Journal of Science Education and Technology最新文献_第10页

Thinking in Terms of Change over Time: Opportunities and Challenges of Using System Dynamics Models. 从随时间变化的角度思考：使用系统动力学模型的机遇和挑战。

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2023-06-13 DOI: 10.1007/s10956-023-10047-y

Emil Eidin, Tom Bielik, Israel Touitou, Jonathan Bowers, Cynthia McIntyre, Dan Damelin, Joeseph Krajcik

{"title":"Thinking in Terms of Change over Time: Opportunities and Challenges of Using System Dynamics Models.","authors":"Emil Eidin, Tom Bielik, Israel Touitou, Jonathan Bowers, Cynthia McIntyre, Dan Damelin, Joeseph Krajcik","doi":"10.1007/s10956-023-10047-y","DOIUrl":"10.1007/s10956-023-10047-y","url":null,"abstract":"Understanding the world around us is a growing necessity for the whole public, as citizens are required to make informed decisions in their everyday lives about complex issues. Systems thinking (ST) is a promising approach for developing solutions to various problems that society faces and has been acknowledged as a crosscutting concept that should be integrated across educational science disciplines. However, studies show that engaging students in ST is challenging, especially concerning aspects like change over time and feedback. Using computational system models and a system dynamics approach can support students in overcoming these challenges when making sense of complex phenomena. In this paper, we describe an empirical study that examines how 10th grade students engage in aspects of ST through computational system modeling as part of a Next Generation Science Standards-aligned project-based learning unit on chemical kinetics. We show students' increased capacity to explain the underlying mechanism of the phenomenon in terms of change over time that goes beyond linear causal relationships. However, student models and their accompanying explanations were limited in scope as students did not address feedback mechanisms as part of their modeling and explanations. In addition, we describe specific challenges students encountered when evaluating and revising models. In particular, we show epistemological barriers to fruitful use of real-world data for model revision. Our findings provide insights into the opportunities of a system dynamics approach and the challenges that remain in supporting students to make sense of complex phenomena and nonlinear mechanisms.","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10260385/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9768330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 1

Measuring the Impact of Augmented Reality in Flipped Learning Mode on Critical Thinking, Learning Motivation, and Knowledge of Engineering Students. 测量翻转学习模式下增强现实对工程专业学生批判性思维、学习动机和知识的影响。

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2023-06-08 DOI: 10.1007/s10956-023-10051-2

Rubina Dutta, Archana Mantri, Gurjinder Singh, Narinder Pal Singh

{"title":"Measuring the Impact of Augmented Reality in Flipped Learning Mode on Critical Thinking, Learning Motivation, and Knowledge of Engineering Students.","authors":"Rubina Dutta, Archana Mantri, Gurjinder Singh, Narinder Pal Singh","doi":"10.1007/s10956-023-10051-2","DOIUrl":"10.1007/s10956-023-10051-2","url":null,"abstract":"Digital electronics is a fundamental subject for engineering students, and it enables the students to learn design-based approaches and solve complex engineering problems. Students learn about minimization techniques for reducing the hardware components and size of the circuit by solving complex Boolean equations. The Karnaugh map (K-map) is one such technique utilized in digital electronics to solve complex Boolean equations and design AND-OR-INVERT (AOI) logical diagrams. The K-map technique involves several steps to solve the Boolean expression, and students often find it difficult to follow the K-map process. In this study, an AR-based learning system was developed using Unity 3D and Vuforia SDK that aimed to teach the students about the step-wise operation of the K-map technique. An experimental study was conducted with 128 undergraduate engineering students to determine the impact of the AR learning system on the critical thinking skills, learning motivation, and knowledge gain of students. The students were divided into two groups: experimental group (N = 64) and control group (N = 64). The AR learning system was implemented in flipped learning mode and utilized to provide in-class activities during the learning. The experimental group students utilized the AR learning system for in-class activities whereas control group students performed in-class activities using the traditional approach. The experimental outcomes indicate that the use of AR technology has a significant positive impact on the critical thinking skills, learning motivation, and knowledge gain of students. The study also found that critical thinking skills and learning motivation have a significant positive correlation with the knowledge gain of students in the experimental group.","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10249545/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9768333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 1

The Effect of Smart Classrooms on Project-Based Learning: A Study Based on Video Interaction Analysis 智能教室对项目学习的影响——基于视频交互分析的研究

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2023-06-06 DOI: 10.1007/s10956-023-10056-x

Zhicheng Dai, Chengzhang Sun, Liang Zhao, Xiaoliang Zhu

引用次数: 2

Effect of STSE Approach on High School Students' Understanding of Nature of Science STSE教学法对高中生科学本质理解的影响

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2023-06-02 DOI: 10.1007/s10956-023-10053-0

Jiawen Xiang, Caiqin Han

引用次数: 0

Investigating Pre-Service Science Teachers’ Design Performance in Laboratory Class: The Inquiry-Based Design Thinking Approach 职前科学教师实验课设计表现调查——基于探究的设计思维方法

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2023-06-01 DOI: 10.1007/s10956-023-10050-3

Liying Zhu, Daner Sun, Ma Luo, Weidong Liu, Song Xue

引用次数: 1

Exploring Personality and Learning Motivation Influences on Students’ Computational Thinking Skills in Introductory Programming Courses 程序设计导论课程中个性与学习动机对学生计算思维能力的影响

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2023-05-26 DOI: 10.1007/s10956-023-10052-1

Amanpreet Kaur, K. Chahal

引用次数: 1

Examining Student Testing and Debugging Within a Computational Systems Modeling Context 在计算系统建模环境中检查学生测试和调试

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2023-05-22 DOI: 10.1007/s10956-023-10049-w

J. Bowers, Emanuel Eidin, L. Stephens, Linsey Brennan

引用次数: 0

Paper Circuits vs. Breadboards: Materializing Learners’ Powerful Ideas Around Circuitry and Layout Design 纸质电路vs面包板:实现学习者关于电路和布局设计的强大想法

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2023-05-19 DOI: 10.1007/s10956-023-10029-0

K. Peppler, R. M. Sedas, Naomi Thompson

引用次数: 0

Technology-Enhanced Learning and Its Association with Motivation to Learn Science from a Cross-Cultural Perspective. 从跨文化视角看技术强化学习及其与学习科学动机的关系。

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2023-05-12 DOI: 10.1007/s10956-023-10048-x

Tamar Ginzburg, Miri Barak

{"title":"Technology-Enhanced Learning and Its Association with Motivation to Learn Science from a Cross-Cultural Perspective.","authors":"Tamar Ginzburg, Miri Barak","doi":"10.1007/s10956-023-10048-x","DOIUrl":"10.1007/s10956-023-10048-x","url":null,"abstract":"Fostering technology-enhanced science learning in elementary schools is an ongoing challenge as young students are not always motivated to engage with science lessons. The use of technology, such as digital sensors and data recorders, has been found to result in higher engagement with science. However, the association between technology-enhanced science learning and students' motivation to learn, from a cross-cultural viewpoint, is still discussed among researchers. Thus, the goal of this study was twofold: (a) to examine the motivation to learn science of elementary school students from different countries and cultural backgrounds; (b) to identify phases of technology-enhanced science learning and their association with students' motivation. Applying the sequential mixed-methods research design, data were collected via questionnaires, semi-structured interviews, and online observations. The study included seven experienced science teachers from the USA and Israel and 109 sixth-grade students: English speakers (N = 43), Arabic speakers (N = 26), and Hebrew speakers (N = 40). The findings indicated differences in students' internal motivation, in terms of \"interest and enjoyment,\" \"connection to daily-life,\" and \"cross-cultural interactions,\" with medium ratings for \"self-efficacy.\" The study identified and characterized two consecutive phases of technology-enhanced science learning-\"divergence\" and \"convergence\"-that can be associated with motivation to learn science. Overall, the study's results highlight the importance of seamlessly embedding technology to support cross-cultural learning of scientific practices.","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10175051/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9768332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 1

Socio-Scientific Learning During the COVID-19 Pandemic: Comparing In-person and Virtual Science Learning Using Model-Evidence Link Diagrams. 新冠肺炎大流行期间的社会科学学习：使用模型-证据连接图比较人内学习和虚拟科学学习。

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2023-05-05 DOI: 10.1007/s10956-023-10046-z

Nancy Gans, Vivian Zohery, Joshua B Jaffe, Anissa Ahmed, Luke Kim, Doug Lombardi

{"title":"Socio-Scientific Learning During the COVID-19 Pandemic: Comparing In-person and Virtual Science Learning Using Model-Evidence Link Diagrams.","authors":"Nancy Gans, Vivian Zohery, Joshua B Jaffe, Anissa Ahmed, Luke Kim, Doug Lombardi","doi":"10.1007/s10956-023-10046-z","DOIUrl":"10.1007/s10956-023-10046-z","url":null,"abstract":"Science learning is an important part of the K-12 educational experience, as well as in the lives of students. This study considered students' science learning as they engaged in the instruction of scientific issues with social relevance. With classroom environments radically changing during the COVID-19 pandemic, our study adapted to teachers and students as they were forced to change from more traditional, in-person instructional settings to virtual, online instruction settings. In the present study, we considered science learning during a scaffold-facilitated process, where secondary students evaluated the connections between lines of scientific evidence and alternative explanations about fossil fuels and climate change and gauged the plausibility of each explanation. Our investigation focused on the relations between students' levels of evaluations, shifts in plausibility judgments, and knowledge gains, and examined whether there were differences in these relations between in-person classroom settings and virtual classroom settings. The results revealed that the indirect relational pathway linking higher levels of evaluation, plausibility shifts toward a more scientific stance, and greater knowledge gains was meaningful and more robust than the direct relational pathway linking higher levels of evaluation to greater knowledge gains. The results also showed no meaningful difference between the two instructional settings, suggesting the potential adaptiveness and effectiveness of properly-designed, scaffolded science instruction.Supplementary information: The online version contains supplementary material available at 10.1007/s10956-023-10046-z.","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10159675/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10072626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 0