Studies in Science Education最新文献_第2页

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

Effects of games in STEM education: a meta-analysis on the moderating role of student background characteristics 游戏在STEM教育中的作用：学生背景特征调节作用的荟萃分析

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2022-03-29 DOI: 10.1080/03057267.2022.2057732

Michaela Arztmann, L. Hornstra, J. Jeuring, L. Kester

{"title":"Effects of games in STEM education: a meta-analysis on the moderating role of student background characteristics","authors":"Michaela Arztmann, L. Hornstra, J. Jeuring, L. Kester","doi":"10.1080/03057267.2022.2057732","DOIUrl":"https://doi.org/10.1080/03057267.2022.2057732","url":null,"abstract":"ABSTRACT Game-based learning has proven to be effective and is widely used in science education, but usually the heterogeneity of the student population is being overlooked. To examine the differential effects of game interventions in STEM (Science, Technology, Engineering and Mathematics) related subjects on diverse student groups, a meta-analysis has been conducted that included 39 studies that compared game-based learning interventions with traditional classrooms in primary and early secondary education. We found moderate positive effects on cognition (g = .67), motivation (g = .51), and behaviour (g = .93). Additionally, substantial heterogeneity between studies was found. Moderator analyses indicated that primary school students achieve higher learning outcomes and experience game interventions as more motivating than secondary school students, whereas gender did not have any moderating effect. There were too few studies reporting information on the remaining moderators (socioeconomic status, migration background, and special educational needs) to include them in a multiple meta-regression model. Therefore, we assessed their role by separate moderator analyses, but these results need to be interpreted with caution. Additional descriptive analyses suggested that game-based learning may be less beneficial for students with low socioeconomic status compared to students with high socioeconomic status.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"22 3","pages":"109 - 145"},"PeriodicalIF":4.9,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41260348","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: 9

Emeritus Professor J. F. Donnelly 荣休教授J.F.Donnelly

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2022-03-06 DOI: 10.1080/03057267.2022.2050518

E. Jenkins

引用次数: 0

Students need more practice with spatial thinking in geoscience education: a systematic review of the literature 在地学教育中，学生需要更多的空间思维练习:对文献的系统回顾

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2022-02-17 DOI: 10.1080/03057267.2022.2029305

Jessica A. McLaughlin, J. Bailey

{"title":"Students need more practice with spatial thinking in geoscience education: a systematic review of the literature","authors":"Jessica A. McLaughlin, J. Bailey","doi":"10.1080/03057267.2022.2029305","DOIUrl":"https://doi.org/10.1080/03057267.2022.2029305","url":null,"abstract":"ABSTRACT Myriad research in a variety of contexts shows spatial skills benefit students; however, they are not given enough attention in classroom instruction. In this review we systematically explore geoscience education literature focusing on spatial interventions to answer research questions on trends in spatial skills and other characteristics. We narrow our attention to studies published since numerous calls to action to teach more spatial skills in STEM education, resulting in 28 articles for review. To analyse and compare these studies, we organise the literature into a framework of geoscience-relevant spatial skills. We reviewed interventions and assessments to determine the aligning spatial typology skills. Themes of coursework, mapping, and modelling emerged; sub-themes include sketching, gestures, physical models, computer models, and curricular interventions. In the articles reviewed, just over half of the skills identified were intrinsic skills. Future geospatial research should explore how best to incorporate spatial skills into the classroom over long time periods and should focus on the process of spatial reasoning and the strategies students use when problem-solving about spatial phenomena, especially at the elementary and secondary school level. Educators can use the resources outlined in this review to engage in spatialising their curricula.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"59 1","pages":"147 - 204"},"PeriodicalIF":4.9,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41486584","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: 3

Climate change education: the problem with walking away from disciplines 气候变化教育:脱离纪律的问题

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2022-01-04 DOI: 10.1080/03057267.2021.2011589

Efrat Eilam

{"title":"Climate change education: the problem with walking away from disciplines","authors":"Efrat Eilam","doi":"10.1080/03057267.2021.2011589","DOIUrl":"https://doi.org/10.1080/03057267.2021.2011589","url":null,"abstract":"ABSTRACT Globally climate change (CC) is scarcely addressed in school curricula, and school graduates are mostly uneducated about climate change. The purpose of this paper is to make a case for conceptualising CC as a discipline, and to further argue why CC should be included in school curricula as a disciplinary-subject. An initial examination of CC in curricula globally reveals that the main approach for including CC in the curriculum is the cross-curriculum approach. The problems associated with this approach are discussed in regard to the challenges posed to the integrity of the CC body of knowledge, and to the teaching and learning. The paper continues to build a case for conceptualising CC as a discipline in its own right. It explains the notions of: disciplines, subjects, and disciplinary-subjects. Further, it describes the disciplinary characteristics of CC, and the benefits of including CC in the curriculum as a disciplinary-subject. However, curricular resistance issues are identified and discussed. These resistances are addressed by considering evidence derived from curriculum theory, cognitive psychology and philosophy of science for supporting the inclusion of a CC disciplinary-subject. Finally, the challenges in establishing a CC disciplinary-subject are discussed. The paper concludes by considering implications for further research.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"58 1","pages":"231 - 264"},"PeriodicalIF":4.9,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46053759","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: 7

Undergraduate students’ approaches to learning biology: a systematic review of the literature 本科生学习生物学的方法：文献系统综述

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2021-11-26 DOI: 10.1080/03057267.2021.2004005

Angela N. Google, Grant E. Gardner, A. Grinath

{"title":"Undergraduate students’ approaches to learning biology: a systematic review of the literature","authors":"Angela N. Google, Grant E. Gardner, A. Grinath","doi":"10.1080/03057267.2021.2004005","DOIUrl":"https://doi.org/10.1080/03057267.2021.2004005","url":null,"abstract":"ABSTRACT For decades, biology education researchers have made efforts towards engaging undergraduate students in the process of science and assisting students in their development of deep approaches to learning in the field. Research indicates that students who adopt deep approaches or study strategies make meaningful connections with course material and as a result have higher academic achievement. Studies have identified several factors that influence student’s adoption of an approach to learning. Given the context-dependent nature of approaches to learning, there is a growing need to understand how students approach learning in a discipline-specific contexts. This systematic review resulted in the analysis of 34 empirical articles that examined how researchers have measured approaches to learning in the context of undergraduate biology, and how the findings of these reports shape our understanding of how students study biology. Implications of this work support a broader consideration for how socio-cultural factors influence student approaches to learning biology, a need for an increased use of mixed-methodological approaches to research, and a clearer alignment between course assessment and desired student approaches to learning biology.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"59 1","pages":"25 - 66"},"PeriodicalIF":4.9,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47438224","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: 2

Response of science learners to contradicting information: a review of research 科学学习者对矛盾信息的反应研究综述

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2021-11-17 DOI: 10.1080/03057267.2021.2004006

Patrice Potvin

引用次数: 9

Towards a better understanding of conceptual difficulties in introductory quantum physics courses 更好地理解量子物理入门课程中概念上的困难

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2021-09-10 DOI: 10.1080/03057267.2021.1963579

T. Bouchée, L. de Putter - Smits, M. Thurlings, B. Pepin

{"title":"Towards a better understanding of conceptual difficulties in introductory quantum physics courses","authors":"T. Bouchée, L. de Putter - Smits, M. Thurlings, B. Pepin","doi":"10.1080/03057267.2021.1963579","DOIUrl":"https://doi.org/10.1080/03057267.2021.1963579","url":null,"abstract":"ABSTRACT Research on teaching and learning quantum physics (QP) frequently explores students’ conceptual difficulties to identify common patterns in their reasoning. The abstractness of QP is often found to be at the origin of students’ conceptual difficulties. Due to this abstract nature students resort to common sense reasoning or classical thinking when they make meaning of QP phenomena. In this literature review, the ‘abstractness’ is closely investigated and nuanced to uncover what reasons for the abstractness students experience. Four reasons for students’ conceptual difficulties can be categorised under the abstract nature of QP. These reasons are that students struggle a) to relate the mathematical formalism of QP to experiences in the physical world; b) to interpret counterintuitive QP phenomena and concepts; c) to transit from a deterministic to a probabilistic worldview; and d) to understand the limitations of language to express quantum phenomena, concepts, and objects. Combining these four reasons allows us to better understand the origin of conceptual difficulties in QP and why these difficulties persist over time. The implications of these findings for research and teaching practice are discussed.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"58 1","pages":"183 - 202"},"PeriodicalIF":4.9,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42588025","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: 16