Research in Science Education最新文献_第2页

Impact of School-Enterprise Cooperative Informal STEM Learning on the STEM Career Intention of Female High School Students 校企合作非正规 STEM 学习对女中学生 STEM 职业意向的影响

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-10-10 DOI: 10.1007/s11165-024-10205-1

Yun Zhou, Zhujun Jiang, Feng-Kuang Chiang, Chuntao Leng

{"title":"Impact of School-Enterprise Cooperative Informal STEM Learning on the STEM Career Intention of Female High School Students","authors":"Yun Zhou, Zhujun Jiang, Feng-Kuang Chiang, Chuntao Leng","doi":"10.1007/s11165-024-10205-1","DOIUrl":"https://doi.org/10.1007/s11165-024-10205-1","url":null,"abstract":"The underrepresentation of women in science, technology, engineering, and mathematics (STEM) fields limits their development, their career opportunities, and societal progress. This study used social cognitive career theory to explore the relationship between informal STEM learning activities and STEM career intention in female high-school students. Using a mixed-methods approach, we surveyed 58 students participating in school–enterprise collaborative informal STEM activities and then conducted semistructured interviews with 11 randomly selected students. The results revealed a significant positive correlation between the frequency of participation in various informal STEM learning activities and the STEM career intention of the female high-school students. Informal learning experiences significantly positively affected the female students’ interest in STEM, self-efficacy, outcome expectations, and fulfillment of social needs, thereby promoting their STEM career intention. This study enhances our understanding of the needs of female students in STEM and offers targeted recommendations for educators and policymakers.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"25 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142397989","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 Scientific Reasoning of Elementary School Students: Adaptation of the SPR-I (7) into Turkish 探索小学生的科学推理能力：将 SPR-I (7) 改编成土耳其语

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-10-09 DOI: 10.1007/s11165-024-10204-2

Uğur Orhan, Eda Demirhan

{"title":"Exploring the Scientific Reasoning of Elementary School Students: Adaptation of the SPR-I (7) into Turkish","authors":"Uğur Orhan, Eda Demirhan","doi":"10.1007/s11165-024-10204-2","DOIUrl":"https://doi.org/10.1007/s11165-024-10204-2","url":null,"abstract":"Throughout the world scientific reasoning (SR) is a valuable and desirable ability to gain deeper understanding of science in all grade level. In the current study, we first adapted the SPR-I (7) which consists of seven items with three sub-dimensions as the experimentation, the understanding the nature of science (NOS) and the data interpretation, based on the guidelines of the International Testing Commission. Then, we explored several individual differences in SR scores. We gathered data from 533 elementary students in 4th, 5th, and 6th graders. The Rasch analysis results showed that the model-data fit was acceptable and was exactly the same reliability (EAP/PV = 0.48) as the original SPR-I (7). In addition, the test-retest reliability results (Cronbach’s α = 0.77) showed an acceptable reliability. Furthermore, the results regarding individual differences, it was found that there was no statistically significant difference in terms of gender and region. However, there was a significant difference in the total SR scores and sub-dimension of NOS between 4th and 6th, and 5th and 6th graders in favor of 6th. According to parental education levels, a statistically significant difference was found in favor of those with higher level in the total SPR-I (7) and the sub-dimension of experimentation. In conclusion, the current study shows that the Turkish version of the SPR-I (7) is a valid and reliable measurement instrument that can be used to measure SR in 4th, 5th, and 6th graders and contributes to the literature in terms of addressing the individual differences affecting SR at the elementary education level.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"2 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142386268","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 Effect of Mathematics Skills on Student Performance in Physics Problem-Solving: A Structural Equation Modeling Analysis 探索数学技能对学生物理解题成绩的影响：结构方程模型分析

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-10-07 DOI: 10.1007/s11165-024-10201-5

Tong Tong, Feipeng Pi, Siyan Zheng, Yi Zhong, Xiaochun Lin, Yajun Wei

{"title":"Exploring the Effect of Mathematics Skills on Student Performance in Physics Problem-Solving: A Structural Equation Modeling Analysis","authors":"Tong Tong, Feipeng Pi, Siyan Zheng, Yi Zhong, Xiaochun Lin, Yajun Wei","doi":"10.1007/s11165-024-10201-5","DOIUrl":"https://doi.org/10.1007/s11165-024-10201-5","url":null,"abstract":"Students’ success in physics problem-solving extends beyond conceptual knowledge of physics, relying significantly on their mathematics skills. Understanding the specific contributions of different mathematics skills to physics problem-solving can offer valuable insights for enhancing physics education. Yet such studies are rare, particularly at the high school level. This study addresses the underexplored area of this topic in secondary education by investigating the associations between physics problem-solving performance using a robust methodological framework. We applied exploratory factor analysis (EFA) to identify latent sub-mathmetics skills relevant to physics problem-solving and employed structural equation modeling (SEM) to examine the causal impact of these skills on students’ performance in physics. The study analyzed data from a municipal-wide assessment involving 1,878 grade 12 students in Southern China. The results demonstrate that mathematics skills impacting high school students’ physics problem-solving performance can be categorized into two sub skills, algebraic skills and geometric skills. It also indicates that algebraic skills have a stronger direct effect on physics problem-solving performance compared to geometric skills in high school setting. These findings suggest that integrating focused algebraic training within physics education can significantly improve student outcomes in STEM fields. We recommend that educators design curricula and instructional strategies that emphasize the development of algebraic skills necessary for solving complex physics problems. Additionally, these findings have important implications for policymakers, who should consider integrating targeted mathematics training within physics curricula to foster interdisciplinary learning and better prepare students for challenges in STEM education.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"67 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142383899","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

Reflections Upon Student Elective Engagement in STEM Enterprise Education 学生参与 STEM 企业教育选修课的思考

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-10-02 DOI: 10.1007/s11165-024-10200-6

Carys A. Watts, Richard Hetherington

{"title":"Reflections Upon Student Elective Engagement in STEM Enterprise Education","authors":"Carys A. Watts, Richard Hetherington","doi":"10.1007/s11165-024-10200-6","DOIUrl":"https://doi.org/10.1007/s11165-024-10200-6","url":null,"abstract":"There is a well recognised desire to encourage enterprise and entrepreneurial thinking in university students, however core or mandatory provision has the potential to dilute the enthusiasm or engagement in enterprise. This paper reflects on the choice to offer optional (elective) enterprise modules to STEM students at Undergraduate (level 6) and Masters level (level 7). In STEM programmes, enterprise or entrepreneurship subjects are often elective options alongside their core academic studies, with much variability in delivery methods and source materials used throughout undergraduate and postgraduate education. This means appealing to a self-selecting cohort with either interest in an alternative direction to ‘pure-science’, or individuals with an aim of creating an impact. With high levels of interaction between educators, industry case studies and learners, a dynamic learning environment is created, with positive outcomes for satisfaction and employability. A qualitative longitudinal study and ethnographic consideration of the individuals who have chosen to engage in enterprise-based elements indicates that initial exposure to curriculum-based enterprise can deepen their understanding of ideation, commercial bioscience, and innovation, leading to discipline-based recognition of value. Although a limited proportion of students go on to be entrepreneurs in the form of company founders, they often cite their enterprise education experience as impactful and frequently allude to skills or experience as intrinsic to their intrapreneurial activities and roles with the organisations they end up working with.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"1 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142384870","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

Phases of Progression: Students’ meaning-making of Epigenetic Visual Representations within and between Levels of Organization 进步的阶段：学生在组织层次内和组织层次间对表观视觉表征的意义建构

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-09-25 DOI: 10.1007/s11165-024-10196-z

Annika Thyberg, Konrad Schönborn, Niklas Gericke

{"title":"Phases of Progression: Students’ meaning-making of Epigenetic Visual Representations within and between Levels of Organization","authors":"Annika Thyberg, Konrad Schönborn, Niklas Gericke","doi":"10.1007/s11165-024-10196-z","DOIUrl":"https://doi.org/10.1007/s11165-024-10196-z","url":null,"abstract":"This study investigates the progression of students’ meaning-making of epigenetic phenomena while discussing multiple visual representations depicted at different levels of biological organization. Semi-structured focus group sessions involving ninth-grade students (aged 15-16) from a Swedish lower secondary school were video recorded. Students’ meaning-making with regard to form, function and transfer of scientific ideas was explored by analyzing students’ physical pointing and verbal utterances while interacting with and discussing the epigenetic visual representations. The study uncovered four phases of progression in students’ meaning-making. In phase 1, students’ focus is on unpacking scientific ideas within a single representation. In phase 2, students apply and transfer scientific ideas between different visual representations at the same organizational level. In phase 3, their meaning-making develops into linking between various levels of organization. Here, downward linking, from higher to lower levels, relies on form descriptions that limit the transfer of scientific ideas. In contrast, upward linking, from lower to higher organizational levels, relies on both descriptions of form and functional explanations, which facilitates the transfer of scientific ideas. Finally, in Phase 4, and manifested as “yo-yo reasoning”, students engage in a dynamic and repeated process of downward and upward linking that expresses a coherent understanding of epigenetics. The study findings underscore the significance of recognizing progression phases in facilitating students’ meaning-making of multiple representations of epigenetic phenomena. Future research could expand on these insights by investigating students’ meaning-making across other science education domains.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"47 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142317152","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

Pictures Speak a 1,000 Words – Unearthing Self-identified Entrepreneurial Perceptions, Challenges and Opportunities of Female Researchers in STEM 图说千言--揭示 STEM 领域女性研究人员自我认同的创业观念、挑战和机遇

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-09-25 DOI: 10.1007/s11165-024-10202-4

Briga Hynes, Yvonne Costin, Ita Richardson, Xiaofeng Wang, Marie Travers

引用次数: 0

Metaphors on Protein Synthesis in Swedish Upper Secondary Chemistry and Biology Textbooks – A Double-Edged Sword 瑞典高中化学和生物教科书中有关蛋白质合成的隐喻--一把双刃剑

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-09-25 DOI: 10.1007/s11165-024-10197-y

Sara J. Wahlberg, Jesper Haglund, Niklas M. Gericke

{"title":"Metaphors on Protein Synthesis in Swedish Upper Secondary Chemistry and Biology Textbooks – A Double-Edged Sword","authors":"Sara J. Wahlberg, Jesper Haglund, Niklas M. Gericke","doi":"10.1007/s11165-024-10197-y","DOIUrl":"https://doi.org/10.1007/s11165-024-10197-y","url":null,"abstract":"This study provides insights into the use of metaphors in protein synthesis descriptions in upper secondary chemistry and biology textbooks. Data were collected from seven Swedish textbooks and analyzed with the Metaphor Identification Protocol and categorized within the framework of Conceptual Metaphor Theory. The results reveal two main parallel metaphor systems of construction-based metaphors and information-based metaphors. Five sub-systems with different emphasis on the usage of construction and information related metaphors emerged in the analysis: the location, translocation, transportation, cryptography and publishing sub-metaphor systems. These metaphors can function as double-edged swords for students’ learning. On the positive side, the construction-based metaphors (location, translocation and transportation) meet the educational need to describe where the processes of the protein synthesis occur and how these take place, while the information-based metaphors (cryptography and publishing) describe how the different sub-processes of the protein synthesis are linked via the interflow of information between them. On the negative side, the identified metaphors are presented implicitly without explanations, thus making it difficult for the students to identify them. Also, textbook sentences often contain metaphors drawn from several of the five sub-systems, requiring students not only to differentiate between them, but also to connect the source and target domain of the different metaphors correctly. The results highlight the important role of the teacher in supporting students’ learning by explaining what metaphors are and how they are used in textbooks. To further this end, authors of biology and chemistry textbooks are recommended to introduce metaphors early and explicitly.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"23 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142317284","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

Representation of Learning Outcomes Stipulated by the Intended Curriculum in Four Series of Chemistry Textbooks: Based on Legitimation Code Theory 四套化学教科书中预期课程所规定的学习成果的体现：基于合法化规范理论

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-09-23 DOI: 10.1007/s11165-024-10198-x

Bing Wei, Zhangyu Zhan, Zhimeng Jiang, Linwei Yu

{"title":"Representation of Learning Outcomes Stipulated by the Intended Curriculum in Four Series of Chemistry Textbooks: Based on Legitimation Code Theory","authors":"Bing Wei, Zhangyu Zhan, Zhimeng Jiang, Linwei Yu","doi":"10.1007/s11165-024-10198-x","DOIUrl":"https://doi.org/10.1007/s11165-024-10198-x","url":null,"abstract":"Intellectual demands of learning outcomes in the intended curriculum have always been a concern across the field of science education. In particular, the representation of those learning outcomes stipulated by the intended curriculum in science textbooks has become a big issue for both science curriculum studies and science teaching practice. To address this issue, the concepts of semantic gravity (SG) and semantic density (SD), as part of the dimension of Semantics from Legitimation Code Theory (LCT), were employed in this study with the purpose of examining the degrees of abstraction and complexity of chemical knowledge under the topic “common substances” in four series of chemistry textbooks, which were compiled in compliance with the national chemistry curriculum of the compulsory education (Grades 1–9) in China. Based on the principles of LCT (Semantics), a new scheme for differentiating the strengths of SG and SD was developed in the current study to analyze the representation of 34 knowledge points in the four series of chemistry textbooks. Results show that these knowledge points are embodied with less complexity and avoid more abstraction in the four series of chemistry textbooks. Specifically, it was found that the overwhelming majority of the knowledge points are represented with strong semantic gravity and weak semantic density. Uniqueness was also identified with individual series of chemistry textbooks. The implications of the results of this study are discussed for the effective representation of science (chemistry) knowledge in textbooks.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"24 4 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142277096","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

Developing and Gathering Validity Evidence for an Instrument to Measure How High School Students Identify as Researchers 为测量高中生如何认同研究者身份的工具开发和收集有效性证据

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-08-28 DOI: 10.1007/s11165-024-10194-1

Linda Morell, Shruti Bathia, Bon W. Koo, Mark Wilson, Perman Gochyyev, Rebecca Smith

{"title":"Developing and Gathering Validity Evidence for an Instrument to Measure How High School Students Identify as Researchers","authors":"Linda Morell, Shruti Bathia, Bon W. Koo, Mark Wilson, Perman Gochyyev, Rebecca Smith","doi":"10.1007/s11165-024-10194-1","DOIUrl":"https://doi.org/10.1007/s11165-024-10194-1","url":null,"abstract":"The authentic research experience, which provides students with meaningful collaborative research opportunities designed to promote discovery and innovation under the guidance of mentors, is increasing as a way to attract and engage students in STEM fields. However, despite the increase in authentic research experiences offered to students, there has been little research, particularly at the high school level, investigating students’ attitudes about themselves as researchers. To address this need, we developed a theory (or construct) for how high school age students self-identify as researchers and a companion survey to measure their identity. After three iterative development cycles, 823 high school students from diverse backgrounds were administered the 12-item survey, the Researcher Identity Survey—Form G (RISG). The partial credit Rasch model (1960/1980) was used to analyze the survey data. The results indicate that the survey identifies and locates high school age students as researchers validly and reliably along an easy to use and interpret scale. The survey holds promise as an important element for use in programs designed to broaden the entryway for students into the STEM disciplines.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"6 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142084662","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

Integrating Entrepreneurial Education into STEM Education: 将创业教育融入 STEM 教育：

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-08-27 DOI: 10.1007/s11165-024-10193-2

Wenhao Yu, Zhuoran Zheng, Jiaqi He

{"title":"Integrating Entrepreneurial Education into STEM Education:","authors":"Wenhao Yu, Zhuoran Zheng, Jiaqi He","doi":"10.1007/s11165-024-10193-2","DOIUrl":"https://doi.org/10.1007/s11165-024-10193-2","url":null,"abstract":"The integration of entrepreneurship education and STEM education has emerged as a crucial field of research, necessitating an immediate providing a comprehensive review of the field from diverse viewpoints, thereby supporting upcoming research projects. This systematic review aimed to address the following three research questions: What are the characteristics and trends of the current studies on integrating entrepreneurial education into STEM education? (RQ1); Based on the extent of integration, what are the types of integration of entrepreneurial education into STEM education? (RQ2); Following an in-depth analysis and overview of each type, what are the corresponding patterns for each type of integration of entrepreneurial education into STEM education? (RQ3). Utilizing the PRISMA procedure’s criteria, we pinpointed 31 eligible articles. Reacting to RQ1, a descriptive analysis has been conducted to provide a comprehensive description of the publication year, the first author’s nation, research methods, participants, and impact. Reacting to RQ2, we conducted an in-depth content analysis and categorized entrepreneurial STEM education into three distinct types: the entrepreneurial element-embedded design, the whole-process integration, and the project-driven entrepreneurial design. Reacting to RQ3, the flowcharts provided for each type offer a practical template for understanding the patterns of integration. The Type I pattern shows entrepreneurship as an additional component to the STEM curriculum, the Type II pattern illustrates a more integrated approach throughout the educational process, and the Type III pattern displays a project-driven, in-depth integration of entrepreneurship.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"9 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142084663","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