Science & Education最新文献_第2页

Nature of Science in Norway’s Recent Curricula Reform 挪威近期课程改革中的科学性质

3区教育学

Science & Education Pub Date : 2022-11-07 DOI: 10.1007/s11191-022-00399-z

Kristine Bakkemo Kostøl, Maria Vetleseter Bøe, Aud Ragnhild Skår

{"title":"Nature of Science in Norway’s Recent Curricula Reform","authors":"Kristine Bakkemo Kostøl, Maria Vetleseter Bøe, Aud Ragnhild Skår","doi":"10.1007/s11191-022-00399-z","DOIUrl":"10.1007/s11191-022-00399-z","url":null,"abstract":"<div><p>Developing students’ understanding of the nature of science (NOS) is seen as critical for educating scientifically literate citizens, and has emerged as an important curricular goal internationally. In Norway, a new curriculum reform has recently been implemented, intended to improve the Norwegian education in several ways. The reform aims to promote deep learning, and there has been an increased focus on twenty-first-century skills, including critical thinking, problem solving, and collaboration. The purpose of this study is to analyse the coverage of various NOS aspects in the new national curriculum for biology, chemistry, and physics, year 12 and 13. The curricula were analysed deductively, using the <i>Family Resemblance Approach</i> (FRA) to identify and categorise different NOS aspects, providing insight into how NOS is addressed. Findings include that NOS aspects from the cognitive-epistemic system of the FRA framework—<i>aims and values</i>, <i>methods</i>, <i>practices</i>, and <i>knowledge</i>—are predominant in all three curricula, whereas aspects concerning how science interacts with society are scarce. The exception is several occurrences of the aspect <i>social values</i>, i.e. the need for responsible interaction between science, society, and nature, especially in the biology curriculum. Furthermore, different NOS aspects are found in different parts of the curriculum, e.g. <i>practices</i> are found in the basic skills sections more than in the competence aims sections. Findings are discussed in terms of how the new curriculum reform can promote Norwegian students’ learning of NOS.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"32 5","pages":"1561 - 1581"},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-022-00399-z.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4637462","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}

引用次数: 1

Is There a Limit to Resemblances? 相似有极限吗?

3区教育学

Science & Education Pub Date : 2022-10-11 DOI: 10.1007/s11191-022-00394-4

Wonyong Park, Richard Brock

{"title":"Is There a Limit to Resemblances?","authors":"Wonyong Park, Richard Brock","doi":"10.1007/s11191-022-00394-4","DOIUrl":"10.1007/s11191-022-00394-4","url":null,"abstract":"<div><h2>Abstract\u0000</h2><div><p>The notion of family resemblance has recently emerged as a promising and fruitful approach to characterising the nature of science (NOS) in science education research, offering solutions to some perplexing challenges such as capturing both the domain-general and domain-specific features of science with a single framework. At the same time, however, criticism has been levelled that the resemblance might eventually extend to certain activities that are not scientific but pose as science. This would be an undesirable consequence for science educators, particularly given the increasing need for individuals to discern pseudoscientific claims circulated on social media from scientific information. Many pseudoscientific and non-scientific activities resemble science in terms of their aim to explain nature, their use of evidence-based methods, and their interrelation with politics and society. In this theoretical article, we build on the concept of family resemblance to consider how it can simultaneously explain the diversity and unity of science and help students to learn about the nature of science and that of pseudoscience in science education. We put forward three principles that can guide teaching about pseudoscience based on the family resemblance conceptualisation of science.</p></div></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"32 5","pages":"1265 - 1286"},"PeriodicalIF":0.0,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-022-00394-4.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4778805","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}

引用次数: 0

How is Students’ Understanding of Nature of Science Related with Their Metacognitive Awareness? 学生对科学本质的理解与他们的元认知意识有何关系?

3区教育学

Science & Education Pub Date : 2022-09-23 DOI: 10.1007/s11191-022-00381-9

Dilara Goren, Ebru Kaya

{"title":"How is Students’ Understanding of Nature of Science Related with Their Metacognitive Awareness?","authors":"Dilara Goren, Ebru Kaya","doi":"10.1007/s11191-022-00381-9","DOIUrl":"10.1007/s11191-022-00381-9","url":null,"abstract":"<div><p>The paper reports an empirical study on the relationship between middle school students’ understanding of nature of science (NOS) and their metacognitive awareness. The reconceptualised family resemblance approach to the nature of science (RFN) (Erduran & Dagher, 2014; Kaya & Erduran, 2016) as a holistic framework that covers science as epistemic-cognitive and social system guided the study. A total of 701 students (180 5<sup>th</sup>, 167 6<sup>th</sup>, 170 7<sup>th</sup>, and 184 8<sup>th</sup> grade) and 3 students from each grade level (in total 12 students) who have low, moderate, high-RFN understanding, and metacognitive awareness levels were interviewed. The data sources are the “RFN Student Questionnaire,” “Metacognitive Awareness Inventory for Children,” and interviews. The data was analyzed with Pearson product-moment and thematic analysis. The results indicated that there is a statistically positive relationship between middle school students’ RFN understanding and their metacognitive awareness. Furthermore, the results of the interviews showed that students’ responses to RFN and metacognitive awareness questions were aligned and compatible. The students with high metacognitive awareness had higher RFN understanding and those with lower metacognitive awareness had lower RFN understanding. This relationship was evident for each grade level student separately as well. The study opens a new study area in terms of the use of metacognitive strategies in RFN-enriched lessons for experimental and causal-comparative designs. The teacher education programs or curriculum studies can consider utilization of metacognitive prompts in NOS teaching.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"32 5","pages":"1471 - 1496"},"PeriodicalIF":0.0,"publicationDate":"2022-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-022-00381-9.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4912092","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}

引用次数: 4

Revisiting the Foundations of the Family Resemblance Approach to Nature of Science: Some New Ideas 重新审视科学本质的家族相似性方法的基础:一些新观点

3区教育学

Science & Education Pub Date : 2022-08-25 DOI: 10.1007/s11191-022-00375-7

Gürol Irzik, Robert Nola

{"title":"Revisiting the Foundations of the Family Resemblance Approach to Nature of Science: Some New Ideas","authors":"Gürol Irzik, Robert Nola","doi":"10.1007/s11191-022-00375-7","DOIUrl":"10.1007/s11191-022-00375-7","url":null,"abstract":"<div><p>The family resemblance approach to nature of science is receiving increasing attention by science educators since its inception about a decade ago. Many scholars of science education have contributed and continue to contribute to it not only theoretically but also by applying it empirically to a wide range of areas such as curriculum and textbook analyses, pre-service teacher training, undergraduate teaching and, STEM education. This article aims to develop the family resemblance approach further. We do this in several ways. First, we clarify its foundations in a way to reveal that it provides not only a domain-specific, but at the same time a domain-general conceptualization of nature of science. Second, we expand the structure of science as a social institution by adding a new category to it, i.e., the reward system, and justify it. Third, we show that two of the most common elements of the category “practices,” namely, observation and experimentation, display the character of family resemblance. Then, we explore this for methods and values in science. Finally, we discuss the possibility of a rapprochement between the family resemblance approach and the consensus view.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"32 5","pages":"1227 - 1245"},"PeriodicalIF":0.0,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4959944","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}

引用次数: 4

Developing Students’ Critical Thinking Skills and Argumentation Abilities Through Augmented Reality–Based Argumentation Activities in Science Classes 通过增强现实的科学课论证活动培养学生的批判性思维能力和论证能力

3区教育学

Science & Education Pub Date : 2022-08-22 DOI: 10.1007/s11191-022-00369-5

Tuba Demircioglu, Memet Karakus, Sedat Ucar

{"title":"Developing Students’ Critical Thinking Skills and Argumentation Abilities Through Augmented Reality–Based Argumentation Activities in Science Classes","authors":"Tuba Demircioglu, Memet Karakus, Sedat Ucar","doi":"10.1007/s11191-022-00369-5","DOIUrl":"10.1007/s11191-022-00369-5","url":null,"abstract":"<div><p>Due to the COVID-19 pandemic and adapting the classes urgently to distance learning, directing students’ interest in the course content became challenging. The solution to this challenge emerges through creative pedagogies that integrate the instructional methods with new technologies like augmented reality (AR). Although the use of AR in science education is increasing, the integration of AR into science classes is still naive. The lack of the ability to identify misinformation in the COVID-19 pandemic process has revealed the importance of developing students’ critical thinking skills and argumentation abilities. The purpose of this study was to examine the change in critical thinking skills and argumentation abilities through augmented reality–based argumentation activities in teaching astronomy content. The participants were 79 seventh grade students from a private school. In this case study, the examination of the verbal arguments of students showed that all groups engaged in the argumentation and produced quality arguments. The critical thinking skills of the students developed until the middle of the intervention, and the frequency of using critical thinking skills varied after the middle of the intervention. The findings highlight the role of AR-based argumentation activities in students’ critical thinking skills and argumentation in science education.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"32 4","pages":"1165 - 1195"},"PeriodicalIF":0.0,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-022-00369-5.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4848913","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}

引用次数: 4

Abduction as a Mode of Inference in Science Education 溯因论:科学教育中的一种推理方式

3区教育学

Science & Education Pub Date : 2022-08-17 DOI: 10.1007/s11191-022-00366-8

Agustín Adúriz-Bravo, Alger Sans Pinillos

{"title":"Abduction as a Mode of Inference in Science Education","authors":"Agustín Adúriz-Bravo, Alger Sans Pinillos","doi":"10.1007/s11191-022-00366-8","DOIUrl":"10.1007/s11191-022-00366-8","url":null,"abstract":"<div><p>The central argument of this article is that abduction as a “mode of inference” is a key element in the nature of scientists’ science and should consequently be introduced in school science. Abduction generally understood as generation and selection of hypotheses permits to articulate the classical scientific contexts of discovery and justification and provides educational insights into scientific methodology, this being a particularly important issue in science teaching. However, abductive reasoning has been marginally treated in the philosophy of science until relatively recently; accordingly, we deem it important to perform an “archaeology” of the concept that considers C. S. Peirce’s seminal contributions. We also choose to review contemporary treatments in order to recognise useful classifications to support more meaningful ways of teaching science and the nature of science. An elucidation of the participation of abductive inferences in knowledge construction seems necessary for us to derive conceptual input for the understanding and design of explanations in school science. Some prospective examples of “school scientific abduction” are discussed in the article through the lens of the results of our theoretical analysis.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"32 4","pages":"993 - 1020"},"PeriodicalIF":0.0,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4669991","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}

引用次数: 5

Co-design of a Teaching–Learning Sequence to Address COVID‑19 as a Socio‑scientific Issue in an Infodemic Context 共同设计教学序列，将COVID - 19作为信息疫情背景下的社会科学问题加以解决

3区教育学

Science & Education Pub Date : 2022-07-26 DOI: 10.1007/s11191-022-00362-y

Lucrecia Estigarribia, Julieta Karina Torrico Chalabe, Karen Cisnero, Matías Wajner, Leticia García-Romano

{"title":"Co-design of a Teaching–Learning Sequence to Address COVID‑19 as a Socio‑scientific Issue in an Infodemic Context","authors":"Lucrecia Estigarribia, Julieta Karina Torrico Chalabe, Karen Cisnero, Matías Wajner, Leticia García-Romano","doi":"10.1007/s11191-022-00362-y","DOIUrl":"10.1007/s11191-022-00362-y","url":null,"abstract":"<div><p>In the post-truth era, one challenge facing science education is the circulation of fake news that distorts the information available for decision-making on issues that have a scientific basis and are controversial for society. In this work, we aimed at designing a learning environment with the objective of equipping students with skills that allow them to deal with socio-scientific issues (SSI) in an infodemic context. To this end, we proposed an educational innovation through design-based research, which was oriented to the treatment of information disseminated in the media and social networks related to COVID-19. We divided this information into four major constructs: virus and disease dynamics; pandemic and environmental crisis; hygiene and protocols; and vaccines, potential solutions, and pharmaceutical industry. On the basis of the activities of the didactic sequence, which included class discussion, interviews with the immediate environment, audiovisual productions, and a final plenary, we identified criteria that students applied to trust or not trust the circulating information and a series of strategies to corroborate the information. In addition, framing COVID-19 as an SSI allowed the discussion of curricular content in science and on sociocultural dimensions that cross the pandemic. Based on the implementation of the teaching–learning sequence, we conclude that the proposed activities favored reflection on critical thinking and awareness of the responsibilities they have as potential disseminators and/or generators of information.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"31 6","pages":"1585 - 1627"},"PeriodicalIF":0.0,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-022-00362-y.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"5006978","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}

引用次数: 1

Trust in the Third Space of Science Education 科学教育第三空间中的信任

3区教育学

Science & Education Pub Date : 2022-07-19 DOI: 10.1007/s11191-022-00356-w

Maurizio Toscano, Victoria Millar

{"title":"Trust in the Third Space of Science Education","authors":"Maurizio Toscano, Victoria Millar","doi":"10.1007/s11191-022-00356-w","DOIUrl":"10.1007/s11191-022-00356-w","url":null,"abstract":"<div><p>This paper investigates rationality and its relationship to trust in science in the context of three proposed spaces of science education: the formal, informal and casual. It begins with the place of science as a trusted institution and its role in formal and informal education across the world. Through educational systems, we have come to trust that students are being educated about science and its trustworthiness. However, formal and informal education spaces are not the only spaces in which individuals and society seek science understanding. While the science education literature has long concerned itself with science education in these spaces, this paper proposes a third space, the casual space. The casual space is decentralised and provides access to a range of norms and explanations about the world. We investigate how each of the formal, informal and casual spaces privileges particular forms of rationality as a means for understanding trust in science in each of these spaces. This paper considers the implications for education’s response to the challenge of equipping students to make rational judgements about science.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"31 6","pages":"1691 - 1708"},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-022-00356-w.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4756426","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}

引用次数: 0

A Justification of Legitimate Teleological Explanations in Physics Education 物理教育中合理目的论解释的论证

3区教育学

Science & Education Pub Date : 2022-07-05 DOI: 10.1007/s11191-022-00358-8

Richard Brock, Kostas Kampourakis

{"title":"A Justification of Legitimate Teleological Explanations in Physics Education","authors":"Richard Brock, Kostas Kampourakis","doi":"10.1007/s11191-022-00358-8","DOIUrl":"10.1007/s11191-022-00358-8","url":null,"abstract":"<div><h2>Abstract\u0000</h2><div><p>Scientific teleological explanations cite end states as causes to account for physical phenomena. Researchers in science education have noted that students can use teleological explanations in ways that are illegitimate, for example, by implying that inanimate objects are acting intentionally. Despite such cases, several examples of legitimate teleological explanation have been described, and the use of the explanatory form in several contexts in biological education has been encouraged. We argue that, in addition to those biological cases, teleological accounts that meet two criteria can be a legitimate and valuable tool in physics education. We propose that teleological accounts are legitimate when, first, the account reflects the cause-and-effect relationships that exist in reality and, second, when the end state has a degree of necessity. Our account is based on Lange’s model of constraint-based causality, in which he argues that phenomena can be explained by reference to constraints, necessary restrictions, for example, physical laws, that limit the behaviour of phenomena. We introduce seven examples of constraint-based teleology in the context of physics education and consider to what extent the two criteria are met in each case and hence their legitimacy. Five potential criticisms of the approach are introduced, discussed, and dismissed. Strategies for using legitimate teleological explanations in the physics classroom are proposed.</p></div></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"32 4","pages":"927 - 945"},"PeriodicalIF":0.0,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-022-00358-8.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4212372","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}

引用次数: 1

Modelling Authenticity in Science Education 科学教育中的建模真实性

3区教育学

Science & Education Pub Date : 2022-06-24 DOI: 10.1007/s11191-022-00355-x

Daniela Schriebl, Andreas Müller, Nicolas Robin

{"title":"Modelling Authenticity in Science Education","authors":"Daniela Schriebl, Andreas Müller, Nicolas Robin","doi":"10.1007/s11191-022-00355-x","DOIUrl":"10.1007/s11191-022-00355-x","url":null,"abstract":"<div><p>The terms ‘authenticity’ and ‘authentic’ have been used increasingly frequently in educational contexts over the past decades. In science education, authenticity is claimed to be a crucial concept, inter alia, for students’ motivation and interest in science. However, both terms are used, defined and conceptualised in various and ambiguous ways. So far, however, a model to integrate and structure the various conceptualisations, definitions and findings with their implementation in a teaching context is lacking. In this contribution, we introduce such a model, coherently integrating a broad range of work done by previous authors. Meanwhile, the model is flexible enough for future extensions and refinements. As many authors have shown, the concept of authenticity is multidimensional. In the present contribution, we therefore introduce a multidimensional model, explaining each dimension with reference to previous work on authenticity before integrating them as the complete model. We will outline a tool for practitioners and researchers which is based on the introduced model.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"32 4","pages":"1021 - 1048"},"PeriodicalIF":0.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-022-00355-x.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"5283962","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}

引用次数: 5