Studies in Science Education最新文献_第10页

Equity in informal science education: developing an access and equity framework for science museums and science centres 非正式科学教育中的公平:为科学博物馆和科学中心制定一个获取和公平的框架

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2014-07-03 DOI: 10.1080/03057267.2014.957558

Emily Dawson

引用次数: 108

Framing students’ progression in understanding matter: a review of previous research 构建学生理解物质的进程:对以往研究的回顾

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2014-07-03 DOI: 10.1080/03057267.2014.945829

Jan Christoph Hadenfeldt, Xiufeng Liu, K. Neumann

{"title":"Framing students’ progression in understanding matter: a review of previous research","authors":"Jan Christoph Hadenfeldt, Xiufeng Liu, K. Neumann","doi":"10.1080/03057267.2014.945829","DOIUrl":"https://doi.org/10.1080/03057267.2014.945829","url":null,"abstract":"This manuscript presents a systematic review of the research on how students conceptualise matter. Understanding the structure and properties of matter is an essential part of science literacy. Over the last decades the number of studies on students’ conceptions of matter published in peer-reviewed journals has increased significantly. These studies investigated how students conceptualise matter, to what extent students are able to explain everyday phenomena or how students develop an understanding of matter over time. In order to understand how students progress in their understanding of matter, what they understand easily and where they have difficulties, there is a need to identify common patterns across the available studies. The first substantial review of research on students’ conception was provided in the 1990s with the aim to organise students’ understanding of matter into four categories: students’ conceptions about (1) chemical reactions, (2) physical states and their changes, (3) atoms, molecules and particle systems and (4) conservation. The aim of this review and analysis is to identify how subsequent research on students’ conceptions of matter adds to this framework. The last comprehensive review of research on students’ understanding of matter was carried out in the early 2000s. Thus, we analysed studies on students’ conceptions of matter published within the last decade in five peer-reviewed journals of science education. Our findings suggest that research has moved from categorising students’ conceptions to analysing students’ progression in understanding matter. Based on our findings, we also identified typical pathways by which students may develop over time related to the four categories identified in previous reviews. As a conclusion, we present a model describing students’ progression in understanding matter which may contribute to the development of a K-12 learning progression of matter.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"50 1","pages":"181 - 208"},"PeriodicalIF":4.9,"publicationDate":"2014-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2014.945829","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315392","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: 41

Doing justice to the informal science education community 公正对待非正规科学教育界

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2014-01-02 DOI: 10.1080/03057267.2013.831971

J. Dillon

引用次数: 4

When the professor spent his sabbatical year teaching high school science 当教授用他的休假年教高中科学时

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2014-01-02 DOI: 10.1080/03057267.2013.871914

J. M. Clement

引用次数: 0

Promoting science and technology in primary education: a review of integrated curricula 促进初等教育中的科学和技术:综合课程审查

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2014-01-02 DOI: 10.1080/03057267.2013.877694

Rens Gresnigt, R. Taconis, H. van Keulen, K. Gravemeijer, L. Baartman

{"title":"Promoting science and technology in primary education: a review of integrated curricula","authors":"Rens Gresnigt, R. Taconis, H. van Keulen, K. Gravemeijer, L. Baartman","doi":"10.1080/03057267.2013.877694","DOIUrl":"https://doi.org/10.1080/03057267.2013.877694","url":null,"abstract":"Integrated curricula seem promising for the increase of attention on science and technology in primary education. A clear picture of the advantages and disadvantages of integration efforts could help curriculum innovation. This review has focused on integrated curricula in primary education from 1994 to 2011. The integrated curricula were categorised according to a taxonomy of integration types synthesised from the literature. The characteristics that we deemed important were related to learning outcomes and success/fail factors. A focus group was formed to facilitate the process of analysis and to test tentative conclusions. We concluded that the levels in our taxonomy were linked to (a) student knowledge and skills, the enthusiasm generated among students and teachers, and the teacher commitment that was generated; and (b) the teacher commitment needed, the duration of the innovation effort, the volume and comprehensiveness of required teacher professional development, the necessary teacher support and the effort needed to overcome tensions with standard curricula. Almost all projects were effective in increasing the time spent on science at school. Our model resolves Czerniac’s definition problem of integrating curricula in a productive manner, and it forms a practical basis for decision-making by making clear what is needed and what output can be expected when plans are being formulated to implement integrated education.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"50 1","pages":"47 - 84"},"PeriodicalIF":4.9,"publicationDate":"2014-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2013.877694","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59314742","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: 72

Spatial thinking as the dimension of progress in an astronomy learning progression 空间思维在天文学学习进程中的作用

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2014-01-02 DOI: 10.1080/03057267.2013.869039

J. Plummer

{"title":"Spatial thinking as the dimension of progress in an astronomy learning progression","authors":"J. Plummer","doi":"10.1080/03057267.2013.869039","DOIUrl":"https://doi.org/10.1080/03057267.2013.869039","url":null,"abstract":"The big idea of celestial motion, observational astronomy phenomena explained by the relative position and motion of objects in the solar system and beyond, is central to astronomy in primary and secondary education. In this paper, I argue that students’ progress in developing productive, scientific explanations for this class of astronomical phenomena can be defined by the increasing sophistication of spatial knowledge and reasoning in the domain. Drawing upon literature on children’s ideas about celestial motion, instruction that supports progress in that domain and literature on spatial thinking, I developed a learning progression (LP) framework that integrates cognition, instruction and assessment to understand student learning in this domain. This framework was applied to a study of children learning to explain the daily celestial motion of the Sun, Moon and stars, and the phases of the Moon. The application of the LP framework to analyse teaching sequences in astronomy extends this review by illustrating how progress within these phenomena is shaped by students’ ability to visualise the appearance of objects and their motions across moving frames of reference.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"50 1","pages":"1 - 45"},"PeriodicalIF":4.9,"publicationDate":"2014-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2013.869039","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59314669","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: 79

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research K-12阶段对科学技术的兴趣、动机和态度:对12年教育研究的系统回顾

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2014-01-02 DOI: 10.1080/03057267.2014.881626

Patrice Potvin, A. Hasni

引用次数: 531

Social justice pedagogy for all science learners 面向所有科学学习者的社会正义教学法

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2013-09-01 DOI: 10.1080/03057267.2013.802461

Jazlin Ebenezer

引用次数: 5

Digital games and the US National Research Council’s science proficiency goals 数字游戏和美国国家研究委员会的科学能力目标

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2013-09-01 DOI: 10.1080/03057267.2013.839372

Mario Martinez-Garza, Douglas B. Clark, Brian C. Nelson

{"title":"Digital games and the US National Research Council’s science proficiency goals","authors":"Mario Martinez-Garza, Douglas B. Clark, Brian C. Nelson","doi":"10.1080/03057267.2013.839372","DOIUrl":"https://doi.org/10.1080/03057267.2013.839372","url":null,"abstract":"This review synthesises research on digital games and science learning as it supports the goals for science proficiency outlined in the report by the US National Research Council on science education reform. The review is organised in terms of these research-based goals for science proficiency in light of their alignment with current science education standards and reform documents worldwide. Overall, the review suggests that digital games can support science learning across the four strands but also suggests that there are few strong quantitative studies examining some of the strands. Much of the research conducted to date has centred primarily on the potential of games to scaffold conceptual knowledge, engagement and participation. Less research has focused on epistemological understanding and science process skills. While much debate has asked whether digital games are ‘good’ or ‘bad’ for learning, the research across the strands highlights that the design of digital games, rather than their medium, ultimately determines their efficacy for learning.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"49 1","pages":"170 - 208"},"PeriodicalIF":4.9,"publicationDate":"2013-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2013.839372","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315059","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: 46

A review of research on metacognition in science education: current and future directions 科学教育中的元认知研究综述:现状与未来方向

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2013-09-01 DOI: 10.1080/03057267.2013.847261

A. Zohar, Sarit Barzilai

{"title":"A review of research on metacognition in science education: current and future directions","authors":"A. Zohar, Sarit Barzilai","doi":"10.1080/03057267.2013.847261","DOIUrl":"https://doi.org/10.1080/03057267.2013.847261","url":null,"abstract":"The goal of this study is to map the current state of research in the field of metacognition in science education, to identify key trends, and to discern areas and questions for future research. We conducted a systematic analysis of 178 studies published in peer-reviewed journals in the years 2000–2012 and indexed in the ERIC database. The findings from this analysis indicate that the field of metacognition in science education is in a state of growth and expansion, and that metacognition is increasingly integrated into research addressing the core objectives of science education. In contrast to the findings of previous reviews, conceptual understanding of science was found to be one of the central aims of current metacognition research. The studies employ a wide range of instructional practices for fostering learners’ metacognition. The most prominent practice is the use of metacognitive cues and prompts in the course of instruction. Several research gaps are identified: first, the development of learners’ metacognitive knowledge is receiving less empirical attention than the development of their metacognitive skills; second, there is a lack of studies that employ controlled research designs that can provide causal evidence regarding the effectiveness of metacognitive instruction for science learning; third, there is an insufficient number of studies of metacognition among young learners in preschool and the early years of elementary school; and fourth, there are very few studies of teachers’ knowledge and professional development regarding metacognition. The implications of these research gaps are explored and suggestions for future research are raised.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"49 1","pages":"121 - 169"},"PeriodicalIF":4.9,"publicationDate":"2013-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2013.847261","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59314609","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: 293