Journal of Research in Science Teaching最新文献_第3页

Examining the relationship between disciplinary counterspaces for undergraduate women and sense of belonging: A physics exemplar 研究女大学生的学科反空间与归属感之间的关系：物理学范例

IF 4.6 1区教育学

Journal of Research in Science Teaching Pub Date : 2024-05-23 DOI: 10.1002/tea.21962

Z. Hazari, Idaykis Rodriguez

{"title":"Examining the relationship between disciplinary counterspaces for undergraduate women and sense of belonging: A physics exemplar","authors":"Z. Hazari, Idaykis Rodriguez","doi":"10.1002/tea.21962","DOIUrl":"https://doi.org/10.1002/tea.21962","url":null,"abstract":"For students who face marginalization in a discipline, counterspaces are safe spaces of refuge that allow them to express their multiple identities and foster their sense of belonging. While prior qualitative work on counterspaces has highlighted how and why these spaces support marginalized students, there is little quantitative work that provides systemic evidence on broad counterspace initiatives formed to support students' disciplinary sense of belonging. In physics, a discipline that is deeply androcentric, two potential counterspaces have emerged for undergraduate women: the Conferences for Undergraduate Women in Physics (CUWiP) and Women in Physics Groups (WiPG). Drawing on survey data collected from undergraduate women in physics programs across the country who were registering for the 2018 CUWiP (N = 1388), we used structural equation modeling to test the effect of earlier participation in CUWiP and WiPG on students' current sense of belonging and interest in physics. We also tested the mediating effect of believing that there are serious gender issues in physics since these spaces have been found to increase students' consciousness of gender bias. The results revealed a significant positive direct effect of CUWiP and WiPG on sense of belonging. A more complex story emerged for indirect effects where believing in serious gender issues can negatively affect sense of belonging if interest in physics is not positively reinforced. Overall, the findings clearly provide quantitative evidence that broad diversity conference and affinity group initiatives, such as CUWiP and WiPG, can act as counterspaces that bolster belonging for women in disciplines like physics where they are marginalized. However, activities in these spaces should also continue to foster students' unique disciplinary interests.","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141104358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Middle school students' use of the energy concept to engage in new learning: What ideas matter? 初中生利用能量概念进行新学习：哪些想法很重要？

IF 4.6 1区教育学

Journal of Research in Science Teaching Pub Date : 2024-05-17 DOI: 10.1002/tea.21950

J. Nordine, Marcus Kubsch, Davis Fortus, Joseph Krajcik, Knut Neumann

{"title":"Middle school students' use of the energy concept to engage in new learning: What ideas matter?","authors":"J. Nordine, Marcus Kubsch, Davis Fortus, Joseph Krajcik, Knut Neumann","doi":"10.1002/tea.21950","DOIUrl":"https://doi.org/10.1002/tea.21950","url":null,"abstract":"One reason for the widespread use of the energy concept across the sciences is that energy analysis can be used to interpret the behavior of systems even if one does not know the particular mechanisms that underlie the observed behavior. By providing an approach to interpreting unfamiliar phenomena, energy provides a lens on phenomena that can set the stage for deeper learning about how and why phenomena occur. However, not all energy ideas are equally productive in setting the stage for new learning. In particular, researchers have debated the value of teaching students to interpret phenomena in terms of energy forms and transformations. In this study, we investigated how two different approaches to middle school energy instruction—one emphasizing energy transformations between forms and one emphasizing energy transfers between systems—prepared students to use their existing energy knowledge to engage in new learning about a novel energy‐related phenomenon. To do this, we designed a new assessment instrument to elicit student initial ideas about the phenomenon and to compare how effectively students from each approach learned from authentic learning resources. Our results indicate that students who learned to interpret phenomenon in terms of energy transfers between systems learned more effectively from available learning resources than did students who learned to interpret phenomena in terms of energy forms and transformations. This study informs the design of introductory energy instruction and approaches for assessing how students existing knowledge guides new learning about phenomena.","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140964642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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 impact of high school science pedagogies on students' STEM career interest and on their ratings of teacher quality 高中科学教学法对学生 STEM 职业兴趣及其对教师质量评价的影响

IF 4.6 1区教育学

Journal of Research in Science Teaching Pub Date : 2024-05-06 DOI: 10.1002/tea.21948

Chen Chen, Tamer Said, Philip M. Sadler, Anthony Perry, Gerhard Sonnert

引用次数: 0

Navigating socio‐emotional risk through comfort‐building in physics teacher professional development: A case study 在物理教师专业发展中通过建立舒适感来应对社会情感风险：案例研究

IF 4.6 1区教育学

Journal of Research in Science Teaching Pub Date : 2024-05-03 DOI: 10.1002/tea.21949

Maggie S. Mahmood, Hamideh Talafian, Devyn Shafer, Eric Kuo, Morten Lundsgaard, Tim Stelzer

{"title":"Navigating socio‐emotional risk through comfort‐building in physics teacher professional development: A case study","authors":"Maggie S. Mahmood, Hamideh Talafian, Devyn Shafer, Eric Kuo, Morten Lundsgaard, Tim Stelzer","doi":"10.1002/tea.21949","DOIUrl":"https://doi.org/10.1002/tea.21949","url":null,"abstract":"In teacher professional development (PD), grouping teachers with varying levels of experience can be a productive and empowering way to stimulate the exchange and co‐generation of content and pedagogical knowledge. However, less experienced teachers can face socio‐emotional risks when engaging in collaborative science content reasoning tasks with more experienced colleagues, and these risks may impact the collaborative experience of both parties and the learning environment in teacher PD. This exploratory case study examines the process of productively navigating socio‐emotional risks and interpersonal tensions encountered by a veteran and pre‐service physics teacher during one episode of discussing physics content. We use a single term, comfort‐building, to encapsulate discursive moves that result in increased feelings of comfort and safety by the participants. Comfort‐building includes moves that serve to mitigate social risk, ease tension, and avoid discomfort, as well as those geared toward finding common ground and co‐navigating challenges. These moves can carve out conversational space for teachers to more confidently face risks associated with being accountable to the physics content knowledge and engage in discipline‐based conversations more deeply. The presented case was followed by video‐stimulated individual interviews to determine how consciously the teachers connected their participation to explicit risk and comfort. This case study highlights an affective dimension for consideration in the continued study and facilitation of science teacher PD, especially programs that bring together teachers with a variety of backgrounds and skill sets.","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140836363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Learning with multiple external representations in physics: Concreteness fading versus simultaneous presentation 物理学习中的多重外部表征：具体性消退与同时呈现

IF 4.6 1区教育学

Journal of Research in Science Teaching Pub Date : 2024-04-30 DOI: 10.1002/tea.21947

Andreas Lichtenberger, Tommi Kokkonen, Lennart Schalk

{"title":"Learning with multiple external representations in physics: Concreteness fading versus simultaneous presentation","authors":"Andreas Lichtenberger, Tommi Kokkonen, Lennart Schalk","doi":"10.1002/tea.21947","DOIUrl":"https://doi.org/10.1002/tea.21947","url":null,"abstract":"Multiple external representations (MERs) are useful for teaching complex content in science education. An open question is whether there is an especially effective way to sequence MERs. On the one hand, the so‐called concreteness fading approach suggests starting instruction with more concrete representations and proceeding stepwise to more idealized representations. The effectiveness of this fading approach is, however, supported mainly by studies in mathematics education, while the results in physics are equivocal. On the other hand, presenting different representations simultaneously may support linking, that is, the comparison and contrast of representations, which may benefit learning. In an experimental classroom study (N = 187), we compared concreteness fading and simultaneous presentation of MERs for learning a challenging physics content in high school, namely, Faraday's law. We found no significant differences between conditions in posttest performance, and an equivalence test with bounds d = −0.5 to 0.5 showed that both approaches performed equally. The results align with previous findings questioning the superiority of concreteness fading over other ways of sequencing MERs. Therefore, facilitating students' understanding of a complex physics content may involve more than determining the optimal order of presenting MERs. We discuss limitations of the present study and implications for future research and practice.","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140836065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Asset and deficit discourses of student ideas in science formative assessment co‐design 科学形成性评价共同设计中学生想法的资产和赤字论述

IF 4.6 1区教育学

Journal of Research in Science Teaching Pub Date : 2024-04-23 DOI: 10.1002/tea.21944

Caitlin G. M. Fine, E. Furtak

{"title":"Asset and deficit discourses of student ideas in science formative assessment co‐design","authors":"Caitlin G. M. Fine, E. Furtak","doi":"10.1002/tea.21944","DOIUrl":"https://doi.org/10.1002/tea.21944","url":null,"abstract":"The Framework for K‐12 Science Education set an ambitious goal of broadening participation in science learning for all students. Meeting this vision will involve supporting teachers in making meaningful connections with the cultural and linguistic resources their students bring to school; in essence, developing pedagogies that frame these resources as assets important to learning. In this manuscript, we present a qualitative case study of one community of high school science teachers who participated in a year‐long professional learning focused on formative assessment co‐design related to natural selection. Findings show that the process of formative assessment co‐design surfaced both deficit‐ and asset‐based statements about students' contributions. Teachers were more likely to share deficit‐based statements as compared to facilitators, whose statements were more asset‐based. This was particularly true with reference to students' prior knowledge and linguistic resources. At the same time, our analysis suggests that teachers were more likely to share more asset‐based framings of learners when practicing for and reflecting on enactment of formative assessment tasks. These findings suggest that supportive co‐design environments can encourage teachers to take more asset‐oriented views of learners. We discuss the implications of these findings for professional learning and science classroom practice.","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140670857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

White shame and white ambivalence in learning to be a well‐started White anti‐racist science teacher 在学习成为一名起步良好的白人反种族主义科学教师的过程中，白人的羞耻感和白人的矛盾心理

IF 4.6 1区教育学

Journal of Research in Science Teaching Pub Date : 2024-04-23 DOI: 10.1002/tea.21946

Jonathan McCausland, Scott McDonald

引用次数: 0

Exploring science teachers' efforts to frame phenomena in the community 探索科学教师为构建社区现象所做的努力

IF 4.6 1区教育学

Journal of Research in Science Teaching Pub Date : 2024-04-20 DOI: 10.1002/tea.21945

Heather F. Clark, Symone A. Gyles, Darlene Tieu, Shriya Venkatesh, William A. Sandoval

{"title":"Exploring science teachers' efforts to frame phenomena in the community","authors":"Heather F. Clark, Symone A. Gyles, Darlene Tieu, Shriya Venkatesh, William A. Sandoval","doi":"10.1002/tea.21945","DOIUrl":"https://doi.org/10.1002/tea.21945","url":null,"abstract":"This article examines two teachers' efforts to re‐organize their science teaching around issues of environmental and food justice in the urban community where they teach through the pedagogical approach of community‐oriented framing. We introduce this approach to teachers' framing of phenomena in community as supporting students' framing of phenomena as personally and locally relevant. Drawing on classroom observations of remote learning during the COVID‐19 pandemic, we took an analytic approach that characterized features of classroom discourse to rate community‐oriented framing at the lesson level. Results show that teachers framed phenomena as both social and scientific, and as rooted in students' lived experiences, with classroom activities designed to gather localized and personalized evidence needed to explain or model phenomena. We also share examples of how Black and Latinx students took up this framing of phenomena in their classroom work. By providing a detailed description of the launch and implementation of activities, findings illustrate how community‐oriented framing supported teachers in posing local questions of equity and justice as simultaneously social and scientific, and helping students perceive science learning as meaningful to their everyday lives. Community‐oriented framing offers a practical means of designing locally and socially relevant instruction. We contribute to justice‐centered science pedagogies by conceptualizing transformative science learning environments as those in which students understand their goal in science class as understanding, and later addressing, inequities in how socioscientific issues manifest in their community.","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140624760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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 an intervention on pre-service science teachers' attitudes and beliefs about gender and sexual diversity-inclusive science teaching 探索干预措施对职前科学教师有关性别和性多样性包容性科学教学的态度和信念的影响

IF 3.6 1区教育学

Journal of Research in Science Teaching Pub Date : 2024-04-16 DOI: 10.1002/tea.21942

Gary William Wright, Cesar Delgado, K. Rende Mendoza

{"title":"Exploring the impact of an intervention on pre-service science teachers' attitudes and beliefs about gender and sexual diversity-inclusive science teaching","authors":"Gary William Wright, Cesar Delgado, K. Rende Mendoza","doi":"10.1002/tea.21942","DOIUrl":"10.1002/tea.21942","url":null,"abstract":"<p>Exploring how science teacher education programs can prepare science teachers to support gender and sexually diverse students remains an important area for research. A 5-week intervention was designed for pre-service science teachers' (PSSTs), addressing gender and sexual diversity (GSD). The effects of the intervention on PSSTs' attitudes and beliefs about GSD-inclusive science teaching (GSDST) were explored using a multiple case study research design. In addition, the design elements of the intervention that were perceived as most significant were identified. Our results showed that the PSSTs were mostly supportive of measures indicative of GSDST prior to the intervention, and there was an overall trend in favor of GSDST with small effect sizes after the intervention, which did not reach statistical significance. Using thematic analysis, three themes were identified to characterize how their attitudes and beliefs changed throughout the intervention: GSDST is perceived as important for student safety; an “add LGBT and stir” approach to GSDST; and uncertainty of GSD language. Five design features of the intervention that were perceived as most impactful were group dialog; coherence to Ambitious Science Teaching; GSD terminology; knowledge of intersex, hormones, and lesbian, gay, bisexual, transgender, and queer scientists; and relevant case studies. The findings contribute to understanding how science teacher education programs can impact PSSTs' attitudes, beliefs, and intended enactment of GSDST consistent, with recent calls for GSD equity in science education.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140617293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Factors predicting teachers' implementation of inquiry-based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective 预测教师实施探究式教学实践的因素：从生态学角度分析南非 2019 年 TIMSS 数据

IF 4.6 1区教育学

Journal of Research in Science Teaching Pub Date : 2024-04-15 DOI: 10.1002/tea.21943

Ayodele Abosede Ogegbo, Umesh Ramnarain, Joseph Krajcik

{"title":"Factors predicting teachers' implementation of inquiry-based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective","authors":"Ayodele Abosede Ogegbo, Umesh Ramnarain, Joseph Krajcik","doi":"10.1002/tea.21943","DOIUrl":"https://doi.org/10.1002/tea.21943","url":null,"abstract":"Inquiry-Based Teaching Practice (IBTP) is an essential component of science education, and promoting its implementation is at the heart of various reform efforts. Even though science teachers regard IBTP as an essential pedagogical method, they rarely use it for various reasons. This study utilizes Bronfenbrenner's ecological framework to examine potential factors at various levels of the educational ecosystem that predict the implementation of inquiry-based teaching practices among Grade 9 science teachers in South Africa. To this end, quantitative data from 537 educators who participated in the Trends in International Mathematics and Science Study (TIMSS) 2019 national assessment were utilized. Data were analyzed using descriptive statistics, Pearson correlation, and hierarchical multiple regression analysis. Results revealed that four variables at different socioeconomic levels were perceived to strongly predict teachers' implementation of inquiry teaching practices. These factors include teachers' job satisfaction, instructional resource shortage, and teachers' perception of the significance of various assessment strategies at the mesosystem level as well as teachers' participation in professional development at the exosystem level. Significant correlations exist between some of the predictive variables. Implications for policy are discussed.","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140602150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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