Research in Science Education最新文献_第5页

Exploring the Entrepreneurial Self-Efficacy of STEM Students within the Context of an Informal STEM Education Programme 探索非正规 STEM 教育计划背景下 STEM 学生的创业自我效能感

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-06-17 DOI: 10.1007/s11165-024-10178-1

Pengzhi Chu, Zhujun Jiang, Xiongziyan Xiao, Xiaoni Liang, Jie Chen, Feng-Kuang Chiang

{"title":"Exploring the Entrepreneurial Self-Efficacy of STEM Students within the Context of an Informal STEM Education Programme","authors":"Pengzhi Chu, Zhujun Jiang, Xiongziyan Xiao, Xiaoni Liang, Jie Chen, Feng-Kuang Chiang","doi":"10.1007/s11165-024-10178-1","DOIUrl":"https://doi.org/10.1007/s11165-024-10178-1","url":null,"abstract":"A research model based on the presage–process–product theoretical framework was constructed to explore the relationship between STEM learning self-efficacy, perception of challenging learning environments, goal orientation (learning goal orientation and performance goal orientation), and entrepreneurial self-efficacy in students. Data were collected through a questionnaire survey of 110 STEM students who participated in a university–enterprise collaboration informal STEM education programme. The results, analyzed using partial least-squares structural equation modeling (PLS-SEM), indicated that both STEM learning self-efficacy and the perception of a challenging learning environment significantly positively affected learning and performance goal orientations. Furthermore, STEM learning self-efficacy had a direct positive effect on entrepreneurial self-efficacy. Importantly, learning goal orientation was found to mediate the relationship between the perception of a challenging learning environment and entrepreneurial self-efficacy. These findings highlight the critical role of targeted educational environments and goal-setting orientations in fostering entrepreneurial self-efficacy in STEM students, providing valuable insights for educators and policymakers in higher education.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"76 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141334387","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 Goals and Practices in Biology Curriculum—the Philippines and Japan 生物课程中的认识论目标和实践--菲律宾和日本

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-05-10 DOI: 10.1007/s11165-024-10170-9

Denis Dyvee Errabo, Keigo Fujinami, Tetsuo Isozaki

{"title":"Epistemic Goals and Practices in Biology Curriculum—the Philippines and Japan","authors":"Denis Dyvee Errabo, Keigo Fujinami, Tetsuo Isozaki","doi":"10.1007/s11165-024-10170-9","DOIUrl":"https://doi.org/10.1007/s11165-024-10170-9","url":null,"abstract":"Despite cultural differences, the Philippines–Japan partnership is developing an intentional teaching curriculum with parallel standards. However, disparities among their respective educational systems have prompted inequalities. As education plays a critical role in collaboration, we explored the Epistemic Goals (EGs) and Epistemic Practices (EPs) in the biology curriculum, with the research question: How do the epistemic goals and practices of the biology curriculum transmit knowledge and skills in the Philippines and Japan? Using an ethnographic design, we conducted two iterative explorations of EGs and EPs. First, we examined the curriculum policy to determine its EGs. Using the A-B-C-D protocol, we employed discourse analysis to evaluate knowledge and skills in the biology grade-level standards. Second, we examined the articulation of goals in classroom teaching practices. We conducted classroom immersion and observed classes to determine EPs and supported our observations through interviews, synthesizing the data using inductive content analysis. Our findings revealed that the Philippines’ EGs were to transmit factual knowledge enhanced by basic science skills, and their EPs were audio-visual materials, gamified instructions, guided inquiry, posing questions, and learning-by-doing. In comparison, Japan’s EGs were to provide a solid foundation of theoretical and metacognitive knowledge, integrated science skills, and positive attitudes. Its EPs involved cultivating lasting learning, observation, investigation, experimentation, collaborative discussion, and reflective thinking. Our study makes a meaningful contribution by shedding light on crucial ideologies and cultural identities embedded in Biology curricula and teaching traditions.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"20 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140903302","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

Adolescents’ Intentions to Study Science: the Role of Classroom-based Social Support, Task Values, and Self-efficacy 青少年学习科学的意愿：课堂社会支持、任务价值观和自我效能感的作用

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-04-29 DOI: 10.1007/s11165-024-10169-2

Erin Mackenzie, Kathryn Holmes, Nathan Berger, Caitlin Cole

{"title":"Adolescents’ Intentions to Study Science: the Role of Classroom-based Social Support, Task Values, and Self-efficacy","authors":"Erin Mackenzie, Kathryn Holmes, Nathan Berger, Caitlin Cole","doi":"10.1007/s11165-024-10169-2","DOIUrl":"https://doi.org/10.1007/s11165-024-10169-2","url":null,"abstract":"Declining enrolments in senior secondary science have heightened concerns for meeting the demands for more STEM-qualified workers and a scientifically literate society. Students' attitudes to science are formed during schooling, particularly in adolescence when they are exposed to a variety of science topics. Students’ perceptions of their ability in science and their subjective task values are well established as predictors of their likelihood of engaging with and continuing their study of science. However, the role of classroom-based social support in supporting ability perceptions and task values is less well understood. In this study, we examined relationships between adolescents’ perceived classroom-based social support, task values, and self-efficacy, and how these perceptions and attitudes predicted adolescents’ intentions to study the three major science subjects (biology, chemistry, and physics) in senior high school. Participants were 475 adolescents in Grades 8 to 10 recruited from six schools in Sydney, Australia. Structural equation modelling was employed to test the hypothesised model in which social support from science teachers and peers predicted intended science subject selections through science self-efficacy, intrinsic valuing of science, and utility value of science. Results indicate that science teacher and peer support were not directly related to adolescents’ intentions to study senior science subjects. Instead, they were indirectly related via their positive relationship with science self-efficacy and task values. Utility value was the strongest predictor of adolescents’ intentions to study biology, chemistry, and physics, while self-efficacy and intrinsic value also predicted adolescents’ intentions to study chemistry. These results suggest that classroom-based social supports are important for supporting adolescents’ attitudes towards science, and that science utility value interventions may be useful in efforts to improve enrolments in senior science subjects.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"15 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140808529","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

Quantitative Measurement of Pre-Service Teachers’ Competency of Questioning in Scaffolding Students’ Science Learning 定量测量职前教师在为学生的科学学习搭建支架时的提问能力

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-04-25 DOI: 10.1007/s11165-024-10168-3

Jianlan Wang, Yuanhua Wang, Shahin Shawn Kashef, Yanhong Moore

{"title":"Quantitative Measurement of Pre-Service Teachers’ Competency of Questioning in Scaffolding Students’ Science Learning","authors":"Jianlan Wang, Yuanhua Wang, Shahin Shawn Kashef, Yanhong Moore","doi":"10.1007/s11165-024-10168-3","DOIUrl":"https://doi.org/10.1007/s11165-024-10168-3","url":null,"abstract":"Questioning is a critical strategy for science teachers to scaffold students’ exploration and knowledge construction in inquiry-oriented science teaching. In science teacher preparation, open-ended questions asked by teachers are advocated as an advantageous strategy to prompt student thinking. However, insufficient attention has been cast on how science content knowledge embedded in teacher questions contributes to students’ conceptual understanding. Pre-Service Teachers (PST) may formulate a mindset of hands-off inquiry teaching where students could achieve a learning objective by articulating their thoughts without guidance from teachers. In addition, existing methods for the assessment of questioning are mainly qualitative via discourse analysis from limited scenarios, which may yield biased inferences of a teacher’s competency in questioning. Besides, qualitative methods are unwieldy for large-scale analyses due to the complexity of synthesizing discoursal information. In this study, we designed a written instrument for quantitative assessment of PSTs’ pedagogical content knowledge of questioning. We thoroughly introduced the free-response and multiple-choice versions of this instrument and applied it with 108 PSTs. The findings supported the validity and reliability of this instrument. As suggested by this instrument, the participating PSTs were aware of the importance of questioning in inquiry teaching. However, the PSTs’ difficulties with science content knowledge and knowledge of students’ understanding might impede them from determining effective guiding questions to scaffold student learning. Finally, we discussed the potential of this instrument in preparing PSTs’ questioning skills.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"9 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140643179","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

Preferences and Reasoning of 14-15 year-old Students in Relation to Natural or Synthetic Products in Different Contexts: Influence of an Instructional Module 14-15 岁学生在不同情境下对天然或合成产品的偏好和推理：教学模块的影响

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-04-23 DOI: 10.1007/s11165-024-10166-5

Mario Caracuel González, Alicia Benarroch Benarroch, Teresa Lupión Cobos, Ángel Blanco López

{"title":"Preferences and Reasoning of 14-15 year-old Students in Relation to Natural or Synthetic Products in Different Contexts: Influence of an Instructional Module","authors":"Mario Caracuel González, Alicia Benarroch Benarroch, Teresa Lupión Cobos, Ángel Blanco López","doi":"10.1007/s11165-024-10166-5","DOIUrl":"https://doi.org/10.1007/s11165-024-10166-5","url":null,"abstract":"This study addresses the issue of preference for natural versus synthetic products in different contexts, specifically food, medicines, and cosmetics. Participants were 52 students aged 14-15 years from two schools. We analysed the choices and justifications offered by 28 students from one of the schools before and after receiving an instructional module (nine 60-minute lessons over three weeks) focused on decision-making about natural and processed foods. The goal of instruction was not to guide them towards a particular preference (natural or processed foods) but rather to enable them to make well-reasoned and more scientifically-informed decisions. Transfer of learning to the contexts of medicines and cosmetics was also examined. The responses of students in this experimental group were compared with those of 24 comparison students from the other school who did not receive the instruction. Results suggested that the teaching received by the comparison group (based solely on the standard science curriculum in Spain) does not encourage students to abandon assumptions regarding the inherent superiority of natural products, or to justify their preferences in ways that may be considered on-target with respect to the secondary-level science curriculum. By contrast, a shift towards more scientifically informed choices and reasoning was observed following participation in the instructional module. However, there was limited evidence of transfer of learning from the food context to the other two contexts considered. Only in the medicines context did the experimental group show minor improvements at post-test, suggesting that students perceive greater similarity between food and medicines than between food and cosmetics.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"209 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140635967","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

Participatory Research with Museum Practitioners: A reflection on the process 博物馆从业人员参与式研究：过程反思

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-04-19 DOI: 10.1007/s11165-024-10167-4

Neta Shaby, Ran Peleg, Ian Coombs

{"title":"Participatory Research with Museum Practitioners: A reflection on the process","authors":"Neta Shaby, Ran Peleg, Ian Coombs","doi":"10.1007/s11165-024-10167-4","DOIUrl":"https://doi.org/10.1007/s11165-024-10167-4","url":null,"abstract":"This research explores the process of a Participatory Research (PR) project that brought together university researchers with museum practitioners to create reflective tools that can be used to better understand real practical challenges. This project followed Bourke’s (2009) definition of PR, viewing the process as a collaborative endeavour between researchers and practitioners in all steps of the way including project planning, research design, data collection and analysis, and distribution and application of research findings. In this project, we ran three main workshops with small group meetings in between, which were audio and video recorded and subsequently transcribed. These were then analysed to capture the PR process using James and Shaw’s (2023) Heuristic Framework as our analytical framework while using deductive and inductive techniques. Our analysis focused on understanding the dynamics between researchers and practitioners in this PR project in order to better understand how to conduct PR projects in this context. Our analysis offers a refined model that can be adapted and used with museum practitioners while identifying areas that need further attention in the process of PR. We included an important phase of reflection, and we offer recommendations for those who would like to take a PR approach in their research.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"48 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140622855","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 Features That Play a Role in Adolescents’ Science Identity Development 探索在青少年科学认同发展中发挥作用的特征

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-04-11 DOI: 10.1007/s11165-024-10165-6

Ella Ofek-Geva, David Fortus

{"title":"Exploring Features That Play a Role in Adolescents’ Science Identity Development","authors":"Ella Ofek-Geva, David Fortus","doi":"10.1007/s11165-024-10165-6","DOIUrl":"https://doi.org/10.1007/s11165-024-10165-6","url":null,"abstract":"Many studies done in the last three decades show that, beginning with adolescence and sometimes even earlier, many adolescents undergo a process of distancing themselves from science as they age. This longitudinal study attempts to deepen our knowledge and understanding of factors that play a role in early adolescents’ science identity development. For 3 years, we followed nine early adolescents at school, at home, and at their after-school activities, interviewing them 162 times. A thematic analysis of the interviews led to the identification of 32 themes. When comparing these themes across different participants, we identified three motifs that distinguished between the participants. Our findings suggest that (A) having a clear area of interest, not necessarily in science, positively affected the participants’ self-efficacy in science and self-assessment of their ability in science studies; (B) being or not being the eldest child in a family with multiple siblings played a role in the participants’ identity development in relation to science; and (C) the participants who were wholly dependent on their grades as an indication of their ability in science rejected the possibility of a future in science and studied science out of compliance rather than out of any internal motive. The implications of our findings are discussed and offer insights into ways that may nurture the positive science identity development of early adolescents.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"70 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140545523","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 Structural Model of Future-Oriented Climate Change Optimism in Science Education: PISA Evidence from Countries with Top Environmental Protection Index 科学教育中面向未来的气候变化乐观主义结构模型：来自环境保护指数最高国家的国际学生评估项目（PISA）证据

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-04-02 DOI: 10.1007/s11165-024-10164-7

Kason Ka Ching Cheung

{"title":"A Structural Model of Future-Oriented Climate Change Optimism in Science Education: PISA Evidence from Countries with Top Environmental Protection Index","authors":"Kason Ka Ching Cheung","doi":"10.1007/s11165-024-10164-7","DOIUrl":"https://doi.org/10.1007/s11165-024-10164-7","url":null,"abstract":"The purpose of this study is to examine the predictive effects of epistemological beliefs about science and informal reading of scientific texts on students’ future-oriented optimism on the issue of climate change. Future-oriented climate change optimism is defined as encompassing hope and anticipation about the climate future. To identify the relationships among variables, structural equation modelling was conducted on the PISA dataset on 15-year-old students from Denmark, the UK and Finland which have the top three Environmental Protection Index. Students of all three countries demonstrated a consistently low optimism about the future of climate change. Also, the findings indicated that students’ epistemological beliefs about science had a significantly negative predicting effect on their future-oriented climate change optimism across all three countries, while their informal reading of scientific texts had a significantly positive predictive effect on their future-oriented climate change optimism in Denmark and the UK. Across all three countries, 15-year-old students’ awareness of the issue of climate change plays a significantly negative mediating role between their epistemological beliefs about science and their optimism in the future climate, as well as their informal reading of scientific texts and their optimism in the future climate. This calls for a new curricular environmental-science education model that addresses how students’ informal science reading and epistemological beliefs about science can address future-oriented climate change optimism which might in turn impact young people’s action competence to address the issues of climate change.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"78 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140533263","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

Mediational Affordances at a Science Centre Gallery: An Exploratory and Small Study Using Eye Tracking and Interviews 科学中心展厅的媒介亲和力：利用眼动跟踪和访谈进行的小型探索性研究

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-03-16 DOI: 10.1007/s11165-024-10163-8

Tang Wee Teo, Zee Heng Joshua Loh, Lek Ee Kee, Gary Soh, Eugene Wambeck

{"title":"Mediational Affordances at a Science Centre Gallery: An Exploratory and Small Study Using Eye Tracking and Interviews","authors":"Tang Wee Teo, Zee Heng Joshua Loh, Lek Ee Kee, Gary Soh, Eugene Wambeck","doi":"10.1007/s11165-024-10163-8","DOIUrl":"https://doi.org/10.1007/s11165-024-10163-8","url":null,"abstract":"Science centres are informal learning spaces embedded with artefacts embodying mediational affordances. This exploratory and small-scale mixed methods study juxtaposes eye-tracking technologies and qualitative interviews to examine how visitors to a gallery navigated this space and interacted with different artefacts. A total of 15 visitors to the science centre gallery, Energy Story, participated in the study. The findings revealed inconclusive results about the directionality of their navigation. The mediational affordances of the artefacts, as interpreted from the interactive elements and interaction of the visitors and interviews, suggested that it was better to distribute the mediational affordances across a few artefacts in an exhibit rather than have one artefact embody several affordances. The concept of “mediational threshold” was suggested as a topic for future study. The findings contributed to the academic literature on eye-tracking studies at science centres. They also provided ideas for science centre curators and teachers who bring students with diverse learning needs to this mediational space.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"15 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140142109","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 Co-design Based Research Study: Developing Formative Assessment Practices with Preservice Science Teachers in a Chemistry Laboratory Setting 基于共同设计的研究：在化学实验室环境中与职前科学教师共同发展形成性评估实践

IF 2.3 3区教育学

Research in Science Education Pub Date : 2024-03-14 DOI: 10.1007/s11165-024-10162-9

Osman Nafiz Kaya, Zehra Kaya

{"title":"A Co-design Based Research Study: Developing Formative Assessment Practices with Preservice Science Teachers in a Chemistry Laboratory Setting","authors":"Osman Nafiz Kaya, Zehra Kaya","doi":"10.1007/s11165-024-10162-9","DOIUrl":"https://doi.org/10.1007/s11165-024-10162-9","url":null,"abstract":"Teacher educators have focused on designing learning environments ‘for’ rather than ‘with’ teacher candidates. However, a co-design collaboration with teacher candidates has been recently suggested as a critical feature for effective teacher education programs. In this study, a co-design team, including preservice science teachers (PSTs) as co-participants of the iterative design process rather than research subjects, collaboratively developed formative assessment (FA) practices based on the approach of conjecture mapping in a chemistry laboratory setting. This study aimed to examine the role of PSTs as co-designers and their contributions to the progressive development of the most robust design of FA practices, drawing on relevant theoretical perspectives and considering the characteristics of a general chemistry laboratory environment. Sixteen PSTs participated in the study for a whole semester. This qualitative-interpretive study employed the following data sources: classroom observations, audio tape recordings of co-design meetings, and field notes. Results under four main themes showed that the PSTs as co-participants can actively engage in and effectively contribute to creating the FA design for their chemistry laboratory investigations. Using conjecture mapping as an approach for critical and reflective thinking on design elements, the PSTs could focus on their own thinking and that of others when making, testing, and revising co-design decisions based on the relevant theory work and empirical findings as the design principles for the FA-embedded laboratory practices. This study has important implications for the inclusion of teacher candidates as active co-designers of high-leverage instructional practices such as FA in science learning settings.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"1 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140130112","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