Studies in Science Education最新文献_第6页

Reflecting science education across diverse Asian contexts 在不同的亚洲背景下反映科学教育

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2018-07-03 DOI: 10.1080/03057267.2019.1601393

Venus Hung

引用次数: 1

Modelling energy transfers between systems to support energy knowledge in use 对系统之间的能源转移建模，以支持使用中的能源知识

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2018-07-03 DOI: 10.1080/03057267.2018.1598048

J. Nordine, David Fortus, Y. Lehavi, K. Neumann, J. Krajcik

{"title":"Modelling energy transfers between systems to support energy knowledge in use","authors":"J. Nordine, David Fortus, Y. Lehavi, K. Neumann, J. Krajcik","doi":"10.1080/03057267.2018.1598048","DOIUrl":"https://doi.org/10.1080/03057267.2018.1598048","url":null,"abstract":"ABSTRACT School instruction is critical for helping students use energy as a lens for making sense of phenomena, however, students often struggle to see the usefulness of energy analysis for interpreting the world around them. One reason for this may be an over-reliance on the idea of energy forms in introductory energy instruction, which may unintentionally suppress, rather than prompt, insights into how and why phenomena occur. We argue that an approach to energy instruction that emphasizes energy transfers between systems, and does not require the idea of energy forms, provides students with a more consistent and useful set of tools for interpreting phenomena. Such a perspective requires connecting the energy concept to the notion that fields, which mediate interaction-at-a-distance, are a real physical system that can transfer energy – an idea that is rarely presented in middle school science. We outline an instructional approach in which middle school students learn to interpret phenomena by modelling energy transfers between systems of interacting objects and fields. We argue that this approach presents a more physically accurate picture of energy, helps align energy instruction across disciplines, and supports students in seeing the value of energy as a lens for making sense of phenomena.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"54 1","pages":"177 - 206"},"PeriodicalIF":4.9,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2018.1598048","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46269164","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

Learning and engagement through natural history museums. 通过自然历史博物馆学习和参与。

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2018-03-15 eCollection Date: 2018-01-01 DOI: 10.1080/03057267.2018.1442820

Tamjid Mujtaba, Martin Lawrence, Mary Oliver, Michael J Reiss

{"title":"Learning and engagement through natural history museums.","authors":"Tamjid Mujtaba, Martin Lawrence, Mary Oliver, Michael J Reiss","doi":"10.1080/03057267.2018.1442820","DOIUrl":"https://doi.org/10.1080/03057267.2018.1442820","url":null,"abstract":"This review examines how natural history museums (NHMs) can enhance learning and engagement in science, particularly for school-age students. First, we describe the learning potential of informal science learning institutions in general, then we focus on NHMs. We review the possible benefits of interactions between schools and NHMs, and the potential for NHMs to teach about challenging issues such as evolution and climate change and to use digital technologies to augment more traditional artefacts. We conclude that NHMs can provide students with new knowledge and perspectives, with impacts that can last for years. Through visits and their on-line presence, NHMs can help students see science in ways that the school classroom rarely can, with opportunities to meet scientists, explore whole topic exhibitions, engage with interactive displays and employ digital technologies both in situ and to support learning in the school science classroom. Although these interactions have the potential to foster positive cognitive, affective and social outcomes for students, there is a lack of reliable measures of the impact of NHM experiences for students. Opportunities to foster relationships between NHM staff and teachers through professional development can help articulate shared goals to support students' learning and engagement.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"54 1","pages":"41-67"},"PeriodicalIF":4.9,"publicationDate":"2018-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2018.1442820","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36265701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 67

Encouraging a career in science: a research review of secondary schools’ effects on students’ STEM orientation 鼓励科学职业：中学对学生STEM定向影响的研究综述

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2018-01-02 DOI: 10.1080/03057267.2018.1442900

Sarah Reinhold, D. Holzberger, T. Seidel

{"title":"Encouraging a career in science: a research review of secondary schools’ effects on students’ STEM orientation","authors":"Sarah Reinhold, D. Holzberger, T. Seidel","doi":"10.1080/03057267.2018.1442900","DOIUrl":"https://doi.org/10.1080/03057267.2018.1442900","url":null,"abstract":"Abstract Previous studies have pointed out that schools play a central role in students’ orientation towards science, technology, engineering, and mathematics (STEM). However, studies use a variety of theoretical foundations in order to define variables and hypothesise relationships between schools and STEM orientation. In order to facilitate the interpretation and comparison of the studies’ findings, we conducted a systematic literature review, which theoretically integrates the variables, summarises the findings, and derives further research suggestions. In accordance with our inclusion criteria, we selected 28 peer-reviewed journal articles, which have investigated the effects of schools on students’ STEM orientation via quantitative, qualitative, or mixed methods. Analyses show that the studies were quite diverse regarding investigated STEM orientation variables, but overall positive with regard to the effects of school. Based on the theoretical integration and comparison of findings, we point out methodological and theoretical challenges for future research on the effects of school and STEM orientation.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"54 1","pages":"103 - 69"},"PeriodicalIF":4.9,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2018.1442900","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45902029","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: 54

Exploring shifts in the characteristics of US government-funded science curriculum materials and their (unintended) consequences 探索美国政府资助的科学课程材料特征的转变及其(意想不到的)后果

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2018-01-02 DOI: 10.1080/03057267.2018.1441842

Natalie N. Pareja Roblin, C. Schunn, D. Bernstein, S. McKenney

引用次数: 4

Considering the global picture of engineering education 考虑到工程教育的全球图景

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2018-01-02 DOI: 10.1080/03057267.2018.1443364

J. Dobrin

引用次数: 0

Controlling the variables relating to chemistry teaching and the training of chemistry teachers 化学教学变量的控制与化学教师的培养

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2017-07-03 DOI: 10.1080/03057267.2017.1392735

Georgios Tsaparlis

引用次数: 0

Teaching for genetics literacy in the post-genomic era 后基因组时代的遗传学素养教学

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2017-07-03 DOI: 10.1080/03057267.2017.1392731

Florian Stern, Kostas Kampourakis

{"title":"Teaching for genetics literacy in the post-genomic era","authors":"Florian Stern, Kostas Kampourakis","doi":"10.1080/03057267.2017.1392731","DOIUrl":"https://doi.org/10.1080/03057267.2017.1392731","url":null,"abstract":"Abstract Research in genetics and genomics is advancing at a fast pace, and thus keeping up with the most recent findings and conclusions can be very challenging. At the same time these recent findings and conclusions have made necessary a reconceptualization of genes and heredity, both in science and in science education, beyond the mostly gene-centred view of the twentieth century. The teaching of genetics at schools should have a key role in helping students achieve genetics literacy. However, the literature on research in genetics education reports persistent difficulties and misunderstandings. We first consider the public understanding of and the attitudes towards genetics. Then, we review the most recent literature and present the most typical conceptions found among secondary students in various countries, ages and backgrounds. We argue that particular factors such as intuitive thinking, teachers, textbooks, and the media affect students’ development of erroneous or outdated ideas related to genetics. Finally, we suggest how these problems might be addressed in order for genetics teaching at the secondary level to fulfil the aim of contributing to students’ genetics literacy in the current post-genomic era.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"53 1","pages":"193 - 225"},"PeriodicalIF":4.9,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2017.1392731","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44926599","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: 53

Use of the concept of Bildung in the international science education literature, its potential, and implications for teaching and learning 国际科学教育文献中“培养”概念的使用，其潜力及其对教与学的影响

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2017-07-03 DOI: 10.1080/03057267.2017.1384649

J. Sjöström, N. Frerichs, V. Zuin, I. Eilks

{"title":"Use of the concept of Bildung in the international science education literature, its potential, and implications for teaching and learning","authors":"J. Sjöström, N. Frerichs, V. Zuin, I. Eilks","doi":"10.1080/03057267.2017.1384649","DOIUrl":"https://doi.org/10.1080/03057267.2017.1384649","url":null,"abstract":"Abstract Bildung is a complex educational concept that emerged in Germany in the mid eighteenth century. Especially in Germany and Scandinavia conceptions of Bildung became the general philosophical framework to guide both formal and informal education. Bildung concerns the whole range of education from setting educational objectives in general towards its particular operation in different school subjects, among them science education. In more recent years, the concept of Bildung has slowly begun to be used in the international science and environmental education literature. This paper presents a systematic analysis of the international literature concerning the use of the concept of Bildung, with a view on its meaning in and for science education. At least five versions based on or closely connected to the tradition of Bildung can be identified: (a) Von Humboldt’s classical Bildung, (b) Anglo-American liberal education, (c) Scandinavian folk-Bildung, (d) democratic education, and (e) critical-hermeneutic Bildung. These different understandings of Bildung are discussed in relation to their historical roots, educational theory, critique, and their relation to philosophies of science education, such as different visions of scientific literacy. Based on critical-hermeneutic Bildung, the paper theoretically develops views of critical-reflexive Bildung as an educational metatheory. It is connected to ideas of transformative learning, sustainability education and a Vision III of scientific literacy. Finally, some implications of critical-reflexive Bildung for teaching and learning are discussed.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"53 1","pages":"165 - 192"},"PeriodicalIF":4.9,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2017.1384649","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315734","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: 76

Eclectic perspectives on the preparation of informal science educators 关于非正式科学教育工作者准备工作的折衷观点

IF 4.9 2区教育学

Studies in Science Education Pub Date : 2017-07-03 DOI: 10.1080/03057267.2017.1400229

J. Gilbert

引用次数: 1