Journal of Science Education and Technology最新文献_第4页

Analyzing the Effective Use of Augmented Reality Glasses in University Physics Laboratory Courses for the Example Topic of Optical Polarization 分析增强现实眼镜在大学物理实验课《光学极化》示例课题中的有效应用

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2024-04-02 DOI: 10.1007/s10956-024-10112-0

{"title":"Analyzing the Effective Use of Augmented Reality Glasses in University Physics Laboratory Courses for the Example Topic of Optical Polarization","authors":"","doi":"10.1007/s10956-024-10112-0","DOIUrl":"https://doi.org/10.1007/s10956-024-10112-0","url":null,"abstract":"<h3>Abstract</h3> <p>For nearly two decades, augmented reality (AR) has found diverse applications in education, particularly in science education, where its efficacy has been supported by relevant theories and many empirical studies. However, previous studies have revealed the following research deficit: While AR technology appears to influence learning-related variables, at the time of this study only few research on the use of AR glasses in physics, a discipline for which this technology seems particularly promising in the context of laboratory experiments, has been found. Thus, the present study uses an experimental comparison group design to investigate the question of how the use of AR glasses in a physics laboratory experiment (compared to in a learning setting without AR) influences students’ motivation to learn, their cognitive load during the learning process and their learning achievement. The study (sample size <em>N</em> = 75) investigated the impact of AR glasses in a physics laboratory experiment on optical polarization. Results align with prior research, indicating heightened motivation among learners using AR applications. However, the absence of a significant difference in cognitive load between AR and non-AR learners was unexpected. Despite expectations based on spatial contiguity, learners with AR showed no advantage in learning achievement, challenging existing meta-analyses in physics education. These findings suggest a need to shift focus from surface features, like specific AR technology, to the content design of AR applications. Future studies should analyze the deep structure of AR applications, identifying features conducive to learning.</p>","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":"121 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140585470","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

Development and Application of a Domain-Specific TPACK Questionnaire—Findings from a Longitudinal Study on Teaching Human Biology Using Digital Tools 特定领域 TPACK 问卷的开发与应用--使用数字工具教授人类生物学的纵向研究结果

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2024-04-02 DOI: 10.1007/s10956-024-10108-w

Leona Mölgen, Roman Asshoff, Benedikt Heuckmann

{"title":"Development and Application of a Domain-Specific TPACK Questionnaire—Findings from a Longitudinal Study on Teaching Human Biology Using Digital Tools","authors":"Leona Mölgen, Roman Asshoff, Benedikt Heuckmann","doi":"10.1007/s10956-024-10108-w","DOIUrl":"https://doi.org/10.1007/s10956-024-10108-w","url":null,"abstract":"<p>There are several specific digital tools now that have transformed the way science is taught. Correspondingly, teacher education programs have changed, and now they increasingly address the development of technology-related professional content knowledge (TPACK). Owing to the use of technology in specific domains of science teaching, there is an emergent need for domain-specific TPACK questionnaires. The present study investigates the development and application of a domain-specific TPACK questionnaire for teaching human biology using digital tools in a university-based teacher education program. A quasi-experimental between-subject design was applied for 13 weeks in the four study groups (<i>n</i> = 155). The intervention groups worked with digital tools in human biology, while the control groups participated without specific consideration of digital tools throughout the program. We succeeded in developing a questionnaire comprising seven reliable scales. The questionnaire development procedure described herein may be applicable to other science education disciplines. By the means of linear mixed modeling, we found that all students gained professional knowledge; however, treatment × time interactions revealed that belonging to the intervention group was the main driver of TPACK progression. Comparing the treatments, we found that at post-test, the intervention group reported higher levels of TPCK, TPK, and TCK, but not CK, PK, TK, and PCK. Sequential analyses of the longitudinal data highlighted that working with digital tools on a regular basis constitutes a TPACK boost effect. This study contributes to the literature on technology integration from the perspective of biology education, where specific tools that can be assessed using a domain-specific questionnaire are used.</p>","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":"26 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140585272","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

Pixels and Pedagogy: Examining Science Education Imagery by Generative Artificial Intelligence 像素与教育学通过生成式人工智能审视科学教育图像

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2024-03-15 DOI: 10.1007/s10956-024-10104-0

Grant Cooper, Kok-Sing Tang

{"title":"Pixels and Pedagogy: Examining Science Education Imagery by Generative Artificial Intelligence","authors":"Grant Cooper, Kok-Sing Tang","doi":"10.1007/s10956-024-10104-0","DOIUrl":"https://doi.org/10.1007/s10956-024-10104-0","url":null,"abstract":"<p>The proliferation of generative artificial intelligence (GenAI) means we are witnessing transformative change in education. While GenAI offers exciting possibilities for personalised learning and innovative teaching methodologies, its potential for reinforcing biases and perpetuating stereotypes poses ethical and pedagogical concerns. This article aims to critically examine the images produced by the integration of DALL-E 3 and ChatGPT, focusing on representations of science classrooms and educators. Applying a capital lens, we analyse how these images portray forms of culture (embodied, objectified and institutionalised) and explore if these depictions align with, or contest, stereotypical representations of science education. The science classroom imagery showcased a variety of settings, from what the GenAI described as vintage to contemporary. Our findings reveal the presence of stereotypical elements associated with science educators, including white-lab coats, goggles and beakers. While the images often align with stereotypical views, they also introduce elements of diversity. This article highlights the importance for ongoing vigilance about issues of equity, representation, bias and transparency in GenAI artefacts. This study contributes to broader discourses about the impact of GenAI in reinforcing or dismantling stereotypes associated with science education.</p>","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":"26 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140156799","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

Fink’s Integrated Course Design and Taxonomy: The Impact of Their Use in an Undergraduate Introductory Course on Bioinformatics 芬克的综合课程设计和分类学：在生物信息学本科入门课程中使用它们的影响

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2024-03-15 DOI: 10.1007/s10956-024-10100-4

Ashish Katyal, Shibasish Chowdhury, Pankaj Kumar Sharma, Manoj Kannan

{"title":"Fink’s Integrated Course Design and Taxonomy: The Impact of Their Use in an Undergraduate Introductory Course on Bioinformatics","authors":"Ashish Katyal, Shibasish Chowdhury, Pankaj Kumar Sharma, Manoj Kannan","doi":"10.1007/s10956-024-10100-4","DOIUrl":"https://doi.org/10.1007/s10956-024-10100-4","url":null,"abstract":"<h3>Abstract</h3> <p>The Integrated Course Design (ICD), using Fink’s taxonomy of significant learning, popularly known as ICD/SL, is a handy way to create a better learning environment for students. It is a learner-centered approach with the desired end-product, but at the same time, it upgrades the teaching by improving the instructors’ delivery mechanism. Our goal of this study was to see whether ICD/SL affects students’ class participation and academic performance in the “Introduction to Bioinformatics” course offered at the Department of Biological Science, BITS Pilani, Pilani campus, India. Three class groups were chosen for this purpose: 2019–2020 (51 students), 2020–2021 (77 students), and 2021–2022 (72 students). The control group, 2019–2020, received no ICD/SL instruction; the remaining two groups, 2020–2021 and 2021–2022, received ICD/SL instruction that included revised learning goals based on Fink’s taxonomy and new teaching and evaluation activities. A Likert scale was utilized to assess students’ academic feedback using the Kruskal–Wallis test to determine the P-value. The findings showed that the treatment groups had higher class participation and academic performance in the summative assessment of final grades. In the experimental groups, the class participation was 23 to 27% higher compared to the control group. The absenteeism rate on the course decreased from 14% in 2019–2020 to 9% in 2020–2021 and 4% in 2021–2022. Also, in the treatment groups, 83 to 90% of students were in the High to Excellent category, compared to 74% in the control group. The failure rate of the course decreased from nearly 18 to 10% in 2021–2022 and only 6% in 2020–2021. There were significant differences between the treatment and control groups in class participation and academic performance (P < 0.05). This study has shown that the use of ICD/SL has the potential to improve students’ class participation and academic performance.</p>","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":"69 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140151576","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

Exploring the Effects and Inquiry Process Behaviors of Fifth-Grade Students Using Predict-Observe-Explain Strategy in Virtual Inquiry Learning 探究五年级学生在虚拟探究学习中使用 "预测-观察-解释 "策略的效果和探究过程行为

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2024-03-08 DOI: 10.1007/s10956-024-10106-y

Yafeng Zheng, Xue Bai, Yang Yang, Chang Xu

{"title":"Exploring the Effects and Inquiry Process Behaviors of Fifth-Grade Students Using Predict-Observe-Explain Strategy in Virtual Inquiry Learning","authors":"Yafeng Zheng, Xue Bai, Yang Yang, Chang Xu","doi":"10.1007/s10956-024-10106-y","DOIUrl":"https://doi.org/10.1007/s10956-024-10106-y","url":null,"abstract":"<p>This study examined the impact of integrating virtual science inquiry activities with Predict-Observe-Explain (POE) teaching strategies on 5th graders’ understanding of science concepts and epistemic beliefs in science. A cohort of 80 5th graders (mean age of 12 years old, 40 boys and 40 girls) from a public primary school in North China took part in the research. The data collected encompassed pre-test and post-test results on understanding of science concepts and epistemic beliefs, along with students’ behavioral data during virtual science inquiry. The findings demonstrated that integrating virtual science inquiry activities with POE strategies increased students’ understanding of science concepts and epistemic beliefs in science. Furthermore, notable differences were found in observation time and inquiry strategy between high and low achievers, while significant distinctions in page time allocation and page navigation behavior were evident between boys and girls. The results provided empirical support for enhancing the implementation of virtual science inquiry activities in primary school science learning.</p>","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":"20 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140073358","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 Perceived Complexity of Learning Tasks Influences Students’ Collaborative Interactions in Immersive Virtual Reality 学习任务的复杂性影响学生在沉浸式虚拟现实中的协作互动

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2024-03-07 DOI: 10.1007/s10956-024-10103-1

Henry Matovu, Mihye Won, Ricardo Bruno Hernandez-Alvarado, Dewi Ayu Kencana Ungu, David F. Treagust, Chin-Chung Tsai, Mauro Mocerino, Roy Tasker

{"title":"The Perceived Complexity of Learning Tasks Influences Students’ Collaborative Interactions in Immersive Virtual Reality","authors":"Henry Matovu, Mihye Won, Ricardo Bruno Hernandez-Alvarado, Dewi Ayu Kencana Ungu, David F. Treagust, Chin-Chung Tsai, Mauro Mocerino, Roy Tasker","doi":"10.1007/s10956-024-10103-1","DOIUrl":"https://doi.org/10.1007/s10956-024-10103-1","url":null,"abstract":"<p>This study investigated how different learning tasks influence students’ collaborative interactions in immersive Virtual Reality (iVR). A set of chemistry learning activities was designed with iVR, and 35 pairs of undergraduate students went through the activities. Videos of students’ interactions were analysed to identify patterns in students’ physical, conceptual, and social interactions. When students were manipulating conceptually familiar virtual objects (several water molecules), they perceived the tasks as a simple extension of prior knowledge and did not attempt to explore the 3D visualisation much. They did not move around to take different perspectives, and conceptual discussions were brief. Their prior power relations (leader–follower) carried over in iVR environments. In contrast, when conceptually unfamiliar chemical structures (protein enzyme) were displayed, students perceived the tasks as complex, demanding a new mode of learning. They spontaneously moved around to explore and appreciate the 3D visualisation of iVR. Walking to different positions to observe the virtual objects from multiple angles, students engaged in more collaborative, exploratory conceptual discussions. As the perceived complexity of learning tasks or virtual objects triggers different collaborative interactions amongst students, careful considerations need to be placed on the design of iVR tasks to encourage productive collaborative learning.</p>","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":"54 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140056514","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

Digital Tools in Informal Science Education Sites: A Systematic Literature Review 非正规科学教育网站中的数字工具：系统性文献综述

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2024-03-06 DOI: 10.1007/s10956-024-10105-z

{"title":"Digital Tools in Informal Science Education Sites: A Systematic Literature Review","authors":"","doi":"10.1007/s10956-024-10105-z","DOIUrl":"https://doi.org/10.1007/s10956-024-10105-z","url":null,"abstract":"<h3>Abstract</h3> <p>Informal science activities occurring at various non-traditional learning sites present a pivotal model for involving youths in the science learning process. The dynamic landscape of emerging technologies has prompted the exploration of innovative methodologies to bolster and refine informal science education. However, the expanse of this field and its attendant complexities has led to a lack of empirical evidence on the subject matter necessitating further research. This paper presents the findings of a systematic literature review, spanning the years 2017 to 2022, focusing on empirical inquiries into the deployment and impact of digital tools and technologies on the cognitive, affective, and behavioral dimensions of student learning. The investigation pertains specifically to unconstrained, extracurricular learning environments, encompassing science centers and museums and outdoor locations. A methodical search of renowned electronic databases, including ACM Digital Library, ERIC, Google Scholar, Sage, and Web of Science, supplemented by rigorous cross-referencing, yielded a corpus of seventeen (<em>n</em> = 17) relevant studies. These were subjected to a thorough qualitative content analysis. A diverse array of scientific concepts was found to have been investigated using hardware-based, software-based, or mixed approaches. Notably, augmented reality (AR) emerges as a preeminent focal point within the purview of digital interfaces explored by researchers. The synthesis of findings underscores the affirmative influence of digital tools and technologies on pivotal facets such as engagement, motivation, attitude towards science, and comprehension of scientific principles. In culmination, this study delineates prospective research focus for future studies in informal science education.</p>","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":"36 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140056214","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

Precipitating Change: Integrating Computational Thinking in Middle School Weather Forecasting 沉淀变化：在初中天气预报中融入计算思维

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2024-03-04 DOI: 10.1007/s10956-024-10095-y

Nanette I. Marcum-Dietrich, Meredith Bruozas, Rachel Becker-Klein, Emily Hoffman, Carolyn Staudt

{"title":"Precipitating Change: Integrating Computational Thinking in Middle School Weather Forecasting","authors":"Nanette I. Marcum-Dietrich, Meredith Bruozas, Rachel Becker-Klein, Emily Hoffman, Carolyn Staudt","doi":"10.1007/s10956-024-10095-y","DOIUrl":"https://doi.org/10.1007/s10956-024-10095-y","url":null,"abstract":"<p>The Precipitating Change Project was a 5-year development, implementation, and research study of an innovative 4-week middle school curricular unit in computational weather forecasting that integrates students’ learning and use of meteorology and computational thinking (CT) concepts and practices. The project produced a list of CT skills and definitions that students use to predict the weather, CT assessment instruments, and a CT classroom observation protocol. Data was collected from 306 eighth grade (ages 13–14) students in rural indigenous communities in the Artic and urban and suburban Northeast communities in the USA. The project met its goal of producing an intentional instructional sequence that integrates disciplinary science and CT practices to increase students’ science knowledge and their ability to use CT skills and processes. The results indicate that teachers were able to use the curriculum to embed CT practices into the classroom. Students, in turn, had the opportunity to practice using these skills in class discussion as evidenced by the classroom observation data, and students’ science knowledge of CT content and practices significantly increased as evidenced by their performance on the weather content and CT skills pre- and post-assessments. While statistically significant gains in science knowledge and CT skills and practices were evident in all settings (urban, suburban, and rural indigenous communities), there were noticeable differences in gains in students’ CT skills and practices between the three settings and additional research is needed in a diversity of settings to understand this difference.</p>","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":"23 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140033874","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

Project-Oriented Problem-Based Learning Through SR-STEM to Foster Students’ Critical Thinking Skills in Renewable Energy Material 通过 SR-STEM 开展以项目为导向的基于问题的学习，培养学生在可再生能源材料方面的批判性思维能力

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2024-02-27 DOI: 10.1007/s10956-024-10102-2

Iqbal Ainur Rizki, Nadi Suprapto

{"title":"Project-Oriented Problem-Based Learning Through SR-STEM to Foster Students’ Critical Thinking Skills in Renewable Energy Material","authors":"Iqbal Ainur Rizki, Nadi Suprapto","doi":"10.1007/s10956-024-10102-2","DOIUrl":"https://doi.org/10.1007/s10956-024-10102-2","url":null,"abstract":"<p>Fostering students’ critical thinking skills is an urgent issue that requires immediate attention. One viable solution to address this is the implementation of project-oriented problem-based learning (POPBL) through the SR-STEM project. This research aims to describe the implementation, effectiveness, and student perception of the POPBL model through the SR-STEM project in enhancing critical thinking skills in renewable energy materials. The study adopts a quasi-experimental design with a non-equivalent control group. The participants are 74 senior high school students in the academic year 2022/2023. Data collection employs observation sheets, written tests, and questionnaires. The data are analyzed descriptively and inferentially and using confirmatory factor analysis. The key findings of the study are as follows: (1) the model demonstrates a high level of feasibility; (2) the learning model effectively improves students’ critical thinking skills; and (3) the learning model exhibits a positive correlation with student achievement, perceived control, and affective perception. This research suggests introducing innovative learning approaches to enhance students’ critical thinking skills, particularly in renewable energy materials, to promote Education for Sustainable Development. Moreover, it highlights the significance of considering factors that influence the effective implementation of lessons.</p>","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":"48 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140005769","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

Integrating Making with Authentic Science Classes: An Approach and Evidence 将制作与真实科学课相结合：方法与证据

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2024-02-24 DOI: 10.1007/s10956-024-10097-w

Kaiyuan Chen, Sharon Lyn Chu, Francis Quek, Rebecca J. Schlegel

{"title":"Integrating Making with Authentic Science Classes: An Approach and Evidence","authors":"Kaiyuan Chen, Sharon Lyn Chu, Francis Quek, Rebecca J. Schlegel","doi":"10.1007/s10956-024-10097-w","DOIUrl":"https://doi.org/10.1007/s10956-024-10097-w","url":null,"abstract":"<p>Although research has touted the value of making in educational settings, scant work has been done in formal school contexts utilizing quantitative methods. This could be attributed to the various challenges in integrating making in school settings. To fill in the gap, this study presents an approach to integrate making into science classes at the 3rd to 5th grade levels in a U.S. public school for four consecutive years (2015–2019). We examined the effect of the program on students’ self-beliefs (self-efficacy, motivation, and self-concept) using a longitudinal quasi-experimental design. We also examined the effect of making on students’ knowledge and skills using state testing data. Results suggest that when averaged across post school year surveys, students in maker classes (vs. control) reported higher self-efficacy beliefs in science and making as well as more interests in STEM-related careers. Moreover, over two school years, we observed that students in the control group experienced declines on some of our variables while our maker students did not. Data thereby speaks to the potential value and promise of integrating making into formal school settings. Practical implications are discussed.</p>","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":"16 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139952773","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