Studies in Science Education最新文献

Inquiry-based chemistry education: a systematic review 探究式化学教育系统综述

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2023-08-28 DOI: 10.1080/03057267.2023.2248436

K. Jegstad

引用次数: 0

Metacognitively ALERT in science: literature synthesis of a hierarchical framework for metacognition and preliminary evidence of its viability 科学中的元认知警报：元认知层次框架的文献综述及其可行性的初步证据

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2023-05-01 DOI: 10.1080/03057267.2023.2207147

John Willison, Claire Draper, Laura Fornarino, Menghua Li, Tala Sabri, Yan Shi, Xinshuo Zhao

引用次数: 0

Inquiry-based science education in science teacher education: a systematic review 科学教师教育中的探究式科学教育：系统综述

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2023-04-27 DOI: 10.1080/03057267.2023.2207148

Tonje Tomine Seland Strat, E. K. Henriksen, K. Jegstad

引用次数: 2

Unpacking readiness for elementary science teaching: what preservice teachers bring and how that can be shaped through teacher education 基础科学教学的开箱准备：职前教师带来了什么，以及如何通过教师教育来塑造这一点

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2023-03-10 DOI: 10.1080/03057267.2023.2188703

Christa Haverly, E. Davis

引用次数: 1

Language challenges and coping strategies in English Medium Instruction (EMI) science classrooms: a critical review of literature 英语媒介教学（EMI）科学课堂中的语言挑战与应对策略：文献综述

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2023-03-10 DOI: 10.1080/03057267.2023.2188704

Jack K. H. Pun, Xuehua Fu, Kason Ka Ching Cheung

引用次数: 5

Towards responsive mediations in guided visits to non-formal science education settings 在非正式科学教育机构的指导参观中实现响应式调解

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2022-12-15 DOI: 10.1080/03057267.2022.2156198

Natália Cândido Vendrasco, A. Marzabal, Adriana Pugliese

引用次数: 0

Learners’ challenges in understanding and performing experiments: a systematic review of the literature 学习者在理解和执行实验方面的挑战：文献的系统综述

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2022-11-13 DOI: 10.1080/03057267.2022.2138151

J. Kranz, Armin Baur, A. Möller

{"title":"Learners’ challenges in understanding and performing experiments: a systematic review of the literature","authors":"J. Kranz, Armin Baur, A. Möller","doi":"10.1080/03057267.2022.2138151","DOIUrl":"https://doi.org/10.1080/03057267.2022.2138151","url":null,"abstract":"ABSTRACT In today’s world shaped by technology and the natural sciences, knowledge and skills related to experimentation are crucial, especially given growing public debates about science-related topics. Despite a strong emphasis on experimentation in science curricula worldwide, learners still encounter diverse challenges when experimenting. This paper provides a systematic review of empirical research on learners’ challenges during the following inquiry phases: stating research questions, generating hypotheses, planning and conducting an experiment, analysing data and drawing conclusions. A database search and an analysis of two prior narrative literature reviews identified 368 studies, of which 66 were used for further analyses after screening for eligibility using specific inclusion criteria. The analyses revealed 43 challenges at the conceptual, procedural and epistemic level that not only elementary but even university students face during experimentation. Additionally, cognitive biases and preconceptions are identified as a source of such challenges. Overall, the findings demonstrate a lack of in-depth research on stating research questions despite its importance for experimentation, whilst learners’ abilities in the other inquiry phases have been intensively investigated. The results offer valuable information for science education research and provide a basis for tailored scaffolding in the science classroom or the design of effective instructional interventions.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"59 1","pages":"321 - 367"},"PeriodicalIF":4.9,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43946554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 4

Key features of teacher identity: a systematic meta-review study with special focus on teachers of science or science-related subjects 教师认同的主要特征:一项系统的元回顾研究，特别关注科学或科学相关学科的教师

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2022-08-11 DOI: 10.1080/03057267.2022.2108644

Markus Sebastian Feser, Inka Haak

{"title":"Key features of teacher identity: a systematic meta-review study with special focus on teachers of science or science-related subjects","authors":"Markus Sebastian Feser, Inka Haak","doi":"10.1080/03057267.2022.2108644","DOIUrl":"https://doi.org/10.1080/03057267.2022.2108644","url":null,"abstract":"ABSTRACT Since 2010, a remarkable number of literature reviews on teacher identity has been published. These literature reviews address a wide range of different foci, e.g., school teachers’ identity, higher education teachers’ identity, or the identity of teachers teaching a specific subject such as science. So far, these literature reviews have not been systematically compared for similarities and differences to gain a deeper understanding of what key features characterise teachers’ identities in general and what key features are specific for the identity of teachers teaching science or science-related subjects. To address this research gap, we conducted a meta-review of 24 literature reviews on teacher identity, which we identified in ERIC and the Web of Science databases. From the 24 reviews we extracted 30 key features of teacher identity. In addition, several of these key features are notably prevalent in literature reviews addressing the identity of teachers teaching science or science-related subjects, while others are less prevalent. Above all, these results strongly indicate that the identity of science teachers significantly differs from the identity of teachers of other subjects or of generalist teachers. Implications of this finding for future research in science education are outlined at the end of this paper.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"59 1","pages":"287 - 320"},"PeriodicalIF":4.9,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45445969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 6

Immersive virtual reality for science learning: Design, implementation, and evaluation 科学学习的沉浸式虚拟现实：设计、实施和评估

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2022-07-02 DOI: 10.1080/03057267.2022.2082680

Henry Matovu, D. Ungu, Mihye Won, Chin-Chung Tsai, D. Treagust, M. Mocerino, R. Tasker

{"title":"Immersive virtual reality for science learning: Design, implementation, and evaluation","authors":"Henry Matovu, D. Ungu, Mihye Won, Chin-Chung Tsai, D. Treagust, M. Mocerino, R. Tasker","doi":"10.1080/03057267.2022.2082680","DOIUrl":"https://doi.org/10.1080/03057267.2022.2082680","url":null,"abstract":"ABSTRACT The advanced visualisation and interactive capabilities make immersive virtual reality (IVR) attractive for educators to investigate its educational benefits. This research reviewed 64 studies published in 2016–2020 to understand how science educators designed, implemented, and evaluated IVR-based learning. The immersive design features (sensory, actional, narrative, and social) originally suggested by Dede provided the framework for the analysis of IVR designs. Educators commonly adopted IVR to better aid visualisation of abstract concepts and enhance learning experience. IVR applications tended to have sensory and actional features, leaving out narrative and social features. Learning theories did not appear to play a strong role in the design, implementation, and evaluation of IVR-based learning. Participants generally reported their IVR experiences as positive on engagement and motivation but the learning outcomes were mixed. No particular immersive design features were identified to result in better learning outcomes. Careful consideration of the immersive design features in alignment with the rationales for adopting IVR and evaluation methods may contribute to more productive investigations of the educational benefits of IVR to improve science teaching and learning.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"59 1","pages":"205 - 244"},"PeriodicalIF":4.9,"publicationDate":"2022-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47071856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 12

A systematic review of research on laboratory work in secondary school 中学实验室工作研究的系统综述

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2022-06-23 DOI: 10.1080/03057267.2022.2090125

N. Gericke, P. Högström, J. Wallin

引用次数: 17