chen, Tang Wee Teo

引用次数: 0

Integrating Augmented Reality in STEM Inquiry: A Focus on Scaffolding for Design Practices 在STEM探究中整合增强现实：关注设计实践的脚手架

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-08-20 DOI: 10.1007/s11165-026-10367-0

Jina Chang

引用次数: 0

Stretching the Applications of Simulator Rehearsal: Preparing Chemistry GTAs in Questioning Techniques 扩展模拟演练的应用：准备化学gta在提问技术

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-08-17 DOI: 10.1007/s11165-026-10372-3

Esther R. Richards,Emanuella R. Dolcine,Daniel Sharkey,Constance M. Doty,Christopher A. Nix,AJ Sona,Ashley A. Geraets,Tong Wan,Jacquelyn J. Chini,Erin K. H. Saitta

引用次数: 0

Mapping the Evolution of Science Education: A 35-Year Topic Modeling Analysis of Research Trends 描绘科学教育的演变：35年来研究趋势的主题建模分析

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-08-12 DOI: 10.1007/s11165-026-10371-4

Nurcan Kahraman

引用次数: 0

Designing Epistemic Partnerships with Generative AI: A Four-Stage Model of Student Engagement in Scientific Argumentation 用生成式人工智能设计认知伙伴关系：学生参与科学论证的四阶段模型

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-08-10 DOI: 10.1007/s11165-026-10370-5

Akiko Deguchi,Hiroko Tsuji,Takeshi Kitazawa

{"title":"Designing Epistemic Partnerships with Generative AI: A Four-Stage Model of Student Engagement in Scientific Argumentation","authors":"Akiko Deguchi,Hiroko Tsuji,Takeshi Kitazawa","doi":"10.1007/s11165-026-10370-5","DOIUrl":"https://doi.org/10.1007/s11165-026-10370-5","url":null,"abstract":"Abstract This study examined how a design-based learning environment supported first-year undergraduates’ ( N = 31) epistemic engagement with generative AI in a science argumentation course. A two-year design-based research (DBR) study was conducted across two cycles (2024: n = 11; 2025: n = 20). Within a Toulmin-structured argumentation framework, learners interacted with ChatGPT, and their prompts were analysed as epistemic indicators across four stages of the Four-Stage Dialogic Partnership Model (4S-DPM): Epistemic Retrieval, Epistemic Scaffolding, Epistemic Critique, and Epistemic Agency. Comparative analysis revealed a significant shift toward higher-order epistemic engagement (Fisher’s exact test, p < .001): Stage 3–4 prompts increased from 12.5% to 47.0%, with Epistemic Agency prompts rising 3.6-fold (8.3% to 30.0%). Qualitative analysis identified dialogic restructuring, an iterative process in which learners examine and reconstruct their arguments through AI dialogue, as characteristic of Stage 4. Three design elements supported this trajectory: externalisation of argumentative structure, peer dialogue, and understanding of AI’s epistemic characteristics. These findings suggest that generative AI does not automatically function as an epistemic partner; rather, its role depends on the design of the learning environment. The 4S-DPM provides an analytical and pedagogical framework for designing science learning environments in which AI supports epistemic engagement.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"1 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899405","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

(dis)Ability in Science: How Scientists with Disabilities Embody the Nature of Science as a Human Endeavor （二）科学能力：残疾科学家如何体现科学作为人类事业的本质

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-08-10 DOI: 10.1007/s11165-026-10364-3

Mila Rosa Librea-Carden,Jonathan L. Hall,Sarah H. Losoya

引用次数: 0

Affordances and Challenges of GenAI Feedback in Primary Students’ Scientific Drawing GenAI反馈在小学生科学制图中的作用与挑战

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-08-07 DOI: 10.1007/s11165-026-10366-1

Kason Ka Ching Cheung, Chen Jiahao Enzo, Young Hoan Cho, Wan Zhi Hong, Cheung Ho Wai, Pang Wai Fung

引用次数: 0