Research in Science Education最新文献_第9页

Whose recognition is meaningful in developing a STEM identity? A preliminary exploration with Thai secondary school students 谁的认可对培养 STEM 特性有意义？泰国中学生的初步探索

IF 2.3 3区教育学

Research in Science Education Pub Date : 2023-12-08 DOI: 10.1007/s11165-023-10151-4

Luecha Ladachart, Orawan Sriboonruang, Ladapa Ladachart

{"title":"Whose recognition is meaningful in developing a STEM identity? A preliminary exploration with Thai secondary school students","authors":"Luecha Ladachart, Orawan Sriboonruang, Ladapa Ladachart","doi":"10.1007/s11165-023-10151-4","DOIUrl":"https://doi.org/10.1007/s11165-023-10151-4","url":null,"abstract":"The likelihood that students pursue careers in science, technology, engineering, and mathematics (STEM) depends on the extent to which they identify with these fields (i.e., STEM identity). In order for students to develop a STEM identity, it is crucial that they receive social recognition from others (e.g., family members, teachers, friends, and professionals in STEM). Yet, research that explicitly compares whose recognition is meaningful to students in developing STEM is still scarce. This study examines to what extent 134 Thai secondary school students (47 males and 87 females) perceive meaningfulness of recognition in STEM if they gain from different persons. Data were collected using a Likert-scale questionnaire and analyzed using statistical methods. The results indicate that, regardless of the students’ gender and educational levels, students similarly appreciate social recognition from friends, family members, teachers, and unspecified others. Only recognition from professionals in STEM, however, is significantly lesser meaningful than that from other kinds of persons. Moreover, students with strong STEM identities are more likely than those with weak STEM identities to appreciate social recognition. These results highlight not only the importance of recognition from those with whom students are already intimate, rather than recognition from those who work in STEM fields, but also different scaffoldings for students with varying degrees of STEM identity to see themselves as STEM persons.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"72 6 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138559485","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

Conceptualizing Phases of Sensemaking as a Trajectory for Grasping Better Understanding: Coordinating Student Scientific Uncertainty as a Pedagogical Resource 将意义建构的阶段概念化为掌握更好理解的轨迹:协调学生科学不确定性作为一种教学资源

IF 2.3 3区教育学

Research in Science Education Pub Date : 2023-12-04 DOI: 10.1007/s11165-023-10144-3

Heesoo Ha, Jongchan Park, Ying-Chih Chen

{"title":"Conceptualizing Phases of Sensemaking as a Trajectory for Grasping Better Understanding: Coordinating Student Scientific Uncertainty as a Pedagogical Resource","authors":"Heesoo Ha, Jongchan Park, Ying-Chih Chen","doi":"10.1007/s11165-023-10144-3","DOIUrl":"https://doi.org/10.1007/s11165-023-10144-3","url":null,"abstract":"Sensemaking is conceptualized as a trajectory to develop better understanding and is advocated as one of the fundamental practices in science education. However, the field is lacking of a framework to view the prolonged process of sensemaking that starts from a raise of uncertainty of a target phenomenon to a grasping of a better understanding of a target phenomenon. The process requires teachers to recognize the role of scientific uncertainty in different phases of sensemaking and develop responsive instructional supports to help students navigate the uncertainties. With an attention on student scientific uncertainty as a potential driver of the trajectory of sensemaking, this study aims to identify different phases of sensemaking that can be developed with students’ scientific uncertainty. This study especially attends to two types of scientific uncertainty—conceptual and epistemic uncertainties. Conceptual uncertainty refers to student struggle of using conceptual understanding (e.g., mastery of content and everyday knowledge) to respond to an encountered phenomenon. Epistemic uncertainty emerges from struggles in using epistemic understanding to generate new ideas. Based on the multiple case study method, we examined sensemaking activities in two Korean science classrooms and one American science classroom and identified three phases of sensemaking: (a) focusing on a driving question related to a target phenomenon, (b) delving into multiple resources to develop plausible explanation(s), and (c) examining the successfulness of the new understanding and concretizing it. Based on the findings, we discuss two emerging themes. First, sensemaking progresses through three distinctive phases driven by students’ dynamically evolving scientific uncertainty. Second, attending to both epistemic and conceptual uncertainties can support developing sensemaking coherent with students’ view.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":" 4","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138481097","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

Appraising Instructional Materials from TeachersPayTeachers for Features of NGSS Design and Nature of Science Representations 评价教师的教学材料:NGSS设计的特点和科学表征的性质

IF 2.3 3区教育学

Research in Science Education Pub Date : 2023-12-01 DOI: 10.1007/s11165-023-10146-1

Ryan Summers

{"title":"Appraising Instructional Materials from TeachersPayTeachers for Features of NGSS Design and Nature of Science Representations","authors":"Ryan Summers","doi":"10.1007/s11165-023-10146-1","DOIUrl":"https://doi.org/10.1007/s11165-023-10146-1","url":null,"abstract":"Science teachers crave instructional materials and an increasing number of them are going to online educational marketplaces to purchase them. This study reports on a content analysis of highly rated products marketed for middle level science (grades 6, 7, and/or 8) on TeachersPayTeachers.com (TpT), one of the most prominent online educational marketplaces. Thirty-three products were reviewed in this study and they contained a variety of student tasks (e.g., investigations & worksheets) and teacher resources (e.g., PowerPoint slides, lesson plans, & answer keys). Instructional materials obtained from these products yielded more than 1,500 pages for analysis. The first layer of the analysis focused on the alignment of these materials to the Next Generation Science Standards (NGSS), and results indicated that few materials included any key features of NGSS design (n = 2). The second layer of the analysis focused on the treatment and presentation of nature of science (NOS) ideas in these instructional materials. Of the 27 products that included any representation of NOS, the majority of these materials included empirical NOS (n = 22) and the myth of the “Scientific Method” (n = 21). Fewer representations were found for social NOS (n = 4), creative (n = 3), tentative (n = 3), theory-laden (n = 3), and along with social and cultural embeddedness (n = 1). Results revealed mixed messages among the instructional materials reviewed, examples are shared to frame a discussion about features that can foster the development of NOS understandings. Implications of this research regarding the preparation of teachers to evaluate instructional materials are discussed alongside research highlighting how educative features can support NOS instruction.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":" 690","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138475767","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

Conceptual PlayWorld for Infant-Toddlers: The Unique Nature of Becoming a Science Learner in the Early Years of Life 幼儿的概念游戏世界:在生命早期成为科学学习者的独特性质

IF 2.3 3区教育学

Research in Science Education Pub Date : 2023-11-27 DOI: 10.1007/s11165-023-10145-2

Marilyn Fleer

引用次数: 0

On the Interest-Promoting Effect of Outreach Science Labs: A Comparison of Students’ Interest during Experimentation at an Outreach Science Lab and at School 论外延科学实验室的兴趣促进作用:外延科学实验室与学校学生实验兴趣的比较

IF 2.3 3区教育学

Research in Science Education Pub Date : 2023-11-22 DOI: 10.1007/s11165-023-10140-7

Tim Kirchhoff, Matthias Wilde, Nadine Großmann

引用次数: 0

Science-Based Educational Escape Games: A Game Design Methodology 基于科学的教育逃脱游戏:游戏设计方法论

IF 2.3 3区教育学

Research in Science Education Pub Date : 2023-11-21 DOI: 10.1007/s11165-023-10143-4

Tal Yachin, Miri Barak

{"title":"Science-Based Educational Escape Games: A Game Design Methodology","authors":"Tal Yachin, Miri Barak","doi":"10.1007/s11165-023-10143-4","DOIUrl":"https://doi.org/10.1007/s11165-023-10143-4","url":null,"abstract":"The growing trend of “escape games” in science education instigates debate over their pedagogical value, with researchers calling for more emphasis on theory-based design processes. Thus, the current study’s goal was to identify situated learning components that can be associated with educational escape games and to generate a methodology that integrates these components into the design of science-based educational escape games. Applying the deductive content analysis approach, data were collected through a survey and semi-structured interviews among 54 science teachers and seven game design experts. Four situated learning components, authentic situations, scientific contents, collaborative learning, and self-reflection, were associated with the design of educational escape games. In addition, planning and evaluation were identified as important attributes of game design methodology, with each stage including three iterative sequential inner stages associated with two or more situated learning components. The study contributes new insights to the domain of science-based educational escape games, providing guidelines and examples for science teachers and game developers.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"6 9","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138297684","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

Explicit Versus Implicit Instruction: Effects of Epistemological Enhancement on Ninth Graders’ Physics-Related Personal Epistemology and Physics Achievement 外显与内隐教学:认识论强化对九年级学生物理相关个人认识论和物理成绩的影响

IF 2.3 3区教育学

Research in Science Education Pub Date : 2023-11-17 DOI: 10.1007/s11165-023-10141-6

Kübra Özmen, Ömer Faruk Özdemir

{"title":"Explicit Versus Implicit Instruction: Effects of Epistemological Enhancement on Ninth Graders’ Physics-Related Personal Epistemology and Physics Achievement","authors":"Kübra Özmen, Ömer Faruk Özdemir","doi":"10.1007/s11165-023-10141-6","DOIUrl":"https://doi.org/10.1007/s11165-023-10141-6","url":null,"abstract":"This study explored the effects of explicit and implicit epistemologically enhanced instructions probing 9th-grade students’ personal epistemologies on their physics-related personal epistemology (PPE) and physics achievement in the heat and temperature unit. In the implicit epistemologically enhanced instruction (IEEI), different dimensions of personal epistemologies were implicitly embedded into the instructional design without an explicit reference to personal epistemologies. On the other hand, in explicitly enhanced epistemological instruction (EEEI), the same instructional design was used with an explicit reference to personal epistemologies through discussions, students’ reflections, and teacher talks. A conventional instruction (CI), which included neither implicit nor explicit reference to personal epistemologies, was also used as a control group. A quasi-experimental research design was adopted to explore the effects of IEEI and EEEI on the students’ physics-related personal epistemology and physics achievement, with 186 ninth graders participating in the study. Multivariate analysis of covariance (MANCOVA) was used to determine the differences between the groups exposed to three different instructional methods. The results showed that EEEI was the most effective method of instruction in improving students’ physics-related personal epistemologies and achievement. The findings indicated that implicit/explicit epistemological enhancement strengthens the achievement in physics.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"87 8","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138442792","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 Perspective for Structure–Property Reasoning to Explicate and Scaffold Thinking like a Chemist 结构-性质推理阐释和支撑化学家思维的视角

IF 2.3 3区教育学

Research in Science Education Pub Date : 2023-11-11 DOI: 10.1007/s11165-023-10142-5

Marie-Jetta den Otter, Alma Kuijpers, Michiel Dam, Ludo Juurlink, Fred Janssen

{"title":"A Perspective for Structure–Property Reasoning to Explicate and Scaffold Thinking like a Chemist","authors":"Marie-Jetta den Otter, Alma Kuijpers, Michiel Dam, Ludo Juurlink, Fred Janssen","doi":"10.1007/s11165-023-10142-5","DOIUrl":"https://doi.org/10.1007/s11165-023-10142-5","url":null,"abstract":"Chemical reasoning, and in particular structure–property reasoning, is an important goal of chemistry education. Johnstone’s triangle (1982, 1991) is often used to explicate this type of reasoning. This triangle describes the multilevel thought chemical reasoning requires and shows why students find chemistry so difficult. However, this model gives little guidance for teachers and students on how to teach and learn structure–property reasoning. In this theoretical article, we propose an alternative model for structure–property reasoning which has three advantages compared with previous models, namely, more coherence between chemical concepts and the skill of reasoning, more horizontal coherence (coherence between the concepts), and more vertical coherence (coherence throughout the school years). In four cases selected from the Dutch secondary school chemistry curriculum, the model was used to show how it can guide teachers and students in teaching and learning structure–property reasoning, and to demonstrate these above-named three advantages. The presented model has various educational applications as a scaffold for students’ reasoning, and as an instruction, design, and curriculum tool for teachers.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"79 2","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72365726","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

Fostering Secondary School Science Students’ Intrinsic Motivation by Inquiry-based Learning 探究式学习对中学理科学生内在动机的培养

IF 2.3 3区教育学

Research in Science Education Pub Date : 2023-11-08 DOI: 10.1007/s11165-023-10139-0

Ralph Meulenbroeks, Rob van Rijn, Martijn Reijerkerk

{"title":"Fostering Secondary School Science Students’ Intrinsic Motivation by Inquiry-based Learning","authors":"Ralph Meulenbroeks, Rob van Rijn, Martijn Reijerkerk","doi":"10.1007/s11165-023-10139-0","DOIUrl":"https://doi.org/10.1007/s11165-023-10139-0","url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Background</h3>Intrinsic motivation plays a unique mediating role in student academic performance. An inquiry-based learning (IBL) physics practical is studied in terms of effects on secondary school students’ intrinsic motivation towards performing science practicals.<h3 data-test=\"abstract-sub-heading\">Results</h3>After performing IBL experiments on ionizing radiation, 38 secondary school physics students were interviewed and expressed their need for support in two main areas: the inquiry process and non-salient tasks, i.e., operating the equipment. The IBL experiments were revised accordingly, providing scaffolding through revised worksheets and videos on the use of the equipment. Subsequently, a quasi-experiment was carried out. One experimental group received both a revised worksheet and a video (N = 88), the other only received the worksheet (N = 67). Students performing the same practical on the basis of a step-by-step instruction sheet were used as a control group (N = 87). Five subscales of the intrinsic motivation inventory were used as a pre- and post-test for all three groups. Results show significant gains in the Interest/Enjoyment as well as Effort/Importance subscales favouring both IBL groups. With an instructional video, all five subscales show a significant increase as compared to the control group.<h3 data-test=\"abstract-sub-heading\">Conclusions</h3>The results point to the advantages of using an IBL approach for practicals, provided appropriate scaffolding is used in terms of equipment operation and inquiry process.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"12 7","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71524317","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

Transformation of School Science Practices to Promote Functional Scientific Literacy 转变学校科学实践促进功能性科学素养

IF 2.3 3区教育学

Research in Science Education Pub Date : 2023-11-02 DOI: 10.1007/s11165-023-10138-1

Ulrika Bossér

{"title":"Transformation of School Science Practices to Promote Functional Scientific Literacy","authors":"Ulrika Bossér","doi":"10.1007/s11165-023-10138-1","DOIUrl":"https://doi.org/10.1007/s11165-023-10138-1","url":null,"abstract":"The incorporation of socioscientific issues into science teaching to promote students’ scientific literacy may require that science teachers reconsider and transform their teaching practices. This study examines the knowledge and considerations involved when two teachers incorporated socioscientific issues into their teaching, with the aim of understanding conditions for developing teaching to promote functional scientific literacy. Data consisted of written records of teaching, field notes of classroom observations and transcripts of meetings between the teachers and a researcher, generated during a year-long professional development project. Data were analysed through the framework of didactics that understands teaching as framed by societal conditions, curricula, teaching traditions and teacher and student knowledge and intentions. The results show that the incorporation of socioscientific issues enabled student engagement with scientific content, the practice of evidence-based reasoning and the consideration of values and norms. The teachers strove to seize upon student questions in teaching, and the results show that this may require strategies to raise questions among students, as well as profound science content knowledge on the part of teachers. Moreover, the results indicate that tensions arose between students’ instrumental views of teaching and learning and the teachers’ promotion of an exploratory classroom culture. The teachers had to support student adaption to the new requirements, and in this process, mutual trust and clear expectations were considered important. Implications for teachers’ professional development in relation to the incorporation of socioscientific issues in science education are discussed.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"2 12","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71512785","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