Journal of Science Education and Technology最新文献_第2页

Facial Expression Recognition for Probing Students’ Emotional Engagement in Science Learning 通过面部表情识别探究学生在科学学习中的情感参与度

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2024-08-14 DOI: 10.1007/s10956-024-10143-7

Xiaoyu Tang, Yayun Gong, Yang Xiao, Jianwen Xiong, Lei Bao

{"title":"Facial Expression Recognition for Probing Students’ Emotional Engagement in Science Learning","authors":"Xiaoyu Tang, Yayun Gong, Yang Xiao, Jianwen Xiong, Lei Bao","doi":"10.1007/s10956-024-10143-7","DOIUrl":"https://doi.org/10.1007/s10956-024-10143-7","url":null,"abstract":"Student engagement in science classroom is an essential element for delivering effective instruction. However, the popular method for measuring students’ emotional learning engagement (ELE) relies on self-reporting, which has been criticized for possible bias and lacking fine-grained time solution needed to track the effects of short-term learning interactions. Recent research suggests that students’ facial expressions may serve as an external representation of their emotions in learning. Accordingly, this study proposes a machine learning method to efficiently measure students’ ELE in real classroom. Specifically, a facial expression recognition system based on a multiscale perception network (MP-FERS) was developed by combining the pleasure-displeasure, arousal-nonarousal, and dominance-submissiveness (PAD) emotion models. Data were collected from videos of six physics lessons with 108 students. Meanwhile, students’ academic records and self-reported learning engagement were also collected. The results show that students’ ELE measured by MP-FERS was a significant predictor of academic achievement and a better indicator of true learning status than self-reported ELE. Furthermore, MP-FERS can provide fine-grained time resolution on tracking the changes in students’ ELE in response to different teaching environments such as teacher-centered or student-centered classroom activities. The results of this study demonstrate the validity and utility of MP-FERS in studying students’ emotional learning engagement.","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142194644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

An Integrative Review with Word Cloud Analysis of Digital Escape Rooms in Nursing Education 数字逃生室在护理教育中的综合评论与词云分析

IF 3.3 1区教育学

Journal of Science Education and Technology Pub Date : 2024-08-10 DOI: 10.1007/s10956-024-10141-9

Gwo-Jen Hwang, Chia-Jung Li, Ching-Yi Chang

引用次数: 0

An Integrative Review with Word Cloud Analysis of Digital Escape Rooms in Nursing Education 数字逃生室在护理教育中的综合评论与词云分析

IF 3.3 1区教育学

Journal of Science Education and Technology Pub Date : 2024-08-10 DOI: 10.1007/s10956-024-10141-9

Gwo-Jen Hwang, Chia-Jung Li, Ching-Yi Chang

引用次数: 0

Modeling Group Discourse with Epistemic Network Analysis: Unpacking Connections, Perspectives, and Individual Contributions 用认识论网络分析模拟群体话语：解读联系、观点和个人贡献

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2024-07-31 DOI: 10.1007/s10956-024-10139-3

Shai Goldfarb Cohen, Johnatan Verissimo Yanai, Gideon Dishon

{"title":"Modeling Group Discourse with Epistemic Network Analysis: Unpacking Connections, Perspectives, and Individual Contributions","authors":"Shai Goldfarb Cohen, Johnatan Verissimo Yanai, Gideon Dishon","doi":"10.1007/s10956-024-10139-3","DOIUrl":"https://doi.org/10.1007/s10956-024-10139-3","url":null,"abstract":"Operationalizing and modeling group talk has proved to be a consistent challenge in educational research. In this paper, we suggest that epistemic network analysis (ENA) could provide unique insights concerning group talk. Specifically, we use ENA to model the talk orientations put forward in the Exploratory Talk framework (Cumulative, Disputational, Exploratory). Participants (n = 60, 67% female, 33% male) were undergraduate students in an Introduction to Psychology course who took part in three 90-min collaborative online tasks. We coded student discourse according to a set of basic communicative acts reflective of the Exploratory Talk framework. Then, using ENA, we identified different groups’ patterns of discourse at the group and individual level. Presenting the epistemic networks of four purposefully chosen groups, this paper offers three key contributions to modeling and conceptualizing group dialogue: (1) illustrating how ENA could offer new ways to analyze group talk by focusing on the frequency of co-occurrence of connections between a basic set of communicate acts rather than the different communicative acts used; (2) refining the theoretical conceptualization of Exploratory Talk by distinguishing two sub-variations—other-oriented vs. self-oriented Exploratory Talk—that differ according to the depth of engagement with other perspectives; (3) examining how ENA allows unpacking diverging dynamics of individual contributions to group discourse, focusing on the role of individuals that function as “instigators” or “connectors.”","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141869694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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 Multi-Dimensional Scale for Measuring Undergraduates Interest in STEM Disciplines 衡量大学生对 STEM 学科兴趣的多维量表

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2024-07-27 DOI: 10.1007/s10956-024-10140-w

Zubair Ahmad, Almaas Sultana, Nitha Siby, Mohammad Ammar, Noora J. Al-Thani

{"title":"A Multi-Dimensional Scale for Measuring Undergraduates Interest in STEM Disciplines","authors":"Zubair Ahmad, Almaas Sultana, Nitha Siby, Mohammad Ammar, Noora J. Al-Thani","doi":"10.1007/s10956-024-10140-w","DOIUrl":"https://doi.org/10.1007/s10956-024-10140-w","url":null,"abstract":"One of the major challenges faced by the education system today is the lack of interest exhibited by undergraduates in Science, Technology, Engineering, and Mathematics (STEM) disciplines. This is particularly concerning as the world is becoming increasingly technology-driven, and a skilled workforce is necessary to meet future demands. Therefore, fostering interest among undergraduates in STEM fields is imperative to improve their engagement and persistence in these disciplines. Numerous initiatives have been undertaken to enhance students' STEM interests in formal, non-formal, and informal learning settings. However, assessing the effectiveness of these initiatives requires a robust and validated measurement tool grounded in theoretical and empirical evidence. Without a valid and reliable instrument, it would be challenging to determine the effectiveness of these initiatives in promoting STEM education and interest among undergraduates.This study presents a STEM Interest Scale (SIS) that captures diverse psychological factors that affect students’ interest in STEM. To develop this scale, the study employs a cross-sectional quantitative design. The data collection process involved two phases for developing and validating the scale. In phase I, 280 participants were surveyed to perform exploratory factor analysis (EFA) to identify the underlying dimensions of STEM interest. In phase II, a sample of 266 students was used to assess the psychometric characteristics of the ‘STEM Interest Scale (SIS) using confirmatory factor analysis (CFA) and nomological validity. The outcome of the EFA revealed that the STEM Interest scale is comprised of four psychological factors: intrinsic motivation, self-efficacy, self-concept, and employment aspiration, while the CFA and nomological network confirm the validity of these factors. The present research is a pioneering effort to holistically capture STEM interest, thereby paving the way for informed interventions in STEM education.","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141783418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

The Impact of a Mobile Phone and Mobile Application-Supported Science Laboratory on the Digital Literacy of Preservice Teachers and Their Disposition Toward Using Technology in Class 手机和移动应用程序支持的科学实验室对职前教师数字素养及其在课堂上使用技术的态度的影响

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2024-07-22 DOI: 10.1007/s10956-024-10138-4

Handan Ürek

{"title":"The Impact of a Mobile Phone and Mobile Application-Supported Science Laboratory on the Digital Literacy of Preservice Teachers and Their Disposition Toward Using Technology in Class","authors":"Handan Ürek","doi":"10.1007/s10956-024-10138-4","DOIUrl":"https://doi.org/10.1007/s10956-024-10138-4","url":null,"abstract":"Science education at different levels can be supported by various mobile applications that can be downloaded for free onto mobile phones, tablets, and other devices. Such applications can also be used in laboratory work, but it must be said that their use in science laboratories is a relatively new approach. This study is aimed at determining the impact of mobile phone and mobile application-supported laboratory work on the digital literacy of preservice science teachers and on their disposition toward using technology in class. The study was carried out with 17 participants at the second-year level of a Science Teacher Education Program in Turkey. It was a single-group pretest-posttest study, representing a type of weak experimental research design. Data for the study were collected with the Digital Literacy Scale developed by Hamutoğlu et al. (Ege Journal of Education 18(1):408–429, 2017) and the Disposition toward Using Technology in the Classroom Scale developed by Gunuc and Kuzu (Journal of Theory and Practice in Education 10(4):863–884, 2014). The data collection tools were implemented prior to and following a 6-week teaching period, and the quantitative data compiled from the participants were analyzed with the SPSS 21.0 program. The parametric t-test of related samples was used in the pretest/posttest comparison of the data sets. The results of the study demonstrated that science laboratory activities supported by mobile phones and mobile applications provided preservice teachers with increased digital literacy and enhanced their disposition toward using technology in the classroom. It is recommended that preservice teachers make extensive use of experiments supported by the mobile applications in this study.","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141745102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Tablets and Apps for Promoting Nanoliteracy in Early Childhood Education: Results from an Experimental Study 在幼儿教育中促进纳米扫盲的平板电脑和应用程序：一项实验研究的结果

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2024-07-09 DOI: 10.1007/s10956-024-10132-w

Pandora Dorouka, Michail Kalogiannakis, Ron Blonder

{"title":"Tablets and Apps for Promoting Nanoliteracy in Early Childhood Education: Results from an Experimental Study","authors":"Pandora Dorouka, Michail Kalogiannakis, Ron Blonder","doi":"10.1007/s10956-024-10132-w","DOIUrl":"https://doi.org/10.1007/s10956-024-10132-w","url":null,"abstract":"Successful integration of digital technologies in the education of young children still needs to be solved. Despite a growing body of research focusing on learning through digital technologies in childhood, there are areas of knowledge where the impact of digital technologies has yet to be explored. A prominent example is nanoscience and nanotechnology (NST), a new interdisciplinary field that promises to solve long-standing global challenges. Considering that NST concerns elements that cannot be observed with the naked eye, their understanding by young children requires appropriate teaching methods. These distinctive aspects of NST align well with the capabilities of smart mobile devices, the critical feature of which is their ability to display interactive simulations and playful visualizations. This study investigates and compares the effect of using tablets and alternative experiential teaching on developing the ability to understand nanoscale elements. To implement the research, we conducted a week-long intervention, including experimental and control groups. Children in the experimental group participated in a nanoteaching session during the school curriculum, using educational software on tablets. The children in the control group participated in a precisely similar instruction but without using technology. To assess the children’s performance, the Nanoscale Elementary Knowledge Comprehension Test (TENANO) created for the needs of this study was used. The sample consisted of 101 s-grade primary school children in Greece. The results showed that teaching with tablets compared to alternative experiential teaching contributed significantly to developing young children’s nanoliteracy level. Moreover, gender and non-verbal cognitive ability did not seem to differentiate the development of children’s ability to understand nanoscale entities.","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141570354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Item Analysis of Math-Up Skills Test (MUST) Questions After an Early Math Intervention: Student Performance in General Chemistry as a Function of Various Arithmetic Categories 早期数学干预后的数学能力提升测试 (MUST) 题项分析：学生的普通化学成绩与各种算术类别的关系

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2024-07-04 DOI: 10.1007/s10956-024-10137-5

Theodore E. G. Alivio, Claire E. Galloway, Blain Mamiya, Vickie M. Williamson

{"title":"Item Analysis of Math-Up Skills Test (MUST) Questions After an Early Math Intervention: Student Performance in General Chemistry as a Function of Various Arithmetic Categories","authors":"Theodore E. G. Alivio, Claire E. Galloway, Blain Mamiya, Vickie M. Williamson","doi":"10.1007/s10956-024-10137-5","DOIUrl":"https://doi.org/10.1007/s10956-024-10137-5","url":null,"abstract":"The link between a student’s math fluency and their success in general chemistry has been thoroughly documented in the literature. One diagnostic instrument that can be used to assess a student’s arithmetic skills is the Math-Up Skills Test (MUST), a 20-question, free-response math test completed in 15 min. The MUST instrument assesses the student’s ability to conduct mathematical operations, including multiplication, division, fraction simplification, logarithms/exponents, and symbol manipulation without the aid of a calculator. In our study, we looked at how score changes per MUST question are affected by an early online math review implemented in a general chemistry class versus the control group that had an early online chemistry review across students of varying logical ability as measured by the online Test of Logical Thinking (TOLT). The Math Group significantly improved on ten questions involving all five types of mathematical operations, including one question in symbol manipulation involving balancing equations. The control Chemistry Group only increased on three questions involving faction simplification and logarithms/exponents beyond the two symbol manipulation questions on balancing equations, which were covered in their review of matter. As a function of logic ability, middle TOLT students benefited the most from the math intervention, as evidenced by a greater number of improved MUST questions post-treatment for that group compared to those for the low and high TOLT groups. Identification of item types affected by the math treatment could help instructors identify key arithmetic topics crucial to a student’s performance, among many other factors, in first-semester general chemistry.","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141552403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Combining Inquiry, Universal Design for Learning, Alternate Reality Games and Augmented Reality Technologies in Science Education: The IB-ARGI Approach and the Case of Magnetman 在科学教育中结合探究、通用学习设计、替代现实游戏和增强现实技术：IB-ARGI 方法和 Magnetman 案例

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2024-07-02 DOI: 10.1007/s10956-024-10135-7

Angelos Sofianidis, Christos Skraparlis, Nayia Stylianidou

{"title":"Combining Inquiry, Universal Design for Learning, Alternate Reality Games and Augmented Reality Technologies in Science Education: The IB-ARGI Approach and the Case of Magnetman","authors":"Angelos Sofianidis, Christos Skraparlis, Nayia Stylianidou","doi":"10.1007/s10956-024-10135-7","DOIUrl":"https://doi.org/10.1007/s10956-024-10135-7","url":null,"abstract":"This paper presents and discusses the inclusive inquiry-based alternate reality game (IB-ARGI) approach, a pedagogical gamified approach supporting inclusive contemporary educational contexts. The IB-ARGI approach comprises Inquiry-based Learning, Alternate Reality Games, Universal Design for Learning and Augmented Reality technology in order to shape an inclusive inquiry-based learning environment for all students. The aspects of the IB-ARGI approach are illustrated and discussed by focusing on an IB-ARGI implementation on the topic of Magnets and Magnetism for 65 preschool student teachers in the context of a laboratory course in Science. The study aims to explore preschool student teachers’ perception of the IB-ARGI approach as learners and future teachers using a mixed method approach and assess the intervention’s learning outcomes through pre- and post-tests. The results revealed fruitful insights into how the IB-ARGI approach motivated the student teachers to actively participate in the inquiry through an immersive experience involving multiple means of engagement, representation, and action and expression. Findings concerning the learning outcomes also indicated significant learning gains for the participants. Despite this work’s suggestive and exploratory nature, the study offers new perspectives and findings to the literature regarding the formation of more inclusive inquiry practices. Additionally, it contributes to opening a route in the current literature concerning the formation of more inclusive approaches and practices in science education.","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141517697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

An Integrative Review with Word Cloud Analysis of STEM Education 通过词云分析对 STEM 教育进行综合评述

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2024-07-01 DOI: 10.1007/s10956-024-10134-8

Wen-Song Su, Ching-Yi Chang

引用次数: 0