Research in Science Education最新文献_第3页

Differential Roles of Spatial Visualization and Spatial Orientation in Conceptual Understanding of Newtonian Mechanics 空间可视化和空间定向在牛顿力学概念理解中的不同作用

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-07-29 DOI: 10.1007/s11165-026-10365-2

Chenghao Liu, Huiling Xu, Yiheng Zeng, Jianbing Wu, Fanghao Su, Dan Liu, Zengze Liu, Sudong Pan

引用次数: 0

Climate Education for Agency: The Power of Emotion 气候教育机构：情感的力量

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-07-23 DOI: 10.1007/s11165-026-10363-4

Sadie Hundemer, M. C. Monroe, K. J. Crippen, J. R. Brown, E. K. Ebert, S. Tolppanen

引用次数: 0

Preservice Physics Teachers’ Expression of TPACK in Lesson Planning – Using Geogebra Simulations in Physics Teaching 职前物理教师TPACK在教案中的表达——地理模拟在物理教学中的应用

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-07-23 DOI: 10.1007/s11165-026-10361-6

Lorena Solvang, Jesper Haglund

{"title":"Preservice Physics Teachers’ Expression of TPACK in Lesson Planning – Using Geogebra Simulations in Physics Teaching","authors":"Lorena Solvang, Jesper Haglund","doi":"10.1007/s11165-026-10361-6","DOIUrl":"https://doi.org/10.1007/s11165-026-10361-6","url":null,"abstract":"Digital visualisation tools hold strong potential for supporting physics teaching, yet little is known about how early‑stage preservice teachers begin to integrate such tools in authentic planning tasks. This qualitative single‑case study examines how one pair of first‑semester preservice physics teachers worked with GeoGebra while planning a lesson on motion on an inclined plane. The participants were enrolled in the introductory physics course with a didactic focus on the upper-secondary teacher programme during the autumn semesters of 2023 and 2024. Video recordings from a workshop were analysed using a theory‑informed qualitative content analysis grounded in the technology‑related TPACK domains (TCK, TPK, TPACK). The case showed how the participants demonstrated emerging Technological Content Knowledge when they interpret and modify vector representations, Technological Pedagogical Knowledge when they reason about static and dynamic visualisations for instruction, and Technological Pedagogical Content Knowledge when they structure simulations to support conceptual understanding in mechanics. The analysis also revealed moments of uncertainty, including ambiguous interpretation of unlabelled or overlapping vectors. While based on a limited empirical scope, the case provides nuanced insight into how preservice physics teachers begin to develop integrated, technology‑supported reasoning during early physics teacher education.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"34 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148587220","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

Integrate or Separate? A Survey of Non-Metropolitan Teachers’, Parents’ and STEM Professionals’ Beliefs about Integration in STEM Education 整合还是分离？非大都市教师、家长和STEM专业人员对STEM教育整合的看法调查

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-07-20 DOI: 10.1007/s11165-026-10362-5

James Deehan, Sarah Redshaw, Lena Danaia

{"title":"Integrate or Separate? A Survey of Non-Metropolitan Teachers’, Parents’ and STEM Professionals’ Beliefs about Integration in STEM Education","authors":"James Deehan, Sarah Redshaw, Lena Danaia","doi":"10.1007/s11165-026-10362-5","DOIUrl":"https://doi.org/10.1007/s11165-026-10362-5","url":null,"abstract":"Although STEM education is widely acknowledged as being vital for our ongoing collective prosperity and well-being, there are still tensions regarding how it is defined and enacted in education systems. A central tension is the division between integration and separation of STEM disciplines. This paper aims to explore this tension by investigating the STEM integration perspectives of educators, parents and guardians and self-identified STEM professionals from non-metropolitan Australia. This addresses both a dearth of broader stakeholder data in non-metropolitan STEM education research and aligns with the focus on community and culture prominent in this field. An online survey with responses from 110 educators, 206 parents/ guardians and 83 STEM professionals included rating preference for separation against integration on a 0-to-10-point scale and open justifications. Mann Whitney U Tests were used to assess differences between the groups and thematic analysis was conducted on the qualitative data. Results showed that the STEM integration views of parents/ guardians did not differ significantly from either educators ( p =.148) or STEM professionals ( p =.167). There was a statistically significant ( p <.01) difference between educators and STEM professionals, with educators holding a slight preference for integration. Although there were some differences between group perspectives and framing, qualitative data showed broad appreciation for different STEM integration approaches. More research and engagement are needed to develop shared community STEM education visions.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"65 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148539322","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

Models of STEM Teaching: How Early Childhood Teachers Resource their Conceptual Knowledge in Play-based Settings in Greece and Australia STEM教学模式：希腊和澳大利亚幼儿教师如何在以游戏为基础的环境中资源他们的概念知识

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-05-28 DOI: 10.1007/s11165-026-10351-8

Glykeria Fragkiadaki, Marilyn Fleer, Eleni Stavropoulou

{"title":"Models of STEM Teaching: How Early Childhood Teachers Resource their Conceptual Knowledge in Play-based Settings in Greece and Australia","authors":"Glykeria Fragkiadaki, Marilyn Fleer, Eleni Stavropoulou","doi":"10.1007/s11165-026-10351-8","DOIUrl":"https://doi.org/10.1007/s11165-026-10351-8","url":null,"abstract":"This paper answers the question of how early childhood teachers resource their own conceptual knowledge of STEM within play-based settings in Greece and Australia. Through bringing together 2 data sets where the intervention of a Conceptual PlayWorld was implemented in both countries, we were able to identify how teachers in both countries worked with the model of STEM teaching to meet their own personal and institutional needs for greater outcomes in STEM learning in the respective play-based settings. The results show how teachers customised this model of STEM teaching and built confidence and competence in their own knowledge of STEM concepts, at the same time as enriching their pedagogical practices of learning in play-based settings. Teachers drew upon the overarching relational dimensions of the model to support them with identifying their own personal and institutional needs, and with resourcing their knowledge of both play and STEM concepts. The results pave the way for future research into the use of models of teaching STEM. in early childhood settings generally.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"21 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286622","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

Advancing Interdisciplinary Science Education: Validating the Interdisciplinary Science Assessment of Carbon Cycling II Through Internal Structure and External Factors 推进跨学科科学教育：从内部结构和外部因素验证碳循环的跨学科科学评估2

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-05-19 DOI: 10.1007/s11165-026-10337-6

Hyesun You, Sunyoung Park, Cesar Delgado, Soo Hyun Yang

{"title":"Advancing Interdisciplinary Science Education: Validating the Interdisciplinary Science Assessment of Carbon Cycling II Through Internal Structure and External Factors","authors":"Hyesun You, Sunyoung Park, Cesar Delgado, Soo Hyun Yang","doi":"10.1007/s11165-026-10337-6","DOIUrl":"https://doi.org/10.1007/s11165-026-10337-6","url":null,"abstract":"The Interdisciplinary Science Assessment of Carbon Cycling II (ISACC II) addresses the growing need for effective interdisciplinary learning assessments in science education. ISACC II expanded the foundational work of ISACC I by targeting a more appropriate grade level, enhancing psychometric evidence, and incorporating new items that address sustainability and real-life challenges. We reported evidence of validity for ISACC II in this study by examining its internal structure, reliability, and alignment with external variables. Confirmatory factor analysis and structural equation modeling confirm a robust two-factor path model, underscoring the developmental progression of interdisciplinary learning consisting of disciplinary and interdisciplinary understanding. The findings indicated that an understanding of different scientific disciplines enhances the ability to integrate knowledge. The results of structural equation modeling also revealed that students who took more science courses had a higher level of disciplinary understanding, which in turn facilitated achieving a higher level of interdisciplinary understanding. Additionally, gender and race were associated with interdisciplinary understanding, with Asian students enrolling in significantly more science courses than White non-Latinx and Latinx students. This greater exposure to science courses enhanced disciplinary knowledge, which in turn supported increased interdisciplinary understanding. Female students exhibited higher levels of interdisciplinary understanding than male students but had no significant differences in science course-taking. ISACC II serves as a valuable tool for advancing science education by promoting and reducing equity gaps in interdisciplinary learning.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"26 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286664","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

Assessment of High School Students’ Interdisciplinary Competence in Solving Scientific Issues 高中生解决科学问题的跨学科能力评估

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-05-14 DOI: 10.1007/s11165-026-10343-8

Fangfang Lv, Shaohui Chi, Yijie Chen, Zuhao Wang

引用次数: 0

Using the Contextual Model of Learning to Examine Informal Teacher Professional Development Whilst Accompanying Science Centre Field Trips 在科学中心实地考察中运用情境学习模式考察非正式教师的专业发展

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-05-12 DOI: 10.1007/s11165-026-10341-w

Chloë E. M. Nelson, Victoria Millar, Jan van Driel

{"title":"Using the Contextual Model of Learning to Examine Informal Teacher Professional Development Whilst Accompanying Science Centre Field Trips","authors":"Chloë E. M. Nelson, Victoria Millar, Jan van Driel","doi":"10.1007/s11165-026-10341-w","DOIUrl":"https://doi.org/10.1007/s11165-026-10341-w","url":null,"abstract":"Whilst outcomes for students on field trips to science centres or museums have been extensively studied, the informal professional development that teachers themselves may experience has been less examined. This study, based on semi-structured interviews with two participants, examines teachers’ experiences when accompanying their students on science field trips using Falk and Dierking’s (2018) Contextual Model of Learning (CML). This allowed for an exploration of the professional development teachers experienced and how various personal, sociocultural and physical contextual factors, as well as time, may have influenced these benefits. The interpretive analysis found that each teacher experienced a range of intellectual, attitudinal and behavioural professional development, as well as improved relationships with their students. All the contextual factors of the CML, as well as time, appeared to influence teachers’ experiences in inter-related and dynamic ways. Although all the factors of the CML were important for teachers’ development, the sociocultural interactions that teachers undertook seemed particularly significant. Observing the practices of other science professionals, as well as participating alongside their students in learning activities, were important for teachers’ development. This research determined that whilst field trips are organised for the benefit of students, they may also have an impact on the teachers who are accompanying them and therefore should be valued as important informal professional development opportunities. Although the CML was not designed for use in this context, it was demonstrated to be a useful framework in understanding informal teacher professional development.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"1 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286665","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 Effect of Authenticity Labelling of Museum Objects on Students’ Psychological State of Interest in Biology Education 博物馆实物真伪标识对学生生物教育兴趣心理状态的影响

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-05-11 DOI: 10.1007/s11165-026-10345-6

Sabrina Polte, Matthias Wilde

{"title":"The Effect of Authenticity Labelling of Museum Objects on Students’ Psychological State of Interest in Biology Education","authors":"Sabrina Polte, Matthias Wilde","doi":"10.1007/s11165-026-10345-6","DOIUrl":"https://doi.org/10.1007/s11165-026-10345-6","url":null,"abstract":"Many natural history museum exhibitions and collections are based on taxidermized animals. These exhibitions are frequently supplemented by replicas, which are visually very similar to the originals and can convey similar information. However, object authenticity seems to play an important role in the visitor museum experience. This study aimed to investigate the effect of authenticity labelling of museum objects on the psychological state of interest of students and whether this influenced their performance on a knowledge test. Two treatment groups viewed identical animal taxidermy specimens; however, these were labelled as \"originals\" in one group and \"replicas\" in the other. Thus, the visual information remained constant in both treatments, manipulating only the communicated authenticity status. This quasi-experimental study utilized a pretest-posttest design at a natural history museum in Germany. A total of 122 secondary school students participated in the study (age: M = 13.7 years, SD = 0.86; 48% female). The results indicated no significant difference in interest between the two treatment groups (labelled original vs. labelled replica) during the museum visit. Therefore, the labelled authenticity of the objects was not a determining factor for the development of situational interest in this context. However, we found evidence that the appearance of the objects had an influence on the development of interest. This could explain why there were no differences between the treatment groups, for the appearance of the objects was the same in both conditions.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"152 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286668","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

What Does It Mean to Understand Physics? A Phenomenographic Study Across High School Physics Students, High School Physics Teachers, and University Physics Professors 理解物理学意味着什么？高中物理学生、高中物理教师和大学物理教授的现象研究

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-05-11 DOI: 10.1007/s11165-026-10346-5

Michael Paul Lukie, Gregory P. Thomas

引用次数: 0