Science & Education最新文献

{"title":"The Impact of a Woman Role Model on Students’ Understanding of NOS and Motivation to do Science","authors":"Peng Dai, Cody Williams, Brian S. Horvitz, Allison Witucki, David Wÿss Rudge","doi":"10.1007/s11191-025-00702-8","DOIUrl":"https://doi.org/10.1007/s11191-025-00702-8","url":null,"abstract":"","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147382068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Urinary Abnormalities Differentiating Kawasaki Disease From Clinically Similar Febrile Illnesses","authors":"John T. Kanegaye, Vera Lyubasyuk, Nipha Sivilay, Jane C. Burns, Adriana H. Tremoulet","doi":"10.1542/pedsos.2025-000586","DOIUrl":"https://doi.org/10.1542/pedsos.2025-000586","url":null,"abstract":"OBJECTIVE To test the hypothesis that urinary abnormalities differ among Kawasaki disease (KD), multisystem inflammatory syndrome in children (MIS-C), and other pediatric febrile illnesses. METHODS We conducted a cross-sectional analysis of dipstick and automated microscopic urinalyses from participants prospectively evaluated for KD and other causes of fever, for MIS-C, and for urinary tract infection (UTI). We compared urinary leukocyte (WBC) and bacterial counts and levels of bilirubin and urobilinogen among these groups. RESULTS Urinalyses were available for 247 participants with KD, 61 participants with MIS-C, 143 febrile controls (FC), and 45 participants with UTI. Pyuria defined by laboratory reference range (male: >8 WBC/μL; female: >20 WBC/μL) occurred in 73.7%, 66.1%, 47.6%, and 93.3% of the KD, MIS-C, FC, and UTI groups, respectively. High-grade pyuria (≥100 WBC/μL) was common only in KD (26.7%) and UTI (84.4%) and rare in MIS-C (8.9%) and FC (7.0%). Urobilinogen levels of 1.0 mg/dL or more (39.3% of KD, 36.7% of MIS-C, 24.6% of FC) were rare in UTI (2.2%), whereas bilirubin levels of 1+ or greater (15.0% of KD, 35.0% of MIS-C) were rare in both FC and UTI (2.8% and 2.2%, respectively). CONCLUSIONS Pyuria commonly exceeded reference range in all groups. However, high-grade pyuria was common only in KD and UTI and can help differentiate these illnesses from MIS-C and FCs. Elevations of urinary urobilinogen and bilirubin levels were common in KD and MIS-C and distinguish KD with pyuria from UTI. These urinary data will inform future work in clinical decision-making and support tools.","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"1 3","pages":"1-11"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147914398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factor Structure of the 15-Item PedsQL 4.0 Short Form in a Cohort With Down Syndrome","authors":"Stephanie L. Santoro, Mikayla Shaffer, Brian G. Skotko, Chengbo Zeng, Perman Gochyyev","doi":"10.1542/pedsos.2025-000541","DOIUrl":"https://doi.org/10.1542/pedsos.2025-000541","url":null,"abstract":"BACKGROUND AND OBJECTIVES The Pediatric Quality of Life Inventory (PedsQL) is a well-known instrument measuring health-related quality of life, which has been studied in healthy individuals and in disease-specific cohorts. The PedsQL Short Form consists of 15 total items, which are broken down into 2 subscales: the Physical Health Summary and the Psychosocial Health Summary. Although the properties of the PedsQL have been reported in a variety of populations, languages, and subgroups, the Short Form has not been previously validated in a cohort with Down syndrome (DS). METHODS The current study assessed the internal consistency and factor structure of the PedsQL 4.0 Generic Core Scales Short Form (PedsQL 4.0 SF15) by parent proxy from caregivers of individuals with DS. Participants included 241 caregivers of children, adolescents, and young adults with DS. Caregivers completed the parent proxy PedsQL 4.0 SF15 questions regarding the individual’s physical, mental, social, and school/work functioning. RESULTS We found the PedsQL 4.0 SF15 to have very good internal consistency of the measure (Cronbach’s coefficient α = 0.81) and across domains (domain Cronbach’s coefficient α from 0.71 to 0.88). Factor analysis confirmed a 4-factor model as expected. CONCLUSIONS The PedsQL is reliable for continued use in measuring health-related quality of life in children, adolescents, and young adults with DS.","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"1 3","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://publications.aap.org/pediatricsopenscience/article-pdf/doi/10.1542/pedsos.2025-000541/1844266/pedsos_2025000541.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147913806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Family Resemblance Approach in Science Education","authors":"Miri Barak","doi":"10.1007/s11191-023-00456-1","DOIUrl":"10.1007/s11191-023-00456-1","url":null,"abstract":"","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"32 5","pages":"1221 - 1225"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4009633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cobra Effect in Science Education?","authors":"Sibel Erduran","doi":"10.1007/s11191-023-00453-4","DOIUrl":"10.1007/s11191-023-00453-4","url":null,"abstract":"","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"32 4","pages":"877 - 878"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"5121884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Value of the Philosophy of Science in Senior High School Science Education from the Perspective of the Nature of Science","authors":"Xiaoming Shi","doi":"10.1007/s11191-023-00451-6","DOIUrl":"10.1007/s11191-023-00451-6","url":null,"abstract":"<div><p>Numerous studies have shown that teaching the history and philosophy of science (POS) can help improve senior high school students’ scientific literacy. The history of science is usually taught in school science lessons by reference to particular cases, experiments, and scientists. In contrast, the POS — that is, the study of general and fundamental questions regarding the nature of science (NOS) — is often embedded within lessons, is considered difficult to teach, and is sometimes hidden from students. This research analyses the overlap between the conceptualisations of the NOS and the POS. The paper also reports on a study that used “explicit” pedagogical methods to teach topics related to the POS to Chinese senior high school students. The empirical results, which are supported by a theoretical framework that adopts the family resemblance approach to the NOS, show that students who participated in this POS course significantly improved their scientific literacy and their understanding of the relationships among science, technology, and society. The POS topics in this course helped students better understand the cognitive-epistemic system in the NOS. The findings of this small-scale study have broader implications for the way in which the POS is taught in high school education.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"32 5","pages":"1613 - 1636"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4613826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluation of Nature of Science Representations in Biology School Textbooks Based on a Differentiated Family Resemblance Approach","authors":"Kristina Fricke,&nbsp;Bianca Reinisch","doi":"10.1007/s11191-023-00444-5","DOIUrl":"10.1007/s11191-023-00444-5","url":null,"abstract":"<div><p>Studies on the quality of nature of science (NOS) representations in school science textbooks report them being mostly of implicit manner and not fully adequate. However, the often underlying NOS framework of the consensus list in these studies is criticized as undifferentiated and inadequate. The family resemblance approach (FRA) to NOS shows potential to give differentiated insights into the appropriateness of NOS representations with avoidance of specifying certain philosophical directions. Based on a fine-grained differentiated FRA category system (11 main categories, e.g., “knowledge”; 52 subcategories, e.g., “hypotheses”), the quality of cognitive-epistemic NOS representations identified in seven biology school textbooks from Germany was analyzed. For this, a category system was developed. Cognitive-epistemic NOS representations in four chapters of each of the seven textbooks were evaluated regarding manner (implicit, explicit) and adequacy (adequate, (partly) not adequate). Results indicate, among others, that explicit representations of the cognitive-epistemic system of science were mainly placed in the introduction chapters, whereas subject-related chapters include mostly implicit representations. In this article, we present the evaluation of the quality of cognitive-epistemic NOS representations and discuss implications for science education.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"32 5","pages":"1583 - 1611"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-023-00444-5.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4310277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the boundaries in an interdisciplinary context through the Family Resemblance Approach: The Dialogue Between Physics and Mathematics","authors":"Sara Satanassi,&nbsp;Laura Branchetti,&nbsp;Paola Fantini,&nbsp;Rachele Casarotto,&nbsp;Martina Caramaschi,&nbsp;Eleonora Barelli,&nbsp;Olivia Levrini","doi":"10.1007/s11191-023-00439-2","DOIUrl":"10.1007/s11191-023-00439-2","url":null,"abstract":"<div><p>Among the relevant aspects of the family resemblance approach (FRA), our study focuses on the potential of the approach to elaborate on disciplinary identities in an interdisciplinary context, specifically regarding the interplay between physics and mathematics. We present and discuss how the FRA wheel can be used and intertwined with the framework of boundary objects and boundary crossing mechanisms (Akkerman &amp; Bakker, <i>Review of Educational Research</i>, <i>81</i>, 132–169, 2011), which is well-known in STEM education for dealing with interdisciplinarity. The role of the FRA discussed in the article is dual: both practical and theoretical. It is practical in that we show how its use, in combination with the Akkerman and Bakker framework, appears effective in fostering productive discussions among prospective teachers on disciplinary identities and interdisciplinarity in historical cases. It is theoretical in that the combination of the two frameworks provides the vocabulary to characterise the ‘ambiguous nature’ of interdisciplinarity: like boundaries, interdisciplinarity both separates disciplines, making their identities emerge, and connects them, fostering mechanisms of crossing and transgressing the boundaries. This empirical study reveals how the theoretical elaboration took advantage of the prospective teachers’ contributions. We initially presented the FRA to characterise disciplinary identities, but the prospective teachers highlighted its potential to characterise also the boundary zone and the dialogue between physics and mathematics. The data analysis showed that the combinination of the two frameworks shaped a complex learning space where there was room for very different epistemic demands of the prospective teachers: from those who feel better within the identity cores of the disciplines, to those who like to inhabit the boundary zone and others who like to re-shape boundary spaces and move dynamically across them.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"32 5","pages":"1287 - 1320"},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-023-00439-2.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"5030045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Let them research with","authors":"Madelene Losvik Berntsen,&nbsp;Camilla Berge Vik,&nbsp;Annette Lykknes","doi":"10.1007/s11191-023-00426-7","DOIUrl":"10.1007/s11191-023-00426-7","url":null,"abstract":"<div><p>The French natural philosopher Henri Victor Regnault (1810–1878) was one of many researchers who contributed to the development of the thermometer in the 19th century. In this paper, we use an example from Regnault’s work to explore how the history of thermometry can provide a context for teaching upper-secondary chemistry students about the nature of science (NOS), particularly its aims and values. The study takes form as a hermeneutical spiral, wherein literature on the history and philosophy of science, NOS, the family resemblance approach (FRA), NOS teaching, characteristics of narratives, and the new performative paradigm feed into the spiral, along with input from an empirical study. A teaching unit (n = 21, duration = 90 min) was developed and tested on Norwegian students aged 17–18 years, and a thematic analysis of students’ statements (n = 13) was carried out. The students identified “being first,” “usefulness,” “accuracy,” and “minimalism” as values and aims that guided Regnault’s work. We argue that the use of this particular historical episode framed within FRA (1) invited students to identify with the human actor—Regnault, (2) invited students into the historical context of the development of the thermometer, and (3) demonstrated complexity and provided context to support students’ own construction of their understanding of NOS. To summarize, by deriving the term “research <i>with</i>” from the performative paradigm and using the context of the historical episode related to the thermometer within the FRA framework students were invited to research <i>with</i> Henri Regnault.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"32 5","pages":"1497 - 1513"},"PeriodicalIF":0.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-023-00426-7.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4545436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"To FRA or not to FRA: What is the question for science education?","authors":"Zoubeida R. Dagher,&nbsp;Sibel Erduran","doi":"10.1007/s11191-023-00425-8","DOIUrl":"10.1007/s11191-023-00425-8","url":null,"abstract":"<div><p>Nine years after reconceptualizing the nature of science for science education using the family resemblance approach (FRA) (Erduran &amp; Dagher, 2014a), the time is ripe for taking stock of what this approach has accomplished, and what future research it can facilitate. This reflective paper aims to accomplish three goals. The first addresses several questions related to the FRA for the purpose of ensuring that the applications of FRA in science education are based on robust understanding of the framework. The second discusses the significance of the FRA by highlighting its capacity to support science educators with the exploration of a wide range of contemporary issues that are relevant to how teachers and learners perceive and experience science. The third goal of the paper offers recommendations for future directions in FRA research in the areas of science identity development and multicultural education as well as curriculum, instruction, and assessment in science education.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"32 5","pages":"1247 - 1264"},"PeriodicalIF":0.0,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-023-00425-8.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4427914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}