Research in Science Education最新文献_第4页

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

Acquisition and Retention of Nature of Science Understandings: A Five-year Longitudinal Study With Elementary Students 科学理解本质的习得与保留：一项以小学生为对象的五年纵向研究

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-05-08 DOI: 10.1007/s11165-026-10342-9

Chang Liu, Xuan Liao, Rui Liu, Jinjie Zhang, Peng He

引用次数: 0

Communication as an Entrepreneurial Capability in STEM Higher Education: Theory and Pedagogical Practice 沟通作为STEM高等教育中的创业能力：理论与教学实践

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-05-06 DOI: 10.1007/s11165-026-10340-x

Louise Kuchel, Susan Rowland

{"title":"Communication as an Entrepreneurial Capability in STEM Higher Education: Theory and Pedagogical Practice","authors":"Louise Kuchel, Susan Rowland","doi":"10.1007/s11165-026-10340-x","DOIUrl":"https://doi.org/10.1007/s11165-026-10340-x","url":null,"abstract":"Entrepreneurial education is emerging as valuable within STEM higher education, but a lack of clarity around the specific range of skills, behaviours and attributes that help develop entrepreneurial capability in students makes it difficult to identify how best to teach and assess it. In this article, we argue for communication practices to be core learning in development of entrepreneurial capability and highlight the synergies with existing practices in STEM higher education. We provide a theoretical rationale to support our argument and demonstrate that communication needs to be conceptualised as more than the classic outputs routinely assessed in science programs to foster entrepreneurial capability in STEM students. Drawing on a body of work by science communicator-educators on how to teach university science students to communicate (Rowland & Kuchel, 2023), we map categories of communication practice used in STEM against the functional entrepreneurial activities and characteristics provided by Filion (2011). Our results show strong alignment between the two, thus providing practical support for communication as foundational to entrepreneurial capability in STEM education. The communication practices of ‘investigating’, ‘engaging an audience’, and ‘joining the conversation’ most frequently underpin Filion’s entrepreneurial actions. Based on these findings we provide a menu of actionable, high impact pedagogies and example learning activities for teaching practitioners in higher education, distilled from relevant lesson plans in Rowland & Kuchel (2023), that can be delivered and assessed in formal education settings as foundational to entrepreneurial learning for STEM students.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"72 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286672","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

Improving Science Teachers’ Argumentation Pedagogy through an e-Argumentation Integrated Professional Learning Community Model 以电子论证整合专业学习共同体模式改善科学教师论证教学

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-05-06 DOI: 10.1007/s11165-026-10344-7

Eralp Bahçivan, Nuh Yavuzalp, Sevgi Kıngır

{"title":"Improving Science Teachers’ Argumentation Pedagogy through an e-Argumentation Integrated Professional Learning Community Model","authors":"Eralp Bahçivan, Nuh Yavuzalp, Sevgi Kıngır","doi":"10.1007/s11165-026-10344-7","DOIUrl":"https://doi.org/10.1007/s11165-026-10344-7","url":null,"abstract":"The purpose of this study was to examine the transformation in science teachers’ argumentation pedagogies through a long-term Professional Learning Community (PLC) process, both with and without the support of e-Argumentation software. The research employed an embedded mixed-methods design, in which a dominant qualitative case study was supported by quantitative data. Twenty-five middle school science teachers (12 in the e-Argumentation group, 13 in the Software-free Argumentation group) participated in the study. Data were collected over one academic year through classroom observations, semi-structured interviews, and stimulated recall interviews. Quantitative data were analyzed using non-parametric statistical tests, while qualitative data underwent thematic analysis. Quantitative findings revealed that while both groups demonstrated significant improvement in their classroom practices by the end of the process, the development in the e-Argumentation group was statistically higher. Qualitative findings indicated that the PLC process transformed teachers’ pedagogical roles from the traditional identity of “information transmitter” to that of “learning environment designer and guide,” and that classroom discourse evolved from teacher-centered monologue to a dialogue where students co-constructed meaning. Teachers in the e-Argumentation group, in particular, described the software as a critical pedagogical scaffold that made thinking visible, structured the argumentation process, and ensured equality in participation. In conclusion, this study demonstrates that change in teachers’ argumentation pedagogy is possible through collaborative and continuously supportive structures like PLCs. The integration of technological tools aligned with pedagogical goals, such as e-Argumentation software, both facilitates and deepens this change.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"14 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286670","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

Playing to Learn: Exploring Interactivity for Knowledge Building in School Science Animations 从游戏中学习：探索学校科学动画中知识建构的互动性

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-05-05 DOI: 10.1007/s11165-026-10335-8

Yufei He, Louise Puslednik, Renee Morrison, Yaegan Doran, Len Unsworth, Theo van Leeuwen

引用次数: 0

Exploring the Impact of STEM Experiences, Parental Education, Family Support, and Stereotypes on Students’ STEM Identity: A Comparative Study by Gender and EAL Status STEM经历、父母教育、家庭支持和刻板印象对学生STEM认同的影响：性别和EAL状况的比较研究

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-04-25 DOI: 10.1007/s11165-026-10339-4

Felicity McLure

引用次数: 0

Tracing Pedagogical Shifts: A Physics Professor’s Development Through Faculty Partnership 追踪教学转变：一位物理学教授通过教师伙伴关系的发展

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-04-25 DOI: 10.1007/s11165-026-10336-7

Kadir Demir, William A. Stoll, Brett Criswell

引用次数: 0

Correction: “Be Better Than You Need to Be”: A-level Physics Students’ Rants, Resilience and Peer Pedagogy on TikTok 纠正：“比你需要的更好”：A-level物理学生在TikTok上的咆哮、韧性和同伴教学法

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-04-20 DOI: 10.1007/s11165-026-10338-5

Wonyong Park

引用次数: 0

Argumentation about Energy in Elementary School, from Evidence and from Models 关于小学能源的论证，从证据和模型

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-03-30 DOI: 10.1007/s11165-026-10329-6

Roger G. Tobin, Sara J. Lacy, Sally Crissman

引用次数: 0

Validation of the Measure of Peer Argumentive Discourse Style (PADS) in a Science Context: Evidence for the Construct Validity and Reliability 科学语境下同伴辩论话语风格测量的验证：结构效度和信度的证据

IF 2.3 3区教育学

Research in Science Education Pub Date : 2026-03-28 DOI: 10.1007/s11165-026-10330-z

Xingya Xu, Michelle M. Buehl

引用次数: 0