Science & Education最新文献_第8页

Is Uncertainty a Barrier or Resource to Advance Science? The Role of Uncertainty in Science and Its Implications for Science Teaching and Learning 不确定性是科学进步的障碍还是资源?不确定性在科学中的作用及其对科学教与学的启示

3区教育学

Science & Education Pub Date : 2021-07-20 DOI: 10.1007/s11191-021-00244-9

Ying-Chih Chen

引用次数: 2

Bangladeshi Science Teachers’ Perceived Importance and Perceived Current Practices in Promoting Science Education Through a Context-Based, Socio-scientific Framework 孟加拉国科学教师通过基于情境的社会科学框架促进科学教育的感知重要性和感知当前实践

3区教育学

Science & Education Pub Date : 2021-07-19 DOI: 10.1007/s11191-021-00236-9

TBM Chowdhury, Jack Holbrook, Pedro Reis, Miia Rannikmäe

{"title":"Bangladeshi Science Teachers’ Perceived Importance and Perceived Current Practices in Promoting Science Education Through a Context-Based, Socio-scientific Framework","authors":"TBM Chowdhury, Jack Holbrook, Pedro Reis, Miia Rannikmäe","doi":"10.1007/s11191-021-00236-9","DOIUrl":"10.1007/s11191-021-00236-9","url":null,"abstract":"<div><p>The paper reports a study that seeks to develop an instrument so as to explore Bangladeshi science teachers’ perceived importance and perceived current practices, geared to the inclusion of four suggested areas of focus within a context-based, socio-scientific framework—student motivation, scientific problem-solving, socio-scientific decision-making and a beyond school, active informed citizenry concern. The study, taking into consideration the influence of different realities in the Bangladesh context (large class size, gender stereotypes and inadequate teacher development programmes), was conducted in 2 stages involving first piloting of a devised instrument with participant teachers involved in an international ‘We Act’ project which sought to promote socio-scientific activism. Expert validation and Cronbach Alpha test were carried out to establish the validity and reliability of the instrument. The actual implementation of the revised instrument was with purposefully chosen Bangladeshi science teachers. The results showed the participant Bangladeshi science teachers’ comparatively higher perceived importance, yet lower perceived current practice of incorporating different orientations associated to a context-based, socio-scientific framework. The results also revealed the influence of large class size, professional development programmes and gender factors on Bangladeshi science teachers’ perception. The significance of the study lies in emphasising the need for a more socio-scientific approach to Bangladesh science education and initiating professional development programmes for enabling teachers to perceive the role of science education to promote citizens who are able to meet the social needs as indicated in the constitution.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"31 2","pages":"487 - 523"},"PeriodicalIF":0.0,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11191-021-00236-9","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4755845","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

Do What Darwin Did 做达尔文所做的

3区教育学

Science & Education Pub Date : 2021-07-06 DOI: 10.1007/s11191-020-00186-8

Santiago Ginnobili, Leonardo González Galli, Yefrin Ariza

{"title":"Do What Darwin Did","authors":"Santiago Ginnobili, Leonardo González Galli, Yefrin Ariza","doi":"10.1007/s11191-020-00186-8","DOIUrl":"10.1007/s11191-020-00186-8","url":null,"abstract":"<div><p>We argue that teleological thinking plays a central role in biology and, more specifically, in theory of natural selection, and, therefore, the didactic goal cannot be its unnuanced elimination. In this sense, we will suggest that students’ teleological views can be used as the starting point for the construction of knowledge in this area of biology. To establish possible didactic strategies, we will turn to the way Darwin himself dealt with the teleology of former naturalists: Darwin had to modify several aspects of the previous teleological thinking: He had to reform functional biology. We will develop an alternative approach to teleology problem by conceiving of the contemporary student as a pre-Darwinian teleologist. Working from there, we will sketch two possible approaches for dealing with the students’ teleological thinking. The first approach seeks to modify the students’ intuitive functional biology in order to bring it closer to the modified functional biology developed by Darwin but avoiding the use of notions from evolutionary biology. The second approach involves using theory of natural selection as a guide to reformulate the functional biology of the students.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"31 3","pages":"597 - 617"},"PeriodicalIF":0.0,"publicationDate":"2021-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11191-020-00186-8","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4256680","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

Integrating History of Science in In‑service Physics Teacher Education: Impact on Teachers’ Practice 将科学史融入在职物理教师教育:对教师实践的影响

3区教育学

Science & Education Pub Date : 2021-06-02 DOI: 10.1007/s11191-021-00219-w

Charles Winrich, Peter Garik

{"title":"Integrating History of Science in In‑service Physics Teacher Education: Impact on Teachers’ Practice","authors":"Charles Winrich, Peter Garik","doi":"10.1007/s11191-021-00219-w","DOIUrl":"10.1007/s11191-021-00219-w","url":null,"abstract":"<div><p>This study investigates whether graduate courses for in-service physics teacher professional development that combine the conceptual history of physics, physics content, and physics education research readings will result in the teachers using the history of science for their own classroom instruction. In a study conducted in the USA, teachers who took such courses reported that their instruction in the history of science resulted in their better understanding of student learning, and a better ability to include the history of physics in their teaching. Ten teachers were selected from the pool of teachers who had participated in the professional development to determine how the self-reported use of the history of science translated into the teachers’ classroom practice. The research questions addressed whether or not the teachers used the history of science in their practice, and if so, how and what obstacles the teachers perceived in using the history of science. The investigation found that all ten teachers used the history of science in their physics classes to better understand their students’ conceptions in physics, to teach about theory change, and to increase student interest. Eight also used history to better communicate physics concepts. All discussed impediments they perceive to more use of history with their students. The professional development described may serve as a model for changing science teachers’ practice with respect to teaching with the history of science.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"30 5","pages":"1099 - 1130"},"PeriodicalIF":0.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11191-021-00219-w","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4088801","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: 6

Le Châtelier’s Principle a Language, Methodological and Ontological Obstacle: An Analysis of General Chemistry Textbooks 勒夏·<s:1>特列尔原理:语言、方法和本体论障碍——普通化学教材分析

3区教育学

Science & Education Pub Date : 2021-05-28 DOI: 10.1007/s11191-021-00214-1

Juan Quílez

{"title":"Le Châtelier’s Principle a Language, Methodological and Ontological Obstacle: An Analysis of General Chemistry Textbooks","authors":"Juan Quílez","doi":"10.1007/s11191-021-00214-1","DOIUrl":"10.1007/s11191-021-00214-1","url":null,"abstract":"<div><p>This study discusses how textbook educational approaches concerning Le Châtelier’s principle (LCP) may hinder student comprehension and prediction of chemical equilibrium disturbances. Firstly, after summarising students’ LCP erroneous assertions/explanations, a categorisation of the potential barriers that may originate student misunderstandings is performed. The discussed obstacles are the following: (a) language difficulties; (b) limited range of applicability; (c) official examinations and chemistry syllabi and (d) educational research. Then, it is examined how general chemistry textbooks’ authors deal with the evolution of chemical equilibria when they are disturbed. The different qualitative formulations of LCP provided in textbooks use mainly polysemic teleological vocabulary, which are difficult to understand in this context. Moreover, textbooks’ writers normally do not specify the conditions under which an equilibrium system is disturbed. In this textbook presentation, LCP is introduced as an easy and infallible rule, without limitations. Thus, several problematic perturbations reported in the chemical education research literature are not considered in these materials. Hence, this study concludes that their lacks and misleading use and application of LCP may certainly affect proper student understanding of the concepts related to chemical equilibrium disturbances.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"30 5","pages":"1253 - 1288"},"PeriodicalIF":0.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11191-021-00214-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"5091562","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

Strands of Science Teaching 科学教学的脉络

3区教育学

Science & Education Pub Date : 2021-05-21 DOI: 10.1007/s11191-021-00213-2

Khalil Oliveira Portugal, Sergio de Mello Arruda, Marinez Meneghello Passos

{"title":"Strands of Science Teaching","authors":"Khalil Oliveira Portugal, Sergio de Mello Arruda, Marinez Meneghello Passos","doi":"10.1007/s11191-021-00213-2","DOIUrl":"10.1007/s11191-021-00213-2","url":null,"abstract":"<div><p>The paper introduces a tool for analyzing the teaching venue (where and how the teaching happens) of science teachers, called Strands of Science Teaching (SST). Its construction was by analogy to the Strands of science Learning, a set of categories of analysis for the science teaching. Based on the concepts of Learning by Inquiry, the aspects of Nature of Science, and the teaching practice, the new set of categories were elaborated to analyze the teacher’s views on their teaching venue. They are (1) encouraging interest in science; (2) teaching science as a set of knowledge; (3) encouraging reflection on the nature of scientific knowledge and scientific learning; (4) engaging with the community; (5) and encouraging identification with the scientific enterprise. The SST were tested in interviews with two teachers of secondary education who teaches different science subjects, and the interviews indicated different priorities in light of the strands. It was possible to observe that for the discipline about science methods, both teachers prioritize strands 1 and 4 in their practices. On the other hand, for traditional science classes, one teacher prioritizes strand 1, and the other, strands 1 and 2. The different distributions between the Strands of Science Teaching point to different views of teaching science present in each subject. It is inferred from the analysis that the Strands of Science Teaching can be understood as an instrument for describing teaching venues, from which strands are prioritized by teachers.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"31 1","pages":"149 - 171"},"PeriodicalIF":0.0,"publicationDate":"2021-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11191-021-00213-2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4831272","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

Reintroducing “the” Scientific Method to Introduce Scientific Inquiry in Schools? 重新引入“科学方法”在学校引入科学探究?

3区教育学

Science & Education Pub Date : 2021-05-13 DOI: 10.1007/s11191-021-00235-w

Markus Emden

{"title":"Reintroducing “the” Scientific Method to Introduce Scientific Inquiry in Schools?","authors":"Markus Emden","doi":"10.1007/s11191-021-00235-w","DOIUrl":"10.1007/s11191-021-00235-w","url":null,"abstract":"<div><p>There are some crucial critiques on <i>scientific inquiry</i> and “the” Scientific Method in current science education. Recent research literature is replete with arguments against inquiry’s legitimacy to be included in science classes, and it has even been abandoned from the <i>Next Generation Science Standards</i>. Critics of <i>scientific inquiry</i> in schools blame it to be a caricature of authentic inquiry suffering from five shortcomings: (1) <i>knowledge becomes desocialized</i> from its generative contexts, (2) <i>scientific inquiry</i> in schools suggests <i>methodological monism</i> favoring (3) a <i>primacy of experimentation</i>, (4) which portrays <i>scientific inquiry</i> as a <i>knowledge automaton</i> (5) raising an <i>illusion of determination</i> with regard to the generation of knowledge. This article argues for a reorientation of <i>scientific inquiry</i> in schools tentatively embracing “the” Scientific Method anew since critics appear not to sufficiently consider that <i>scientific inquiry</i> operates differently in schools from science. It will be shown that most critiques can be defused when untangling such an illegitimate mix-up of science proper with school science. It will be argued that current (and recent) descriptions of how science generates knowledge lack authoritative validity and should be fundamentally revisited. “The” Scientific Method will be shown to be a valid idealization that can serve as a frame of reference for introductory science classes. Still, it is understood that science education needs to extend beyond “the” Scientific Method if it is to prepare for science-related careers.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"30 5","pages":"1037 - 1073"},"PeriodicalIF":0.0,"publicationDate":"2021-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11191-021-00235-w","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4547287","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: 13

A Toolkit for (Technocratic) Environmental Sustainability (技术官僚)环境可持续性工具包

3区教育学

Science & Education Pub Date : 2021-05-11 DOI: 10.1007/s11191-021-00224-z

Mark Neff

引用次数: 0

Exploring Science Identity Development of Women in Physics and Physical Sciences in Higher Education 探索女性在物理学和高等物理科学领域的科学认同发展

3区教育学

Science & Education Pub Date : 2021-05-06 DOI: 10.1007/s11191-021-00220-3

Ebru Eren

{"title":"Exploring Science Identity Development of Women in Physics and Physical Sciences in Higher Education","authors":"Ebru Eren","doi":"10.1007/s11191-021-00220-3","DOIUrl":"10.1007/s11191-021-00220-3","url":null,"abstract":"<div><p>This study investigates women’s science identity development in physics and the physical sciences in higher education through a gender perspective. It arises from the real-life sociological issue of women’s lower level of participation in physics and physical sciences in Ireland, where the gender gap is the highest of all science disciplines, according to the Higher Education Authority (HEA) reports of recent years. Twenty-nine undergraduate, graduate students, and postdoctoral researchers from four Dublin universities were interviewed to achieve an in-depth understanding of gender and science issues from their standpoints. The focus was on how they constitute their identities as a ‘scientist’ in relation to their gender. The result of this study illustrates a variety of possible science identity constitutions of women both from an individual and collective identity perspective. Understanding women’s science identity development help brings a general view about developing a more welcoming and flexible science culture for individuals who think they do not fit well or who are left outside of the certain prevailing norms in the scientific climate. It also can allow seeking a way of challenging and changing the predominant culture and the prevailing masculine norms in doing science.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"30 5","pages":"1131 - 1158"},"PeriodicalIF":0.0,"publicationDate":"2021-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11191-021-00220-3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4266328","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

Investigating Student Nature of Science Views as Reflections of Authentic Science 探究学生的科学本质观是真实科学的反映

3区教育学

Science & Education Pub Date : 2021-05-06 DOI: 10.1007/s11191-021-00231-0

Jerrid Kruse, Isaiah Kent-Schneider, Sarah Voss, Kinsey Zacharski, Molly Rockefeller

{"title":"Investigating Student Nature of Science Views as Reflections of Authentic Science","authors":"Jerrid Kruse, Isaiah Kent-Schneider, Sarah Voss, Kinsey Zacharski, Molly Rockefeller","doi":"10.1007/s11191-021-00231-0","DOIUrl":"10.1007/s11191-021-00231-0","url":null,"abstract":"<div><p>The study seeks to explore the extent to which students think pedagogical activities exemplifying various degrees of contextualization accurately reflect the work of scientists. Arguing for scaffolding across multiple degrees of contextualization, Clough (2006) reasoned that different contextualization plays different, but complimentary, roles in promoting conceptual change, and he suggested that decontextualized and moderately contextualized NOS activities may be dismissed by students as not representing authentic science. For this study, sixth-grade students (<i>N</i> = 137) engaged in three activities reflecting various levels of contextualization and responded to Likert and open-ended prompts asking them their perceptions about the relationship between the activity and real science. Students also ranked the activities from most to least like real science. Our findings demonstrate that participants most often described decontextualized and moderately contextualized activities as most representative of real science because participants perceived themselves to be acting like scientists. This study provides empirical support for Höttecke (2008) who, building on Clough (2006), proposed that both authentic contextualization <i>and</i> students’ actions in the classroom play roles in students’ perception of whether NOS teaching scenarios accurately represent authentic science. Given participants’ propensity to view highly contextualized NOS activities as less reflective of real science, this study illustrates the important role of the teacher in guiding student noticing during NOS activities. Challenging students’ narrow, action-oriented views of scientists appears to demand that teachers draw students’ attention to ways in which activities of all degrees of contextualization accurately and inaccurately represent NOS.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"30 5","pages":"1211 - 1231"},"PeriodicalIF":0.0,"publicationDate":"2021-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11191-021-00231-0","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4270133","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: 6