Science & Education最新文献_第7页

Principles of Creative Problem Solving in AI Systems AI系统创造性解决问题的原则

3区教育学

Science & Education Pub Date : 2021-08-24 DOI: 10.1007/s11191-021-00270-7

Zhihui Chen, Ruixing Ye

引用次数: 3

A Model-Based Constructivist Approach for Bridging Qualitative and Quantitative Aspects in Teaching and Learning the First Law of Thermodynamics 基于模型的建构主义方法在热力学第一定律教学中架起定性与定量的桥梁

3区教育学

Science & Education Pub Date : 2021-08-23 DOI: 10.1007/s11191-021-00262-7

Kalliopi Meli, Dimitrios Koliopoulos, Konstantinos Lavidas

{"title":"A Model-Based Constructivist Approach for Bridging Qualitative and Quantitative Aspects in Teaching and Learning the First Law of Thermodynamics","authors":"Kalliopi Meli, Dimitrios Koliopoulos, Konstantinos Lavidas","doi":"10.1007/s11191-021-00262-7","DOIUrl":"10.1007/s11191-021-00262-7","url":null,"abstract":"<div><p>Teaching and learning introductory thermodynamics has drawn considerable research attention over the last two decades, especially in several disciplines of higher education. Under particular investigation is the First Law of Thermodynamics (FLT), which offers an expression of energy conservation in thermodynamic systems, as the evidence shows that students struggle with this fundamental principle. At the upper secondary education level, existing research on this issue is rather limited. This study is concerned with the above, presenting epistemological and cognitive perspectives on the FLT and, based on these, proposes a constructivist approach for its teaching and learning. We place a special focus on the meaningful bridging between thermodynamic processes and a suitable constructivist model (Energy Chain Model) that can accurately describe the mathematical expressions of the First Law. To accomplish this, we implemented a teaching and learning sequence (12 45-min lessons) in the second year of the upper secondary school (ages 16–17). A significant part of the sequence (six lessons in 2 weeks) employed a model-based educational simulation (Ideal Gas Educational Simulation), which was designed and developed for this particular purpose. In this study (<i>N</i> = 19), the results indicated gradual improvement in students’ representations of thermodynamic processes, wherein they were able to more accurately describe these processes in terms of energy chains and mathematical expressions of the First Law. Some barriers that students could not seamlessly bypass were detected, which are in line with the findings of the existing literature for tertiary education students.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"31 2","pages":"451 - 485"},"PeriodicalIF":0.0,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11191-021-00262-7","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4884423","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: 2

Correction to: Epistemic and Political Confrontations Around the Public Policies to Fight COVID-19 Pandemic 更正:围绕抗击COVID-19大流行的公共政策的认识和政治对抗

3区教育学

Science & Education Pub Date : 2021-08-18 DOI: 10.1007/s11191-021-00275-2

Cristiano B. Moura, Matheus Monteiro Nascimento, Nathan Willig Lima

引用次数: 0

Correction to: Computational Thinking, Between Papert and Wing 修正:计算思维，纸与翼之间

3区教育学

Science & Education Pub Date : 2021-08-18 DOI: 10.1007/s11191-021-00268-1

Michael Lodi, Simone Martini

引用次数: 0

Correction to: Choose Your Evidence 更正:选择你的证据

3区教育学

Science & Education Pub Date : 2021-08-13 DOI: 10.1007/s11191-021-00269-0

Deanna Kuhn, Anahid S. Modrek

引用次数: 0

Bringing Science Fiction Story Writing to Saudi Science Education 将科幻故事写作带入沙特科学教育

3区教育学

Science & Education Pub Date : 2021-08-11 DOI: 10.1007/s11191-021-00254-7

Amani Khalaf H. Alghamdi, Wadha Habbab Alotaibi

{"title":"Bringing Science Fiction Story Writing to Saudi Science Education","authors":"Amani Khalaf H. Alghamdi, Wadha Habbab Alotaibi","doi":"10.1007/s11191-021-00254-7","DOIUrl":"10.1007/s11191-021-00254-7","url":null,"abstract":"<div><p>This exploratory case study affirmed the merit of using science fiction-inspired story writing to help Saudi Arabian Grade 10 female students learn science. Recognizing that teacher-centered rote learning was not reaching her rural students in the western part of Riyadh Province, the female teacher in this case switched to the constructivist active learning pedagogy, especially story writing. The case study report reflects data from a teacher interview, classroom observations (n = 2), and a content analysis of students’ (N = 25) two homework assignments. In the spirit of science fiction (SF), they were required to (a) demonstrate their science learning by weaving their imagination and personalities with the world of arthropods and writing a story that reflected the values and principles they aspired to spread in society and (b) answer the third conditional sentence question “<i>What would you ask god for if you were a Crustacean?</i>” A content analysis confirmed that students correctly used science facts while creatively and innovatively using their imagination to write stories reflective of their value systems. They valued identity, societal recognition, validation and respect, enduring friendships, dialogue and conversations, protection, and family. Regarding the God/Crustacean question, they wanted to be happy, at peace, safe, valued, respected, and have a clean place to live. The study confirmed the value of further investigating the use of the science fiction genre in Saudi science education and using writing to learn science.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"31 2","pages":"525 - 541"},"PeriodicalIF":0.0,"publicationDate":"2021-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11191-021-00254-7","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4447609","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: 0

Lessons from the Past: Reviewing How We Teach Science, What’s Changed, and Why It Matters 过去的教训:回顾我们如何教授科学，什么发生了变化，以及为什么它很重要

3区教育学

Science & Education Pub Date : 2021-08-10 DOI: 10.1007/s11191-021-00267-2

Maria Kolovou

引用次数: 2

A Theoretical Framework for Integrated STEM Education 综合STEM教育的理论框架

3区教育学

Science & Education Pub Date : 2021-08-03 DOI: 10.1007/s11191-021-00242-x

Jairo Ortiz-Revilla, Ileana M. Greca, Irene Arriassecq

{"title":"A Theoretical Framework for Integrated STEM Education","authors":"Jairo Ortiz-Revilla, Ileana M. Greca, Irene Arriassecq","doi":"10.1007/s11191-021-00242-x","DOIUrl":"10.1007/s11191-021-00242-x","url":null,"abstract":"<div><p>For several decades there has been a broad consensus on the need to promote scientific literacy and, ultimately, to promote the full development of student competency from an early age. However, many of the results recorded in the educational field are not very encouraging. Although interdisciplinarity has a more extensive trajectory, the continuous questioning of traditional teaching methods, due to their inefficiency, has given rise to the emergence of educational approaches that integrate the teaching of diverse scientific disciplines in a more contextualized, coherent, and comprehensive manner. The body of empirical research on the application of these approaches has grown, while leaving behind some essential theoretical questions. In the present work, a theoretical framework is proposed for integrated science, technology, engineering, and math (STEM) education, a current teaching approach with the important momentum. Based on the epistemological stance of Larry Laudan, three levels of scientific commitment are adopted: with theories, methods, and aims. Regarding the theoretical commitment, three axes of support are established for this framework: epistemological, psychological, and didactical. This mechanism allows us to construct a consistent model that may contribute to developing coherent integrated STEM education. In addition, an example of a real application of this theoretical framework is provided in the design, implementation, and evaluation of a STEM didactic unit in the primary education stage, demonstrating its coherence and viability.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"31 2","pages":"383 - 404"},"PeriodicalIF":0.0,"publicationDate":"2021-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4111870","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: 16

Misconceptions, Knowledge, and Attitudes Towards the Phenomenon of Radioactivity 对放射性现象的误解、认识和态度

3区教育学

Science & Education Pub Date : 2021-07-30 DOI: 10.1007/s11191-021-00251-w

Ana Isabel Morales López, Paula Tuzón Marco

{"title":"Misconceptions, Knowledge, and Attitudes Towards the Phenomenon of Radioactivity","authors":"Ana Isabel Morales López, Paula Tuzón Marco","doi":"10.1007/s11191-021-00251-w","DOIUrl":"10.1007/s11191-021-00251-w","url":null,"abstract":"<div><p>The teaching of the phenomenon of radioactivity is considered a key ingredient in the path towards developing critical thinking skills in many secondary science education curricula. Despite being one of the basic concepts in general physics courses, the scientific teaching literature of the last 40 years reports a great deal of misconceptions and conceptual errors related to radioactivity that seemingly appear regardless of the educational level and context. This study reports the first cross-sectional diagnostic study in Spain to secondary education students and pre-service teachers. Data were collected in the year 2019 through a questionnaire adapted from a previously validated one to explore the main misconceptions, attitudes, and knowledge status on the topic on a sample of 191 secondary school students and 29 Physics-and-Chemistry trainee teachers in the Spanish region of Valencia. Open and closed questions were used to categorize the entity itself, its properties, and the main misconceptions related to radioactivity. The responses were analysed using conventional statistical methods. The results indicate an evolution from a widespread dissenting notion on the phenomenon, which is staunchly related to danger, hazard, and destruction in the lowest educational levels, towards a more rational, relative, and multidimensional perspective in the highest ones. On the other hand, the ideas, emotions, and attitudes of the inquired individuals are in good agreement with the main misconceptions reported in the literature.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"31 2","pages":"405 - 426"},"PeriodicalIF":0.0,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11191-021-00251-w","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"5151011","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: 2

Methodological Diversity in HPS-Informed Science Education Research hps信息科学教育研究的方法多样性

3区教育学

Science & Education Pub Date : 2021-07-22 DOI: 10.1007/s11191-021-00260-9

Sibel Erduran

引用次数: 0