Journal of Science Education and Technology最新文献_第9页

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":" ","pages":"1-10"},"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":" ","pages":"1-12"},"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

Integrative Analysis Using Big Ideas: Energy Transfer and Cellular Respiration 利用大思想进行综合分析：能量传递和细胞呼吸

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2023-05-01 DOI: 10.1007/s10956-023-10040-5

Jonathan T. Shemwell, D. Capps, Ayça K. Fackler, Carlson H. Coogler

引用次数: 0

The STEM Aspirations of China’s Future Workforce 中国未来劳动力的STEM抱负

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2023-05-01 DOI: 10.1007/s10956-023-10044-1

Lei Bao, L. Xie, Shenglong Ma, Cheng Chen, Xiangqun Zhang, M. He, Hui Lu, XiuMei Feng, Ende Zhang, Y. Nie, Yingjie Han, Jacqueline Y. Bao

引用次数: 0

Automated Assessment of Student Hand Drawings in Free-Response Items on the Particulate Nature of Matter 自动评估学生手绘自由反应项目对物质的颗粒性质

IF 4.4 1区教育学

Journal of Science Education and Technology Pub Date : 2023-04-26 DOI: 10.1007/s10956-023-10042-3

Jaeyong Lee, Gyeong-Geon Lee, Hun-Gi Hong

引用次数: 2