Research in Science Education最新文献_第3页

Developing a Conceptual Framework: Women STEM Faculty's Participation in Entrepreneurship Education Programs 开发概念框架：女性 STEM 教师参与创业教育计划的情况

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-08-07 DOI: 10.1007/s11165-024-10188-z

Maya Menon, Prateek Shekhar

{"title":"Developing a Conceptual Framework: Women STEM Faculty's Participation in Entrepreneurship Education Programs","authors":"Maya Menon, Prateek Shekhar","doi":"10.1007/s11165-024-10188-z","DOIUrl":"https://doi.org/10.1007/s11165-024-10188-z","url":null,"abstract":"Motivated by the high socio-economic impact of innovations in science and technology, entrepreneurship in STEM disciplines is gaining increasing attention. As a result, entrepreneurship education programs (EEPs) have been introduced and designed to train STEM faculty and expose them to entrepreneurial practice. This study examines factors influencing women STEM faculty's perspectives on their participation in EEPs within the broader socio-cultural context of academia. The study addresses the under-researched and undertheorized area of women academics in STEM entrepreneurship by drawing on adult participation literature and key theoretical works in entrepreneurship education to formulate the conceptual grounding. Using qualitative methods, including in-depth interviews with 32 women STEM faculty, the findings identify internal and external influences and unpacks their complex interactions across the programmatic and systemic dimensions. Internal factors include perceptions of entrepreneurship, STEM academic identity, entrepreneurial identity, and self-efficacy, while external factors included professional mentors, personal role models, socioemotional support, and financial resources. The study conceptually synthesizes these factors and elucidates a nuanced understanding of women STEM faculty’s perspectives on their participation in EEPs, offering insights for future research and program development to enhance diversity, equity, and inclusivity in STEM entrepreneurship education.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141899873","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

The Pineapple as a Means to Develop Scientific Competence in the Spanish High School Diploma of Research 菠萝是西班牙高中研究文凭课程中培养科学能力的一种手段

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-07-24 DOI: 10.1007/s11165-024-10187-0

Jorge Pozuelo-Muñoz, Esther Cascarosa-Salillas, Esther Alonso, Carmen Barba

{"title":"The Pineapple as a Means to Develop Scientific Competence in the Spanish High School Diploma of Research","authors":"Jorge Pozuelo-Muñoz, Esther Cascarosa-Salillas, Esther Alonso, Carmen Barba","doi":"10.1007/s11165-024-10187-0","DOIUrl":"https://doi.org/10.1007/s11165-024-10187-0","url":null,"abstract":"Every three years, the Organisation for European Cooperation and Development evaluates the scientific competence of European students. Recent results have demonstrated that scientific competence in Spain is somewhat underdeveloped, which underscores the need to apply educational methodologies that favour the development of said competence. This paper analysed the extent to which the implementation of the Spanish high school diploma of research favoured the development of the Scientific Competence of students. The students had to develop a research project, co-tutored by a secondary education teacher and a University teacher/researcher. Both professionals offered the guidance necessary to develop a project that concerned the resolution of a problem of interest. Audio and video data were collected during the 18 months of the high school programme. These data were transcribed and analysed using a rubric designed ad hoc. This assessment instrument is a relevant point of this work as long as it can be used as evaluating tool in the Scientific Competence assessment of future studies. The results revealed that the students had to make use of their knowledge of the research topic, strengthen this knowledge, substantiate the research using the scientific literature, design and develop the experimental methodology, collect, analyse and present data, and, finally, disclose these data. The results indicated high levels of development in the three sub-competences that were explored, which concluded in a high development of scientific competence.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141755209","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

The Affordances of Metaphors in Meaning-Making of Nutrient Uptake in Upper Primary School 隐喻在小学高年级学生营养吸收意义建构中的作用

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-07-20 DOI: 10.1007/s11165-024-10186-1

Alma Jahic Pettersson, Kristina Danielsson, Carl-Johan Rundgren

{"title":"The Affordances of Metaphors in Meaning-Making of Nutrient Uptake in Upper Primary School","authors":"Alma Jahic Pettersson, Kristina Danielsson, Carl-Johan Rundgren","doi":"10.1007/s11165-024-10186-1","DOIUrl":"https://doi.org/10.1007/s11165-024-10186-1","url":null,"abstract":"Previous research suggests that the use of metaphors in science education have both possibilities and challenges. In this study, we analyse the role of metaphors in meaning-making in the upper primary science classroom. We investigate the potential of metaphors about nutrient uptake occurring in classrooms in which an animation was used. To identify metaphors in the classroom interaction, we have applied an analysis according to systemic-functional grammar (SFG), rooted in social semiotic theory. The present study indicates that the use of metaphors can play an important role in scientific meaning-making, since, in that way, students and teachers can make meaning about scientific processes and functions before having access to the scientific terminology. However, if metaphors are to be functional tools for meaning-making in science education, the teacher has an important role to play in, among other things, explicitly connecting the metaphors and everyday language to scientific concepts. We argue that metaphors based on functional similarity have a high affordance for making meaning about complex processes, such as nutrient uptake.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141730572","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

Characteristics of Pre-Service Chemistry Teachers' Mechanistic Reasoning In Organic Chemistry Tasks: An Eye-Tracking Study 职前化学教师在有机化学任务中的机理推理特征：眼动追踪研究

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-07-08 DOI: 10.1007/s11165-024-10185-2

Jianqiang Ye, Yubin Zheng, Min Zhan, Yiling Zhou, Long Li, Dimei Chen

{"title":"Characteristics of Pre-Service Chemistry Teachers' Mechanistic Reasoning In Organic Chemistry Tasks: An Eye-Tracking Study","authors":"Jianqiang Ye, Yubin Zheng, Min Zhan, Yiling Zhou, Long Li, Dimei Chen","doi":"10.1007/s11165-024-10185-2","DOIUrl":"https://doi.org/10.1007/s11165-024-10185-2","url":null,"abstract":"Organic chemistry is challenging for novices as it involves a large quantity of organic reactions. Effective learning requires not only profound theoretical knowledge but also the ability to reason about causal mechanisms. This study investigated pre-service chemistry teachers' mechanistic reasoning and the implicit cognitive process. Participants (N = 33) were asked to complete three tasks, which required them to explain chemical phenomena or analyze chemical reactions. This work analyzed the components involved in participants' explanations based on the discourse analysis framework and evaluated the mechanistic reasoning by identifying the causal relationship between different components. An eye-tracking method was employed to recognize the mental activity underlying participants' performance. Four parameters, percentage of dwell time, percentage of fixation count, heat maps, and average pupil size, were used to conduct quantitative analyses on the data collected from the eye-tracker. Each parameter on predefined areas of interest was compared to identify the information that participants paid more attention to and bore more cognitive load while reasoning. The results revealed that pre-service chemistry teachers demonstrate four different types of reasoning in organic chemistry tasks: descriptive, relational, simple causal, and mechanistic reasoning. Pre-service chemistry teachers were more concerned with key information and symbolic representations. It was symbolic representations that increased cognitive load.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141561408","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

Pre-service Teachers’ Conceptual Understandings of Models and Modelling in a STEM Methods Course 职前教师在 STEM 方法课程中对模型和建模的概念理解

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-07-08 DOI: 10.1007/s11165-024-10184-3

Chatree Faikhamta, Samia Khan, Tharuesean Prasoplarb, Anupong Praisri, Naphat Suknarusaithagul

{"title":"Pre-service Teachers’ Conceptual Understandings of Models and Modelling in a STEM Methods Course","authors":"Chatree Faikhamta, Samia Khan, Tharuesean Prasoplarb, Anupong Praisri, Naphat Suknarusaithagul","doi":"10.1007/s11165-024-10184-3","DOIUrl":"https://doi.org/10.1007/s11165-024-10184-3","url":null,"abstract":"Models and modelling play a critical role in science education to engage students more fully in science practices. Few studies have investigated the nature of models and modelling in integrated STEM teacher education. This study examines pre-service science teachers’ (PSTs) understanding of the nature of models and modelling in a STEM methods course. Model and modelling for authentic STEM are used as a theoretical lens for conceptualising PSTs’ understanding of the nature of models and modelling. Interpretive research was used to analyse how this course contributed to PSTs’ understanding of the nature of models and modelling based on four dimensions: meanings, purposes, processes and the complexity of models and modelling. Data were collected through questionnaires. Inductive content analysis was used to reveal distinct patterns of PSTs’ understandings. The findings indicated that at the beginning of the course, PSTs understood that models were a replication of phenomena or a prototype. By the end of the course, they understood modelling as a practice to explain and predict phenomena in science to solve problems and improve the quality of life through engineering. By the end of the course, PSTs viewed modelling as a bridge between science and engineering within the context of an integrated STEM education. The PSTs showed marked shifts by the end of the course by demonstrating a deeper understanding of modelling as a dynamic process. PSTs saw the integration of science and engineering in STEM as a route for epistemic agency on behalf of their students and a greater appreciation of model complexity. This study suggests that introducing the nature of modelling in science and engineering assists the teaching of STEM. The model and modelling implications for STEM teacher education are discussed.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141557145","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

Modelling Competence in Teacher Education: Comparing Meta-modelling Knowledge, Modelling Practices and Modelling Products Between Pre-service and In-service Teachers 师范教育中的建模能力：比较职前和在职教师的元建模知识、建模实践和建模产品

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-07-05 DOI: 10.1007/s11165-024-10183-4

Song Xue, Keith Topping, Elizabeth Lakin, Moritz Krell

{"title":"Modelling Competence in Teacher Education: Comparing Meta-modelling Knowledge, Modelling Practices and Modelling Products Between Pre-service and In-service Teachers","authors":"Song Xue, Keith Topping, Elizabeth Lakin, Moritz Krell","doi":"10.1007/s11165-024-10183-4","DOIUrl":"https://doi.org/10.1007/s11165-024-10183-4","url":null,"abstract":"There has been increased attention recently on models and modelling within the global science education field. Research has begun to skew towards a competence-based perspective of models and modelling, as teachers are experiencing challenges and do not have the required competence in modelling from either theoretical or practical perspectives. This study was designed to comparatively investigate pre-service science teachers’ (PSTs) and in-service science teachers’ (ISTs) modelling competence A rating scale questionnaire was developed to assess meta-modelling knowledge. Additionally, a Black Box modelling task was designed to evaluate modelling practices and products by using two techniques: think-aloud and drawings. The resulting data was then coded and scored with validated rubrics. Quantitative analysis revealed that ISTs outperformed the PSTs in meta-modelling knowledge but they had an almost equal level in modelling practices and products, which were not at a satisfactory level. Furthermore, modelling practices and products were positively related, but no significant relationships were found between meta-modelling knowledge, modelling practices and products. Results of qualitative analyses further indicated higher-level practices were reflected in the analysis of correct model products, which was accompanied by sophisticated scientific knowledge and other advanced scientific skills. Implications of this study for science education research and teacher professional development are discussed.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141545886","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

Enhancing Learners’ Conceptual Understanding of Reaction Kinetics Using Computer Simulations – A Case Study Approach 利用计算机模拟提高学习者对反应动力学概念的理解--案例研究法

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-07-02 DOI: 10.1007/s11165-024-10182-5

Samuel Jere, Mamotena Mpeta

{"title":"Enhancing Learners’ Conceptual Understanding of Reaction Kinetics Using Computer Simulations – A Case Study Approach","authors":"Samuel Jere, Mamotena Mpeta","doi":"10.1007/s11165-024-10182-5","DOIUrl":"https://doi.org/10.1007/s11165-024-10182-5","url":null,"abstract":"One of the critical goals of teaching chemistry is to enable learners to gain conceptual understanding. Traditional instruction has often been associated with rote memorisation, resulting in learners failing to explain observed chemical phenomena, make predictions based on acquired concepts, advance convincing arguments, and engage in meaningful problem-solving and critical thinking. Therefore, the study aimed to describe the conceptual understanding of the learners taught Reaction Kinetics using computer simulations supported by the Predict-Observe-Explain strategy. The study was guided by Holme, Luxford, and Brandriet’s five categories of conceptual understanding—transfer, translation, problem-solving, prediction, and depth as the conceptual framework. This was a descriptive study in which a case study research approach was used. Five purposively sampled grade 12 learners participated in the study, representing the range of cognitive abilities from a secondary school class of 53 learners. Semi-structured interviews were used to collect data. The responses of the five participants were analysed using the qualitative content analysis. The findings were that most of the learners’ responses were in the sound understanding sub-category, some were in the partial understanding sub-category, and a few were in the no understanding sub-category, which made us conclude that computer simulations supported by the Predict-Observe-Explain strategy assisted the learners in conceptual understanding. The learners gained an understanding of most concepts, although their responses in the partial understanding sub-category showed difficulties related to depth, transfer, and translation. These findings are expected to assist chemistry teachers, teacher educators, and curriculum planners in improving learners’ conceptual understanding of chemistry.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141489561","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 Impact of Artificial Intelligence in Teaching and Learning of Science: A Systematic Review of Empirical Research 探索人工智能对科学教学的影响：实证研究系统回顾

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-06-27 DOI: 10.1007/s11165-024-10176-3

Firas Almasri

{"title":"Exploring the Impact of Artificial Intelligence in Teaching and Learning of Science: A Systematic Review of Empirical Research","authors":"Firas Almasri","doi":"10.1007/s11165-024-10176-3","DOIUrl":"https://doi.org/10.1007/s11165-024-10176-3","url":null,"abstract":"The use of Artificial Intelligence (AI) in education is transforming various dimensions of the education system, such as instructional practices, assessment strategies, and administrative processes. It also plays an active role in the progression of science education. This systematic review attempts to render an inherent understanding of the evidence-based interaction between AI and science education. Specifically, this study offers a consolidated analysis of AI’s impact on students’ learning outcomes, contexts of its adoption, students’ and teachers’ perceptions about its use, and the challenges of its use within science education. The present study followed the PRISMA guidelines to review empirical papers published from 2014 to 2023. In total, 74 records met the eligibility for this systematic study. Previous research provides evidence of AI integration into a variety of fields in physical and natural sciences in many countries across the globe. The results revealed that AI-powered tools are integrated into science education to achieve various pedagogical benefits, including enhancing the learning environment, creating quizzes, assessing students’ work, and predicting their academic performance. The findings from this paper have implications for teachers, educational administrators, and policymakers.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141461666","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

Effects of (Short) Clues on Performance, Stress, and Self-Efficacy in the Accomplishment of Tasks with Complex Molecular Representations 在完成具有复杂分子表征的任务时，（短）线索对成绩、压力和自我效能的影响

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-06-26 DOI: 10.1007/s11165-024-10180-7

Nina Minkley, Marco Lucas, Sascha Bernholt

{"title":"Effects of (Short) Clues on Performance, Stress, and Self-Efficacy in the Accomplishment of Tasks with Complex Molecular Representations","authors":"Nina Minkley, Marco Lucas, Sascha Bernholt","doi":"10.1007/s11165-024-10180-7","DOIUrl":"https://doi.org/10.1007/s11165-024-10180-7","url":null,"abstract":"The understanding of complex molecular representations is crucial for comprehending molecular scientific phenomena, but many students struggle with them. Therefore, we investigated the effectiveness of short written clues in dealing with molecular representations, specifically their impact on performance, self-efficacy, and stress reactions. A total of 136 secondary school students participated and engaged in tasks involving complex molecular representations in a prior knowledge test and a main test. Half of the students received clues, while the other half did not. The results showed that students who received clues performed significantly better on the test, highlighting their effectiveness for improving performance. However, the clues had no influence on self-efficacy, which remained moderate for both groups. Physiological stress responses (heart rate variability) indicated that students without clues experienced increased stress during the main test, whereas those with clues maintained lower stress levels like those in the prior knowledge test. Subjective stress levels decreased for both groups from the prior knowledge test to the main test, with students who received clues tending to report lower stress levels. In conclusion, short written clues were found to be effective in improving performance and reducing stress levels when dealing with complex molecular representations, although long-term interventions may be required to enhance self-efficacy.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141453166","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

A Study on the Social Interaction Characteristics of College Student Peers in Science Museums and Their Impact on Learning Outcomes: Based on an Analysis of the Conversation 科学博物馆中大学生同伴的社会互动特征及其对学习成果的影响研究：基于对话分析的研究

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-06-24 DOI: 10.1007/s11165-024-10181-6

Shijuan Wang, Xiao Li, Huichen Gao

{"title":"A Study on the Social Interaction Characteristics of College Student Peers in Science Museums and Their Impact on Learning Outcomes: Based on an Analysis of the Conversation","authors":"Shijuan Wang, Xiao Li, Huichen Gao","doi":"10.1007/s11165-024-10181-6","DOIUrl":"https://doi.org/10.1007/s11165-024-10181-6","url":null,"abstract":"Science museums (SMs) are important places for informal science learning, with visitors’ self-directed social interactions affecting their learning outcomes. Analyzing group conversations with varying compositions in SMs can reveal visitor interactions characteristics, knowledge construction process, and emotional experiences during their visits. This is significant for exploring how group interactions affect their learning outcomes; however, most research focuses on family interactions, with less attention given to college student groups. This study recorded and analyzed the conversations of 24 groups of college student peers in SMs to capture their social interaction characteristics and explore the relationship between interaction types and learning outcomes. Results showed that (1) conversations between college student peers in SMs were mostly perceptual talks (i.e., talks focused on directing attention); (2) different exhibit designs excelled at stimulating various interaction types: interactive exhibits mainly stimulated affective (i.e., expressions of emotions) and strategic talks (i.e., discussions on how to interact with the exhibit), whereas audiovisual and graphic exhibits tended to stimulate more connecting talks (i.e., discussions that linked knowledge and experiences); (3) the improvement of learning outcomes was closely related to connecting talks, particularly to Life connection and Knowledge connection; (4) interest development was strongly linked to strategic talks. These findings provide a basis for recommendations to effectively enhance informal learning outcomes and increase interest in informal science learning for college students visiting SMs.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141444832","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