Journal of Research in Science Teaching最新文献

{"title":"Can either using cognitive science principles or improving teacher content knowledge boost student achievement in middle school science?","authors":"Steven L. Kramer,&nbsp;Janie Scull,&nbsp;Andrew Porter,&nbsp;Christine M. Massey,&nbsp;F. Joseph Merlino,&nbsp;John Y. Baker","doi":"10.1002/tea.21923","DOIUrl":"10.1002/tea.21923","url":null,"abstract":"<p>This study used a cluster randomized controlled trial to investigate the effectiveness of two approaches to increasing middle school students' science learning when using an inquiry-based science curriculum. Eighty-nine schools, with 253 teachers and 20,591 students, were randomly assigned into one of three conditions: (a) a treatment condition in which the textbook curriculum was modified based on three principles of cognitive science coupled with teacher professional development (PD), (b) a second treatment condition in which teachers received PD designed to improve their knowledge of the science content, and (c) a business-as-usual control group. The cognitive science treatment had a small but statistically significant positive effect on content learning, with a stronger impact on students of higher prior achievement. Compared to business-as-usual, the intervention to increase teacher content knowledge had no impact.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139375745","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}

{"title":"Good intentions are not enough: A case study uncovering perpetuation of internalized and interpersonal oppression in middle school STEM classrooms","authors":"Khanh Q. Tran,&nbsp;S. Selcen Guzey","doi":"10.1002/tea.21924","DOIUrl":"10.1002/tea.21924","url":null,"abstract":"<p>Science teachers and educators seek to promote equity and inclusion within their classrooms. Yet, many do not examine how their roles could reproduce oppression that continues to exclude certain groups of students. Centering on how oppression interacts with science teaching and learning, this naturalistic study observed Ms. William and her implementation of two STEM units that integrate science and engineering, to understand power, race, and privilege dynamics in her middle school STEM classrooms. Specifically, we focused on understanding oppression at the interpersonal and internalized level in Ms. William's class. We collected and analyzed video recorded lessons from two different classrooms, two STEM curricula Ms. William had co-developed, and conducted semi-structured interviews after she taught her two STEM units. We identified themes of oppression perpetuated in the classroom by employing thematic analysis, which when guided by our theoretical framework enabled us to illuminate the complex relationship between science teaching and maintaining whiteness as the dominant discourse in science learning. Our findings suggest that an active and critical role from science teachers and educators are required; we must reflect deeply on our science curriculum and teaching strategies and identify practices that remains to be oppressive if promoting equity and inclusion is at the forefront of our science teaching.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21924","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139069451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fostering expansive and connective sensemaking with preservice secondary science teachers","authors":"Jessica Watkins,&nbsp;Natalie A. De Lucca,&nbsp;Serena R. Pao","doi":"10.1002/tea.21922","DOIUrl":"10.1002/tea.21922","url":null,"abstract":"<p>Preservice secondary science teachers often experience science learning in narrow and marginalizing ways in their science preparation. These experiences cause harm, particularly for preservice teachers of color. They also limit the disciplinary resources they can develop for later teaching science in ways that value and sustain their students' ways of knowing and being in the world. Our research explores possibilities for cultivating new spaces for preservice secondary science teachers to engage in science. In a content-focused education course, we designed for and studied preservice teachers' engagement in expansive and connective sensemaking, incorporating heterogeneity, power, and historicity in pursuits of explanatory accounts of the natural world. In this article, we examined how this course design can support preservice teachers to attune to heterogeneity in ways of knowing in science and to connect to identity and historicity in scientific sensemaking. Our analysis suggests that students' final projects reflected attunements to diverse knowing, communicating, and relating in science and deep connections with their identities and future-making, yet had fewer connections to sociohistorical narratives and structures. We developed illustrative case studies of four student projects, highlighting the personal, social, and political possibilities of creating space for future educators to imagine more expansive and connective forms of science. This study contributes a novel model for preservice science teacher education to support teacher learning to value and sustain their students' ways of knowing and being in the world.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21922","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138825455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"High school students' evolving alternative conception related to the volume of gas: A Lakatosian perspective","authors":"Chulkyu Park,&nbsp;Seonyeong Mun,&nbsp;Hun-Gi Hong","doi":"10.1002/tea.21919","DOIUrl":"10.1002/tea.21919","url":null,"abstract":"<p>The purpose of this case study, informed by a Lakatosian perspective, is to identify how an alternative conception that originates in present learning but is related directly to subsequent learning contexts can be constructed. Before the study, one of the authors found by accident that a student who had learned about Avogadro's principle and chemical reaction in South Korea constructed an alternative conception related to the volume of gas. Later, we identified seven Korean high school students with the alternative conception through a test and analyzed their underlying understandings qualitatively through interviews. The results show that they had a scientific conception—core conception—and intuitive assumptions about implicit information of external representations—implicit assumptions—in common. The students' implicit assumptions could be divided into three types again: core assumption, auxiliary assumption, and context-inducing assumption. The core assumption, like the core conception, played a significant role in constructing the alternative conception (hard core), while the auxiliary assumptions were incomplete implicit assumptions to protect the alternative conception (protective belt). The context-inducing assumption was an implicit assumption bringing the context of the subsequent curriculum, and the core conception and the core assumption could be interpreted in this induced context. At the end of the study, the implications related to learning progressions were discussed.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138686731","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}

{"title":"“We need to step it up—We are basically the future”: Latinx young women co-construct science storylines in high school chemistry","authors":"Jasmine Nation,&nbsp;Hosun Kang","doi":"10.1002/tea.21921","DOIUrl":"10.1002/tea.21921","url":null,"abstract":"<p>Researchers and practitioners in the United States increasingly promote phenomena-based instruction in science that supports the development of a coherent storyline throughout the unit. Questions about <i>who</i> is constructing the science storyline and <i>how</i> still remain. Employing a qualitative ethnographic case study approach, we explore how three Latinx female students authentically contribute in their high school chemistry class and change the science storyline originally developed by the teacher. Data include over 950 min of video recordings, student artifacts, and interviews collected from a unit about reaction rate, which was contextualized by students' experiences with a local wildfire. The analysis points to three instructional moves that appear to play an important role in shifting the collective storyline: connecting to Latinx students' personal concerns, moving across multiple figured worlds, and recognizing students' epistemological contributions. Implications for supporting minoritized students are discussed.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138587317","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}

{"title":"“So, we kind of started from scratch, no pun intended”: What can students learn from designing games?","authors":"G. Puttick,&nbsp;M. Cassidy,&nbsp;E. Tucker-Raymond,&nbsp;G. M. Troiano,&nbsp;C. Harteveld","doi":"10.1002/tea.21918","DOIUrl":"10.1002/tea.21918","url":null,"abstract":"<p>Much research attention has been focused on learning through game playing. However, very little has been focused on student learning through game making, especially in science. Moreover, none of the studies on learning through making games has presented an account of how students engage in the process of game design in real time. The present study seeks to address that gap. We report an exploratory embedded case study in which three groups of students in one classroom created a computer game designed to teach peers about climate science, while drawing on scientific knowledge, principles of game design, and computational thinking practices. Data sources were student design sheets, computer video, and audio screen capture while students created their game, and interviews after completing the curriculum unit. A theme-driven framework was used to code the data. A curricular emphasis on systems across climate systems, game design, and computational thinking practices provided a context designed to synergistically supported student learning. This embedded case study provides a rich example of what a collaborative game design task in a constructionist context looks like in a middle school science classroom, and how it supports student learning. Game design in a constructionist learning environment that emphasized learning through building a game allowed students to choose their pathways through the learning experience and resulted in learning for all despite various levels of programming experience. Our findings suggest that game design may be a promising context for supporting student learning in STEM disciplines.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21918","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138493980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the predictiveness of curiosity and interest in science learning in and after class","authors":"Jihoon Kang,&nbsp;Jina Kim","doi":"10.1002/tea.21920","DOIUrl":"10.1002/tea.21920","url":null,"abstract":"<p>Science learning takes place not only in the context of science class but also after class. Students' internal forms of motivation, such as curiosity and interest, affect the entire science learning process in both in-class and after-class contexts. In addition, both stable existing learner characteristics, such as science curiosity and interest in a specific natural phenomenon (phenomenon interest), and temporary emotional states, such as state curiosity, are considered essential factors in improving learning. Given the importance of understanding how learners' two aspects of motivational variables influence their science learning in different learning contexts, this study aimed to examine the extent to which existing learner characteristics, such as science curiosity and phenomenon interest, and temporary emotional states, such as state curiosity, predict science learning both during and following class and how these variables are related to exploration after class. To achieve this goal, an explanatory sequential mixed-method approach was employed, based on a correlational design, with a total of 706 cases from fifth-grade and sixth-grade students (45.5% female). In the context of science class, relatively stable existing learner characteristics, such as science curiosity and phenomenon interest, and temporary emotional states, such as state curiosity, were positively associated with learning, and temporary states were more predictive of learning than existing characteristics. In addition, state curiosity was directly related to learning, whereas science curiosity and phenomenon interest were only indirectly related to learning, mediated by state curiosity. In the context of the after-class, however, only phenomenon interest significantly predicted spontaneous follow-up learning and was positively associated with students' continued learning. An interpretation of these results was discussed, as well as their implications for science education and future research. Our findings will enable more fine-grained analyses regarding how curiosity and interest can predict learning in science.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138517935","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}

{"title":"Development of VAScoR: A rubric to qualify and score responses to the views of nature of science (VNOS) questionnaire","authors":"Fouad Abd-El-Khalick,&nbsp;Ryan Summers,&nbsp;Jeanne L. Brunner,&nbsp;Jeremy Belarmino,&nbsp;John Myers","doi":"10.1002/tea.21916","DOIUrl":"10.1002/tea.21916","url":null,"abstract":"<p>We report on the development of a rubric to reliably qualify and score responses to the <i>Views of Nature of Science Questionnaire</i> (VNOS): The <i>VNOS Analysis and Scoring Rubric</i> (VAScoR). The <i>VAScoR</i> is designed to (a) provide systematic guidance for the qualitative analysis, and score assignment to nuanced categories, of <i>VNOS</i> responses, (b) explicitly scaffold qualitative inferencing and standardize score assignment to substantially lessen the burden of, and variance in, analyzing and scoring the <i>VNOS</i>, and (c) improve the viability and meaningfulness of cross-study comparisons drawing on <i>VNOS</i> data. The rubric adopted the <i>VNOS's</i> consensus NOS framework and further delineated core and related elements across 10 target NOS aspects. The <i>VAScoR's</i> reliability was examined in two studies that drew on <i>VNOS</i> questionnaires completed by 185 preservice secondary science teachers (58% female; 126 undergraduate and 59 graduate students) enrolled over several years in a combined undergraduate and graduate licensure program in a large U.S. Midwestern university. In Study I, <i>VAScoR</i> analyses of 86 <i>VNOS</i> questionnaires undertaken by a single author were used to examine the rubric's intra-rater reliability, which resulted in a robust Cronbach's alpha value of 0.81. In Study II, analyses by four authors of a randomly generated, overlapping set of 18 questionnaires were used to examine inter-rater reliability, which was supported with substantial consensus among raters as indicated by a Cohen's kappa of 0.71. Further evidence for the <i>VAScoR's</i> inter-rater reliability was indicated by moderate to strong consistency among four raters with an overall Pearson's correlation coefficient of 0.82, and coefficient values ranging from 0.77 to 0.89 for six possible rater pairings.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138517934","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}

{"title":"Toward a justice-centered ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context","authors":"April Luehmann,&nbsp;Yang Zhang,&nbsp;Heather Boyle,&nbsp;Eve Tulbert,&nbsp;Gena Merliss,&nbsp;Kyle Sullivan","doi":"10.1002/tea.21917","DOIUrl":"10.1002/tea.21917","url":null,"abstract":"<p>We find ourselves at a time when the need for transformation in science education is aligning with opportunity. Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized communities and youth as well as practices to enact it. While NGSS and AST provide concrete guidelines to support deep learning, revisions are needed to explicitly promote social justice. In this study, we sought to understand how a commitment to social justice, operationalized through culturally sustaining pedagogy (Paris, Culturally sustaining pedagogies and our futures. <i>The Educational Forum</i>, 2021; 85, pp. 364–376), might shape the AST framework to promote more critical versions of teaching science for equity. Through a qualitative multi-case study, we observed three preservice teacher teams engaged in planning, teaching, and debriefing a 6-day summer camp in a rural community. Findings showed that teachers shaped the AST sets of practices in ways that sustained local culture and addressed equity aims: anchoring scientific study in phenomena important to community stakeholders; using legitimizing students' stories by both using them to plan the following lessons and as data for scientific argumentation; introducing local community members as scientific experts, ultimately supporting a new sense of pride and advocacy for their community; and supporting students in publicly communicating their developing scientific expertise to community stakeholders. In shaping the AST framework through culturally sustaining pedagogy, teachers made notable investments: developing local networks; learning about local geography, history, and culture; building relationships with students; adapting lessons to incorporate students' ideas; connecting with community stakeholders to build scientific collaborations; and preparing to share their work publicly with the community. Using these findings, we offer a justice-centered ambitious science teaching (JuST) framework that can deliver the benefits of a framework of practices while also engaging in the necessarily more critical elements of equity work.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138517933","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}

{"title":"Crossing boundaries between research and practitioner communities: The role of research use and cross-community journal authorship","authors":"Joseph A. Taylor,&nbsp;G. Michael Bowen,&nbsp;Marcus Kubsch,&nbsp;Ryan Summers,&nbsp;Asli Sezen-Barrie,&nbsp;Patricia Patrick,&nbsp;Cathy Lachapelle,&nbsp;AbdiRizak Warfa,&nbsp;S. Selcen Guzey","doi":"10.1002/tea.21914","DOIUrl":"10.1002/tea.21914","url":null,"abstract":"<p>This study pursued two major objectives. The first was to use bibliometric techniques to examine bidirectionality in the relationship between teachers and researchers, as indicated by collaborative authorship among these communities. The second was to explore more deeply knowledge mobilization to classrooms by documenting the extent to which research is cited in science education practitioner journals (SEPJ). Specifically, we examined: (a) the frequency of collaboration between researchers and practitioners in the writing of journal articles for both practitioner-focused and academic journals in science education, and (b) the extent to which authors of articles in practitioner-focused journals drew on academic research to support their advocacy for and/or description of science education programs, policies, or practices. Findings indicate that writing collaborations among academic researchers and practitioners are relatively infrequent, even on practitioner-focused articles. Also, articles in SEPJs more often cite books and other resources over academic journals, even those academic journals focused on informing science education teaching and learning. Recommendations include providing open access to published research, development of research summaries for lay audiences, and incentivizing practitioners to engage in research and writing. This study explores only one mechanism by which knowledge can be mobilized to classrooms and only one type of dissemination product (i.e., journal articles) upon which researchers and practitioners can collaborate. Additional limitations are noted including the applicability of the findings only to the specific journals and timeframes analyzed.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21914","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135042476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}