Studies in Science Education最新文献_第3页

Understanding the conditions informing successful STEM clubs: What does the evidence base tell us? 了解成功的STEM俱乐部的条件：证据基础告诉我们什么？

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2021-08-19 DOI: 10.1080/03057267.2021.1969168

Kate Davis, A. Fitzgerald, M. Power, T. Leach, Neil Martin, Stephanie Piper, Retd Singh, Shelley Dunlop

{"title":"Understanding the conditions informing successful STEM clubs: What does the evidence base tell us?","authors":"Kate Davis, A. Fitzgerald, M. Power, T. Leach, Neil Martin, Stephanie Piper, Retd Singh, Shelley Dunlop","doi":"10.1080/03057267.2021.1969168","DOIUrl":"https://doi.org/10.1080/03057267.2021.1969168","url":null,"abstract":"ABSTRACT STEM (Science, Technology, Engineering, Mathematics) clubs are gaining momentum as a means for engaging students in STEM-related activities. Despite this growth, there have been limited attempts to examine the conditions that inform practice in these informal educational spaces. This paper addresses that gap through a comprehensive literature review of empirical and practitioner publications, with a focus on synthesising the approaches that support STEM clubs to be effective learning environments. In total, 33 papers were included in this review. Through a rigorous literature review process, the research team identified a number of key focus areas that support the achievement of learning outcomes and programme sustainability. These focus areas are grouped into three key themes – club management, environment, and program evaluation – that STEM club practitioners should attend to in order to ensure a well-informed approach. Within in each theme a number of sub-dimensions were identified, which provide practical insights and lived examples of how these conditions can be enacted within STEM clubs in ways that speak to quality. The evidence-based findings presented in this paper can be used by practitioners to guide STEM club practice. Further, the paper identifies where research is required to explore contemporary practice in informal education settings.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"59 1","pages":"1 - 23"},"PeriodicalIF":4.9,"publicationDate":"2021-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49153619","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: 0

A systematic review of computational thinking in science classrooms 科学课堂中计算思维的系统回顾

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2021-08-02 DOI: 10.1080/03057267.2021.1963580

A. Ogegbo, U. Ramnarain

{"title":"A systematic review of computational thinking in science classrooms","authors":"A. Ogegbo, U. Ramnarain","doi":"10.1080/03057267.2021.1963580","DOIUrl":"https://doi.org/10.1080/03057267.2021.1963580","url":null,"abstract":"ABSTRACT Computational thinking (CT) has been described as an essential skill that should be learned by everyone and can, therefore, be included in their skill set. Computational thinking uses essential principles in computer science for solving problems, understanding complex systems, and human behaviour. This way of thinking has significant consequences for teaching and learning science subjects at elementary and high school levels. In this review, we analyse and discuss the results from 23 studies and highlight the methodology, different strategies, and assessment practices used to promote the integration of computational thinking within science classrooms. We also give an overview of how computational thinking is being taught in science classrooms and describe tools available for teaching computational thinking in science instruction. Findings showed the value of using modelling-based pedagogy in incorporating key computational thinking skills within science instruction and suggests that educators should deploy effective technology tools to enhance the deductive and inductive teaching of science concepts using computational thinking framework.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"58 1","pages":"203 - 230"},"PeriodicalIF":4.9,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2021.1963580","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49162521","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: 20

Supporting Secondary Students’ Morality Development in Science Education 在科学教育中支持中学生的道德发展

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2021-06-28 DOI: 10.1080/03057267.2021.1944716

Tore van der Leij, Lucy Avraamidou, A. Wals, M. Goedhart

{"title":"Supporting Secondary Students’ Morality Development in Science Education","authors":"Tore van der Leij, Lucy Avraamidou, A. Wals, M. Goedhart","doi":"10.1080/03057267.2021.1944716","DOIUrl":"https://doi.org/10.1080/03057267.2021.1944716","url":null,"abstract":"ABSTRACT This review study synthesises 28 empirical research articles emphasising the learning of morality aspects in the context of addressing socioscientific issues (SSI) in secondary science education. The key interrelated questions we seek to address in this study are how morality is conceptualised in the science classroom in the light of emerging sustainability issues and how it can be developed. We used the Four Component Model of Morality to create a knowledge base for how morality has been conceptualised in the literature on secondary science education and how it can be developed. The findings of this review study show that not all studies have used concrete, explicit conceptualisations of morality and that the role of sense of place and the situatedness of morality have often been neglected. It also emerged that studies focusing on students’ moral character and action-taking were underrepresented. We recommend that further research be carried out on the interrelationships between moral character and enacted moral reasoning. The review also reveals a gap between morality research and teaching. Based on the outcomes of this review, we propose a set of recommendations aimed at guiding and encouraging students’ morality within secondary science education.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"58 1","pages":"141 - 181"},"PeriodicalIF":4.9,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2021.1944716","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46416758","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: 10

The effects of flipped classrooms on K-16 students’ science and math achievement: a systematic review 翻转教室对K-16学生科学和数学成绩的影响：一项系统综述

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2021-06-15 DOI: 10.1080/03057267.2021.1933354

G. W. Wright, Soonhye Park

{"title":"The effects of flipped classrooms on K-16 students’ science and math achievement: a systematic review","authors":"G. W. Wright, Soonhye Park","doi":"10.1080/03057267.2021.1933354","DOIUrl":"https://doi.org/10.1080/03057267.2021.1933354","url":null,"abstract":"ABSTRACT One response to a pedagogical shift towards student-centred and active learning approaches to promote student learning in STEM is the flipped classroom. However, there has been inconsistency in the design and implementation of the flipped classroom and its impact on student learning. This review systematically analysed 30 empirical studies on flipped classrooms in formal, K-16 science and maths classrooms to understand theoretical underpinnings leading to different approaches to flipped classrooms and the impact of flipped classrooms on student learning in science and maths classrooms. The selected studies were qualitatively analysed, and the results showed that: (1) there is more published literature on the flipped classroom identified in post-secondary science and mathematics classrooms, (2) the design of the flipped classroom is rarely grounded in theoretical frameworks especially in science classrooms, and (3) the flipped classroom has an overall positive effect on students’ science and maths learning. This study highlights the importance of using explicit theoretical frameworks aligned with contemporary learning theories to guide the design, implementation, and evaluation of the flipped classroom. Additionally, there is a need for future research to utilise design-based methodologies to maximise the positive impact of the flipped classroom on student learning.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"58 1","pages":"95 - 136"},"PeriodicalIF":4.9,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2021.1933354","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49544564","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

Hand drawing as a tool to facilitate understanding in undergraduate human biology: a critical review of the literature and future perspectives 手绘作为促进大学生理解人类生物学的工具：对文献的批判性回顾和未来展望

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2021-04-08 DOI: 10.1080/03057267.2021.1913321

D. Peart

{"title":"Hand drawing as a tool to facilitate understanding in undergraduate human biology: a critical review of the literature and future perspectives","authors":"D. Peart","doi":"10.1080/03057267.2021.1913321","DOIUrl":"https://doi.org/10.1080/03057267.2021.1913321","url":null,"abstract":"ABSTRACT Science and drawing have been paired for hundreds of years, and this synergy is still prevalent in research investigating the role of drawing for developing and assessing understanding. However, despite research at the primary and secondary levels of education, there is limited research on whether drawing facilitates learning at the undergraduate level, particularly in human biology. This subject is specifically important to focus on as it can be a core subject on some multidisciplinary programmes that do not require a science background at entry. The literature reviewed in this paper highlights that drawing tasks are well received by students and that they perceive the tasks to be helpful for their understanding. There is also some evidence that it might improve learning. However, this cannot be concluded with confidence due to some limitations with respect to comparison groups, including such a group being absent, using retrospective cohorts as a control, and not controlling for instruction between groups. Furthermore, some of the reported improvements in tests are practically very small. More work is warranted in this area as there is a risk that misconceptions can be passed on to students and between students using this type of teaching activity.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"58 1","pages":"81 - 93"},"PeriodicalIF":4.9,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2021.1913321","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45709461","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

Characterising immersive argument-based inquiry learning environments in school-based education: a systematic literature review 校本教育中浸入式论证探究学习环境的特征:系统文献综述

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2021-03-13 DOI: 10.1080/03057267.2021.1897931

Kathleen A. Weiss, M. McDermott, B. Hand

{"title":"Characterising immersive argument-based inquiry learning environments in school-based education: a systematic literature review","authors":"Kathleen A. Weiss, M. McDermott, B. Hand","doi":"10.1080/03057267.2021.1897931","DOIUrl":"https://doi.org/10.1080/03057267.2021.1897931","url":null,"abstract":"ABSTRACT Educational initiatives in multiple disciplinary areas call for student engagement in the practice of argumentation (CCSSI, 2010a, 2010b; Mullis & Martin, 2017; NGSS Lead States, 2013; OECD, 2018). In science education, immersive argument-based inquiry (ABI) is one category of approaches which integrates argumentation in all classroom activity in order to support conceptual understanding in science. Previous research has reported details of specific immersive ABI approaches but has failed to summarise the characteristics common to all approaches categorised this way and the critical components underlying the learning environments supporting these approaches. This study identified common elements of immersive ABI learning environments through a systematic literature review of 16 existing approaches. Open and axial coding led to the identification of three categories of common elements, including student actions, teacher actions, and generative opportunities. Implications and potential steps to build further understanding of the common elements are discussed.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"58 1","pages":"15 - 47"},"PeriodicalIF":4.9,"publicationDate":"2021-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2021.1897931","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44183034","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

What you find depends on how you see: examining asset and deficit perspectives of preservice science teachers’ knowledge and learning 你的发现取决于你如何看待:检查职前科学教师的知识和学习的资产和赤字视角

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2021-03-10 DOI: 10.1080/03057267.2021.1897932

Ron E. Gray, Scott P. McDonald, David Stroupe

引用次数: 9

A bibliometric and descriptive analysis of inclusive education in science education 科学教育中全纳教育的文献计量与描述性分析

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2021-03-07 DOI: 10.1080/03057267.2021.1897930

M. W. Comarú, Renato Matos Lopes, L. Braga, Fábio Batista Mota, Cecília Galvão

{"title":"A bibliometric and descriptive analysis of inclusive education in science education","authors":"M. W. Comarú, Renato Matos Lopes, L. Braga, Fábio Batista Mota, Cecília Galvão","doi":"10.1080/03057267.2021.1897930","DOIUrl":"https://doi.org/10.1080/03057267.2021.1897930","url":null,"abstract":"ABSTRACT This article aims to map the scientific production concerning the inclusion of people with disabilities in Science Education to promote a reflection on the production of this area. Bibliometric analysis is used to help understand what stage of research a particular subject is at. Publications on the topic indexed at the Web of Science Core Collection (WoS) were evaluated. A total of 119 articles published between 2009 and July 2019 were selected as dealing specifically with the subject. An increase in the number of articles associating Science teaching (ST) and Inclusive Education (IE) was noted. The journals that published the most, the most productive authors in the area and their collaboration networks were identified. A content analysis of the research was also carried out and the main investigated topics were pointed out. Educational levels, types of disabilities, central themes and specific science areas prevailing in the mapped research were also indicated. We conclude that, despite the growing number of articles, scientific production associating SE and IE is still small, concentrated, and not shared with the scientific community through scientific education journals, and that most research is focused on the use of methodologies and resources, and not on their development.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"57 1","pages":"241 - 263"},"PeriodicalIF":4.9,"publicationDate":"2021-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2021.1897930","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46119501","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: 21

Teacher noticing in science education: do you see what I see? 科学教育中的教师注意：你看到我看到的了吗？

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2021-01-02 DOI: 10.1080/03057267.2020.1755803

K. Chan, Lihua Xu, Rebecca Cooper, A. Berry, J. V. van Driel

{"title":"Teacher noticing in science education: do you see what I see?","authors":"K. Chan, Lihua Xu, Rebecca Cooper, A. Berry, J. V. van Driel","doi":"10.1080/03057267.2020.1755803","DOIUrl":"https://doi.org/10.1080/03057267.2020.1755803","url":null,"abstract":"ABSTRACT In recent years, teacher noticing has emerged as a construct to capture the dynamic and situational aspects of teaching expertise that underlies teachers’ in-the-moment teaching decisions and actions. In mathematics education research, in particular, teacher noticing has been studied to understand how teachers attend to, and make sense of, students’ mathematical thinking and reasoning. This construct has recently found its way into the science education literature. This paper reviews how the construct of teacher noticing has been understood and empirically investigated in the science education literature. We reviewed 29 empirical studies that focused on science teachers’ noticing and analysed how teacher noticing was defined and conceptualised in terms of its constituent components in these studies as well as the range of approaches used to investigate teacher noticing. Our analysis highlights how the original understanding of, and underlying assumptions about, teacher noticing have shifted as the construct has been imported into the science education literature. This review raises issues related to the investigation of teacher noticing and discusses how the findings of these studies can advance our existing knowledge of science teaching expertise. Finally, we propose directions for future research in this emerging field of research.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"57 1","pages":"1 - 44"},"PeriodicalIF":4.9,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2020.1755803","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46926266","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: 50

Domain of validity framework: a new instructional theory for addressing students’ preconceptions in science and engineering 效度框架领域:解决理工科学生偏见的新教学理论

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2020-10-05 DOI: 10.1080/03057267.2020.1824472

Raoul Sommeillier, Kathleen M. Quinlan, F. Robert

{"title":"Domain of validity framework: a new instructional theory for addressing students’ preconceptions in science and engineering","authors":"Raoul Sommeillier, Kathleen M. Quinlan, F. Robert","doi":"10.1080/03057267.2020.1824472","DOIUrl":"https://doi.org/10.1080/03057267.2020.1824472","url":null,"abstract":"ABSTRACT We propose a new instructional theory, the Domain of Validity (DoV) Framework, which offers a new way forward for designing teaching for conceptual change, while also resolving conflicts between existing theories related to common, difficult-to-change conceptions students have about particular scientific topics. We propose that knowledge consists of two connected elements: a model and a domain of validity (or DoV). Foregrounding the notion of DoV for given models allows us to reconceptualise and diagnose many problematic preconceptions as examples of an oversized DoV. Mapping the different elements of knowledge – both the model and its domain of validity – allows teachers to pinpoint precisely the cognitive conflict that students need to confront in a conceptual change approach to teaching. We highlight the instructional implications related to these scientific learning difficulties and conclude by proposing particular teaching strategies based on this new framework, emphasising the domains of validity of particular scientific models.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"57 1","pages":"205 - 239"},"PeriodicalIF":4.9,"publicationDate":"2020-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2020.1824472","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42818758","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: 1