Studies in Science Education最新文献_第4页

PISA: a political project and a research agenda PISA:一个政治项目和一个研究议程

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2020-09-27 DOI: 10.1080/03057267.2020.1824473

Svein Sjøberg, E. Jenkins

引用次数: 14

Middle and high school science teacher identity considered through the lens of the social identity approach: a systematic review of the literature 社会认同视角下的初高中科学教师认同研究:文献综述

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2020-07-28 DOI: 10.1080/03057267.2020.1799621

E. Rushton, M. Reiss

{"title":"Middle and high school science teacher identity considered through the lens of the social identity approach: a systematic review of the literature","authors":"E. Rushton, M. Reiss","doi":"10.1080/03057267.2020.1799621","DOIUrl":"https://doi.org/10.1080/03057267.2020.1799621","url":null,"abstract":"ABSTRACT Studies which consider science teacher identity continue to be a focus for education researchers, particularly given the persistent challenges to retain specialist science teachers. The proliferation of research in this area, without a unifying theoretical framework, has meant the literature is diverse, methodologies are varied, and coverage is patchy. This review article considers to what extent and in which ways the social identity approach (SIA) might provide a useful lens through which to consider middle and/or high school science teacher identity. In doing so, we synthesise the findings from 79 empirical and theoretical publications on science teacher identity in middle and/or high school settings, published since 2000. This review highlights the important role that shared identity and group membership play in developing and sustaining positive identities. We argue that the SIA provides education researchers with a greater understanding of how and why some middle and/or high school science teachers are able to form positive professional identities, whilst others are not. This understanding of both the importance of group membership in the social construction of identities and the processes through which memberships form could helpfully inform teacher education and professional development programmes.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"57 1","pages":"141 - 203"},"PeriodicalIF":4.9,"publicationDate":"2020-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2020.1799621","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47182401","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: 22

Identifying precursory concepts in evolution during early childhood – a systematic literature review 识别儿童早期进化的先兆概念-系统的文献综述

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2020-07-20 DOI: 10.1080/03057267.2020.1792678

Till Bruckermann, Daniela Fiedler, U. Harms

{"title":"Identifying precursory concepts in evolution during early childhood – a systematic literature review","authors":"Till Bruckermann, Daniela Fiedler, U. Harms","doi":"10.1080/03057267.2020.1792678","DOIUrl":"https://doi.org/10.1080/03057267.2020.1792678","url":null,"abstract":"ABSTRACT Difficulties in understanding evolution are often rooted in early childhood, arising from naïve assumptions and cognitive biases. However, literature reviews mainly focus on school and university students’ understanding of evolution, with only limited comprehensive reviews on children in early childhood aged up to 7 years. This systematic review aims to capture precursory concepts in evolution and influencing cognitive biases as documented in the empirical literature. Searches of three databases identified 204 articles, of which 26 were used for further analyses after screening for eligibility. The analyses revealed that even young children are capable of understanding the basic mechanisms of core concepts in evolution, such as variation, inheritance, and natural selection. However, while children’s understanding of the inheritance concept has been investigated intensively, their understanding of variation lacks in-depth research despite its probable influence on natural selection. Existing evidence is contradictory concerning the usefulness of children’s cognitive biases for learning core concepts in evolution: These can serve as stepping stones for learning evolutionary principles, but their usefulness is questioned if children have already developed scientifically correct explanations. More research is clearly needed concerning the reciprocal effects of children’s precursory core concepts in evolution in order to develop effective learning interventions for children.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"57 1","pages":"85 - 127"},"PeriodicalIF":4.9,"publicationDate":"2020-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2020.1792678","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41967974","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

The role of visualisation in science: a response to “Science teachers’ use of visual representations” 可视化在科学中的作用：对“科学教师使用视觉表征”的回应

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2020-05-18 DOI: 10.1080/03057267.2020.1766826

R. Tytler

引用次数: 6

Transdisciplinarity in STEM education: a critical review STEM教育的跨学科性:批判性回顾

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2020-05-12 DOI: 10.1080/03057267.2020.1755802

M. Takeuchi, P. Sengupta, Marie‐Claire Shanahan, Jennifer D. Adams, Maryam Hachem

{"title":"Transdisciplinarity in STEM education: a critical review","authors":"M. Takeuchi, P. Sengupta, Marie‐Claire Shanahan, Jennifer D. Adams, Maryam Hachem","doi":"10.1080/03057267.2020.1755802","DOIUrl":"https://doi.org/10.1080/03057267.2020.1755802","url":null,"abstract":"ABSTRACT Science, Technology, Engineering and Mathematics (STEM) education garnered significant attention in recent years and has emerged as a key field of research globally. The goal of this article is to offer a critical review of how STEM education and its transdisciplinarity were defined and/or positioned in empirical studies published during the early formulation of the field. In particular, we sought to identify how these studies conceptualise learners and learning and portray the underlying assumptions in light of the macrosystemic discourses that often serve as ideological forces in shaping research and practice of STEM education. We examined 154 peer-reviewed articles published between January 2007 and March 2018 and analysed them along several emergent dimensions: their geospatial focus, focal disciplinary areas, methodological and theoretical assumptions, and major findings. Grounded in a critical transdisciplinary perspective, we used critical discourse analysis to identify how macrosystemic and institutionalised forces – overtly and implicitly – shape what counts as STEM education research, including its goals and conceptualisations of learners and learning. Our analysis highlights the need for aesthetic expansion and diversification of STEM education research by challenging the disciplinary hegemonies and calls for reorienting the focus away from human capital discourse.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"56 1","pages":"213 - 253"},"PeriodicalIF":4.9,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2020.1755802","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46765195","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: 86

Probability-related naïve ideas across physics topics 物理学主题中与概率相关的天真想法

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2020-05-12 DOI: 10.1080/03057267.2020.1757244

M. M. Hull, Alexandra Jansky, M. Hopf

{"title":"Probability-related naïve ideas across physics topics","authors":"M. M. Hull, Alexandra Jansky, M. Hopf","doi":"10.1080/03057267.2020.1757244","DOIUrl":"https://doi.org/10.1080/03057267.2020.1757244","url":null,"abstract":"ABSTRACT In this literature review, we survey student naïve ideas (frequently referred to as ‘misconceptions’) that plausibly relate, at least in part, to difficulty in understanding probability. We collected diverse naïve ideas from a range of topics in physics: Non-linear Dynamics; Cosmology; Thermal Physics; Atomic, Nuclear, and Particle Physics; Elementary Particle Physics; Quantum Physics; and Measurements and Uncertainties. With rare exception, these naïve ideas are treated in the literature to be topic-specific. For example, the idea that ‘only one measurement is needed because successive measurements will always yield the same result’ is treated to be a misconception in Measurements and Uncertainties. In our review, however, we raise the possibility that these diverse naïve ideas have something in common: they are enabled, to varying degrees, by the stance that ‘random is incompatible with predictions and laws’ that researchers in mathematics education have documented. This is important, as it may inform instruction. Namely, it may be the case that it is more effective to treat this underlying cause of student difficulty, rather than the individual naïve ideas themselves.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"57 1","pages":"45 - 83"},"PeriodicalIF":4.9,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2020.1757244","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49364929","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

Models of conceptual change in science learning: establishing an exhaustive inventory based on support given by articles published in major journals 科学学习中概念变化的模型:在主要期刊上发表的文章支持下建立详尽的清单

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2020-04-17 DOI: 10.1080/03057267.2020.1744796

Patrice Potvin, Lucian Nenciovici, Guillaume Malenfant-Robichaud, Françoise Thibault, Ousmane Sy, Mohamed Amine Mahhou, A. Bernard, Geneviève Allaire-Duquette, J. Sarrasin, Lorie-Marlène Brault Foisy, Nancy Brouillette, Audrey-Anne St-Aubin, Patrick Charland, Steve Masson, Martin Riopel, Chin-Chung Tsai, Michel Bélanger, Pierre Chastenay

{"title":"Models of conceptual change in science learning: establishing an exhaustive inventory based on support given by articles published in major journals","authors":"Patrice Potvin, Lucian Nenciovici, Guillaume Malenfant-Robichaud, Françoise Thibault, Ousmane Sy, Mohamed Amine Mahhou, A. Bernard, Geneviève Allaire-Duquette, J. Sarrasin, Lorie-Marlène Brault Foisy, Nancy Brouillette, Audrey-Anne St-Aubin, Patrick Charland, Steve Masson, Martin Riopel, Chin-Chung Tsai, Michel Bélanger, Pierre Chastenay","doi":"10.1080/03057267.2020.1744796","DOIUrl":"https://doi.org/10.1080/03057267.2020.1744796","url":null,"abstract":"ABSTRACT In this article, we propose an analysis of the state of, and trends in, the field of conceptual change research in science education through the lens of its models. Using a quantitative approach, we reviewed all conceptual change articles (n = 245) published in five major journals in the field of science education in search of the support that their authors give to conceptual change models (CC models). We looked for support in the form of explicit or implicit mentions, favourable and unfavourable position statements and empirical confirmations and refutations. The results present a thorough description of all types of support, as well as their evolution from the early days of the field to today. We also propose a hierarchical list of the 86 CC models that we have recorded, appearing in decreasing order by the support they received from the literature. General comments are formulated in order to provide an interpretation of the field and its evolution.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"56 1","pages":"157 - 211"},"PeriodicalIF":4.9,"publicationDate":"2020-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2020.1744796","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41713275","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: 26

Bringing environmental identity research into the classroom context: examining the theoretical foundations influencing its current use in the literature 将环境认同研究引入课堂：考察影响其在文献中当前使用的理论基础

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2020-01-02 DOI: 10.1080/03057267.2020.1736379

Wendy Simms

{"title":"Bringing environmental identity research into the classroom context: examining the theoretical foundations influencing its current use in the literature","authors":"Wendy Simms","doi":"10.1080/03057267.2020.1736379","DOIUrl":"https://doi.org/10.1080/03057267.2020.1736379","url":null,"abstract":"ABSTRACT A theoretical review of the literature was conducted to understand how environmental identity is currently being interpreted and applied so the construct can be extended to the classroom context appropriately. The review found three key foundational philosophies contributing to the interpretation of environmental identity in the field of education: Eriksonian identity theories, Meadian identity theories, and those grounded in the conservation movement that revolve around understanding and promoting environmentally responsible behaviours. As expected, these foundational theories were inconsistent in the emphasis given to the social versus physical context within which environmental identities develop. Social network analysis was used to analyse the network of literature reviewed. This revealed that Susan Clayton’s interpretation of environmental identity had greatly influenced the educational research reviewed. However, her definition of environmental identity and the environmental identity scale she developed greatly emphasise the physical context. This commonly referenced interpretation recognises nature as the social ‘other’ and leaves little room to recognise the human social ‘other’ in environmental identity development. The author calls for the consideration of both social and physical contexts in environmental identity research, as well as transparency in the interpretation of the construct for research purposes.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"56 1","pages":"35 - 76"},"PeriodicalIF":4.9,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2020.1736379","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47534442","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

A meta-analysis on the relationship between school characteristics and student outcomes in science and maths – evidence from large-scale studies 学校特色与学生科学和数学成绩关系的元分析——来自大规模研究的证据

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2020-01-02 DOI: 10.1080/03057267.2020.1735758

D. Holzberger, Sarah Reinhold, O. Lüdtke, T. Seidel

{"title":"A meta-analysis on the relationship between school characteristics and student outcomes in science and maths – evidence from large-scale studies","authors":"D. Holzberger, Sarah Reinhold, O. Lüdtke, T. Seidel","doi":"10.1080/03057267.2020.1735758","DOIUrl":"https://doi.org/10.1080/03057267.2020.1735758","url":null,"abstract":"ABSTRACT In the present meta-analysis, we examine how secondary school characteristics – such as schools’ academic press, school climate, material resources, personnel resources, classroom climate, instructional practices, out-of-school activities, and socioeconomic status (SES) composition – provide opportunities for students to engage in science and maths, and how these matter with regard to students’ cognitive and motivational-affective outcomes. The meta-analysis includes 71 (international) articles from large-scale studies with a total of 3,960,281 students, 260,390 schools, and 285 effect sizes that were transformed to correlation coefficients. Multilevel meta-analyses were performed. Results identified a number of school variables that can be regarded as relevant for making a difference in student outcomes and at the same time be influenced by education. These refer to school variables such schools’ academic press, classroom climate, instructional practices, and out-of-school activities. Moreover, SES composition was significantly related to student outcomes. Material and personnel resources as well as school climate yielded a close to zero effect. No differences were found between cognitive and motivational-affective outcome variables or between science and maths. The results point to the most promising school characteristics for promoting students’ outcomes and emphasise schools’ potential for students’ engagement in science and maths.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"56 1","pages":"1 - 34"},"PeriodicalIF":4.9,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2020.1735758","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43093030","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: 26

Teaching biology in schools: global research, issues and trends 学校生物学教学：全球研究、问题和趋势

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2020-01-02 DOI: 10.1080/03057267.2020.1733183

Nigel C. Skinner

引用次数: 12