Science & Education最新文献_第6页

3区教育学

Science & Education Pub Date : 2021-09-07 DOI: 10.1007/s11191-021-00250-x

Saeed Salimpour, Michael T. Fitzgerald

{"title":"The Cosmic Interaction","authors":"Saeed Salimpour, Michael T. Fitzgerald","doi":"10.1007/s11191-021-00250-x","DOIUrl":"10.1007/s11191-021-00250-x","url":null,"abstract":"<div><p>This study explored over 200 journals and a content-focussed research repository to investigate the occurrence of research on the Big Questions in the field of astronomy education research (AER), focussing on Cosmology and Religion. Using both qualitative and quantitative techniques, 151 articles were selected and analysed. Our results reveal that AER in the context of cosmology has increased vastly over the past few decades. Despite this, there is still a lack of research exploring the various constructs especially focussing on teacher education, curriculum, misconceptions, and the common ground between cosmology and religion. Our textual analysis of the articles revealed 16 themes, which could be encompassed into two overarching themes of “Science” and the “Universe”. We used a 13-criteria scoring rubric to analyse the constructs found in the articles. Using our scoring rubric, the top four criteria were Cosmology “Big Questions” (~ 29%), Cosmology Content (~ 22%), the Cosmology Science-Religion Debate (~ 19%), and Cosmology Attitudes (~ 18%). These results hint at a fertile landscape for research into Cosmology Education, and the Cosmology-Religion interface given the ground-breaking advances in modern Cosmology.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"31 3","pages":"819 - 849"},"PeriodicalIF":0.0,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4322556","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: 1

The Devil’s Advocate 魔鬼代言人

3区教育学

Science & Education Pub Date : 2021-09-06 DOI: 10.1007/s11191-021-00264-5

Jais Brohinsky, Gerhard Sonnert, Philip Sadler

引用次数: 1

Using Children’s Literature in the Middle School Science Class to Teach Nature of Science 在中学科学课中运用儿童文学进行科学本质的教学

3区教育学

Science & Education Pub Date : 2021-09-06 DOI: 10.1007/s11191-021-00274-3

Banu Avsar Erumit, Valarie L. Akerson

{"title":"Using Children’s Literature in the Middle School Science Class to Teach Nature of Science","authors":"Banu Avsar Erumit, Valarie L. Akerson","doi":"10.1007/s11191-021-00274-3","DOIUrl":"10.1007/s11191-021-00274-3","url":null,"abstract":"<div><p>In this study, we report the results of the content analysis of preservice middle school science teachers’ own written science storybooks and middle school female students’ reflections of five of the books. The participants of this study were 50 preservice middle school science teachers taking a history and nature of science course and 13 sixth-grade female students in a school in Turkey. We report representations of nature of science (NOS) aspects included in the preservice teachers’ own written storybooks. Observation and inference was the most commonly included aspect among the NOS aspects, followed by the tentative NOS. We used a qualitative analysis of transcribed classroom discussions around five storybooks used by five preservice teachers in their field experiences. We found that the teachers facilitated explicit reflections about NOS aspects and science content covered in the books. Our findings build on research showing that appropriately designed children’s science books can be used as classroom tools for supporting NOS instruction. We found that writing their storybooks and refining their NOS ideas through discussions provides a powerful tool for developing preservice teachers’ knowledge about NOS. Preservice teachers facilitated discussions promoting explicit student reflections about NOS aspects and science content using these books.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"31 3","pages":"713 - 737"},"PeriodicalIF":0.0,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4281666","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

Cultivating Science Teachers’ Understandings of Science as a Discipline 培养科学教师对科学学科的认识

3区教育学

Science & Education Pub Date : 2021-08-31 DOI: 10.1007/s11191-021-00276-1

Shannon G. Davidson, Lama Z. Jaber, Sherry A. Southerland

{"title":"Cultivating Science Teachers’ Understandings of Science as a Discipline","authors":"Shannon G. Davidson, Lama Z. Jaber, Sherry A. Southerland","doi":"10.1007/s11191-021-00276-1","DOIUrl":"10.1007/s11191-021-00276-1","url":null,"abstract":"<div><p>Current visions of science education advocate that students should engage with science in the classroom in ways that mirror the work of scientists in order to develop science proficiency. For this goal, teachers are tasked with the complex responsibility of supporting students in understanding not only the conceptual knowledge of science, but also its disciplinary practices, norms, and epistemologies. In order for teachers to teach in such ways, they must be afforded opportunities to develop and reflect on their own disciplinary understandings about science. Research Experiences for Teachers’ (RETs) programs, in which teachers engage in research with scientists, may be fertile contexts for the development of teachers’ robust understandings about science. As such, the purpose of this naturalistic single-case study is to explore the ways in which one elementary teacher (Ava) describes shifts in her disciplinary understandings about science after participating in a 6-week summer Research Experience for Teachers’ program. Through examination of interviews and observations, this study takes a critical event narrative analysis approach to unpack the ways in which Ava interprets certain disciplinary understandings about science in light of events during her research experience that <i>to her</i> had lasting and important impact on her understandings of science. We conclude by discussing the implications of this work for research and professional development design.\u0000</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"31 3","pages":"657 - 683"},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-021-00276-1.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"5171592","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

Influence of Public Engagement with Science on Scientific Information Literacy During the COVID‑19 Pandemic COVID - 19大流行期间公众参与科学对科学信息素养的影响

3区教育学

Science & Education Pub Date : 2021-08-30 DOI: 10.1007/s11191-021-00261-8

Chao Gu, Yi Feng

{"title":"Influence of Public Engagement with Science on Scientific Information Literacy During the COVID‑19 Pandemic","authors":"Chao Gu, Yi Feng","doi":"10.1007/s11191-021-00261-8","DOIUrl":"10.1007/s11191-021-00261-8","url":null,"abstract":"<div><p>During the COVID-19 pandemic, we are fighting not only the novel coronavirus, but also the “infodemic” induced by the pandemic. Therefore, it is urgent to explore approaches for enhancing individual immunity against science-related misinformation. We conducted a cross-sectional study to examine the relationship between public engagement with science (PES) and scientific information literacy (SIL) during the COVID-19 pandemic from college students (<i>N</i> = 8075) in China. The results showed that there was a significant difference between attitudes toward and activities of PES. More importantly, both PES activities and PES attitudes were found positively associated with SIL, especially the PES attitudes. The empirical study is significant in demonstrating the predictive effect of PES on individual ability to recognize science-related misinformation, which is crucial for mitigating harm from the “infodemic.” Our study indicated that other than a science communication model in order to restore public trust in science, PES is promising to be incorporated into informal science education to facilitate individual SIL.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"31 3","pages":"619 - 633"},"PeriodicalIF":0.0,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-021-00261-8.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"5140398","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: 11

Middle School Science Teachers’ Discursive Purposes and Talk Moves in Supporting Students’ Experiments 中学科学教师在支持学生实验中的话语目的与话语动作

3区教育学

Science & Education Pub Date : 2021-08-29 DOI: 10.1007/s11191-021-00266-3

Yilmaz Soysal

{"title":"Middle School Science Teachers’ Discursive Purposes and Talk Moves in Supporting Students’ Experiments","authors":"Yilmaz Soysal","doi":"10.1007/s11191-021-00266-3","DOIUrl":"10.1007/s11191-021-00266-3","url":null,"abstract":"<div><p>The paper reports qualitative findings from a study about how science teachers enacted discursive purposes and talk moves to support the students’ experiments. Science teachers may have difficulties assisting students in designing and conducting valid and reliable experiments as the core epistemic practice of science teaching and learning. It is also known that teachers’ talk moves surround all teaching activities. It is therefore contributory to explore the teachers’ verbal scaffolds in aiding the students’ experiments. Nineteen middle school science teachers were the participants. This study was conducted as a naturalistic inquiry where the teachers’ in-class science inquiry implementations were systematically explored and analysed without any external intervention. Episode-based classroom discourse analyses and the systematic observations of the video records were conducted to classify the teachers’ discursive purposes and talk moves. The teachers tried to help the students compose better research questions by prompting them to operate multivariable reasoning. The teachers encouraged the students to replicate their experiments in different contexts with other persons or materials. The students were also assisted in coping with the presumable confounding variables to elucidate some unexpected experimental results. The teachers helped the students to gather reliable data. The students were also supported for generating richer discourse by making their research variables original within an acceptable time interval. Two discursive purposes, encouraging students to compose better research questions and use the given time effectively, were prominent among the observed eight purposes. For actualising these discursive purposes, the teachers enacted 26 types of talk moves with different frequencies. Recommendations were offered primarily in the sense of teacher noticing.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"31 3","pages":"739 - 785"},"PeriodicalIF":0.0,"publicationDate":"2021-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"5112202","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: 3

Education for Sustainability and Environment: Searching for the Perfect Plate 可持续发展与环境教育:寻找完美的餐盘

3区教育学

Science & Education Pub Date : 2021-08-28 DOI: 10.1007/s11191-021-00273-4

Giuliano Reis

引用次数: 1

Teachers’ Incorporation of Epistemic Practices in K-8 Engineering and Their Views About the Nature of Engineering Knowledge K-8工程教学中教师的认识论实践及其对工程知识本质的看法

3区教育学

Science & Education Pub Date : 2021-08-28 DOI: 10.1007/s11191-021-00265-4

Allison Antink-Meyer, Anna Maria Arias

引用次数: 3

Exploring Pre-service Biology Teachers’ Informal Reasoning and Decision-Making About COVID-19 职前生物教师对COVID-19的非正式推理和决策探析