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Disciplinary and interdisciplinary science education research最新文献

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Policy translation in assemblage: networked actors mediating science teachers’ policy play 集合中的政策翻译:网络行为体对科学教师政策发挥的中介作用
Disciplinary and interdisciplinary science education research Pub Date : 2023-10-23 DOI: 10.1186/s43031-023-00081-6
Kathryn M. Bateman, Scott McDonald
{"title":"Policy translation in assemblage: networked actors mediating science teachers’ policy play","authors":"Kathryn M. Bateman, Scott McDonald","doi":"10.1186/s43031-023-00081-6","DOIUrl":"https://doi.org/10.1186/s43031-023-00081-6","url":null,"abstract":"Abstract Educational policies exist as part of complex systems of many policies, all of which science teachers must make sense before using in practice. Using Actor-Network Theory to view policy translation in assemblages, we examine how networked actors mediate teachers’ policy play. Drawing on ethnographic methods and post-structural analytic tools, we identified four mediating actors: espoused practices, learning events, administrator relationships, and communities of practice. These actors interact in the assemblage to mediate teachers’ policy dilemmas and policy responses, as they play with policies. Our findings indicate a need to look more closely at the interactions of policies with one another in teachers’ policy play, policy dilemmas as learning opportunities, the importance of social relationships with administrators in teachers’ policy play, and the dangers of lethal fidelity in adoption. We see these findings as tools to assist teacher educators in planning for future teacher learning around their role as translators and implementers of policy.","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Alignment analysis of teaching–learning-assessment within the classroom: how teachers implement project-based learning under the curriculum standards 课堂内教-学-评的一致性分析:课程标准下教师如何实施项目化学习
Disciplinary and interdisciplinary science education research Pub Date : 2023-09-11 DOI: 10.1186/s43031-023-00078-1
Liu Zhao, Bo Zhao, Chunmi Li
{"title":"Alignment analysis of teaching–learning-assessment within the classroom: how teachers implement project-based learning under the curriculum standards","authors":"Liu Zhao, Bo Zhao, Chunmi Li","doi":"10.1186/s43031-023-00078-1","DOIUrl":"https://doi.org/10.1186/s43031-023-00078-1","url":null,"abstract":"Abstract This multi-case study examined the strengths and weaknesses of aligning teaching–learning-assessment of classroom project-based learning to curriculum standards and offered suggestions for teacher training and instructional improvement. The study constructed an alignment analysis framework for analyzing the cognitive dimension of classroom project-based learning and analyzed the situation of two junior high schools in Zhejiang Province using deductive and inductive content analysis. According to the results, the cognitive demands of classroom instruction activities and classroom assessments were much higher than those of teaching objectives and curriculum standards. Simultaneously, classroom instruction paid insufficient attention to engineering topics, and all instructional implementation elements exhibited content and cognitive deficiencies. The study suggests that teachers' dearth of engineering knowledge and the characteristics of project-based learning in the classroom are the primary reasons for the lack of alignment among three instructional implementation elements with curriculum standards. Similarly, it was discovered that classroom project-based learning has the characteristics of co-development of physical knowledge and engineering content and that future research can focus on developing more effective forms of classroom content organization and time distribution.","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135979906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Refinement of an instrument measuring science teachers’ knowledge of language through mixed method 用混合法测量科学教师语言知识的仪器的改进
Disciplinary and interdisciplinary science education research Pub Date : 2023-08-21 DOI: 10.1186/s43031-023-00080-7
Chenchen Ding, Catherine Lammert, Gavin W. Fulmer, B. Hand, J. Suh
{"title":"Refinement of an instrument measuring science teachers’ knowledge of language through mixed method","authors":"Chenchen Ding, Catherine Lammert, Gavin W. Fulmer, B. Hand, J. Suh","doi":"10.1186/s43031-023-00080-7","DOIUrl":"https://doi.org/10.1186/s43031-023-00080-7","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46504241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Characterizing faculty motivation to implement three-dimensional learning 表征教师实施立体学习的动机
Disciplinary and interdisciplinary science education research Pub Date : 2023-08-14 DOI: 10.1186/s43031-023-00079-0
P. Nelson, Rebecca L. Matz, K. Bain, Cori L. Fata-Hartley, M. Cooper
{"title":"Characterizing faculty motivation to implement three-dimensional learning","authors":"P. Nelson, Rebecca L. Matz, K. Bain, Cori L. Fata-Hartley, M. Cooper","doi":"10.1186/s43031-023-00079-0","DOIUrl":"https://doi.org/10.1186/s43031-023-00079-0","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44021095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Unravelling early childhood pre-service teachers’ implicit stereotypes of scientists by using the repertory grid technique 运用储备网格技术解开幼儿职前教师对科学家的隐性刻板印象
Disciplinary and interdisciplinary science education research Pub Date : 2023-07-04 DOI: 10.1186/s43031-023-00077-2
Elanur Yilmaz-Na, Elif Sönmez
{"title":"Unravelling early childhood pre-service teachers’ implicit stereotypes of scientists by using the repertory grid technique","authors":"Elanur Yilmaz-Na, Elif Sönmez","doi":"10.1186/s43031-023-00077-2","DOIUrl":"https://doi.org/10.1186/s43031-023-00077-2","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44784307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Professional development programs to improve science teachers’ skills in the facilitation of argumentation in science classroom—a systematic review 提高科学教师在科学课堂辩论中的技能的专业发展计划——系统综述
Disciplinary and interdisciplinary science education research Pub Date : 2023-06-20 DOI: 10.1186/s43031-023-00076-3
Raphael Wess, B. Priemer, I. Parchmann
{"title":"Professional development programs to improve science teachers’ skills in the facilitation of argumentation in science classroom—a systematic review","authors":"Raphael Wess, B. Priemer, I. Parchmann","doi":"10.1186/s43031-023-00076-3","DOIUrl":"https://doi.org/10.1186/s43031-023-00076-3","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48556180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Learning science through a collaborative invention project in primary school 在小学通过合作发明项目学习科学
Disciplinary and interdisciplinary science education research Pub Date : 2023-05-08 DOI: 10.1186/s43031-023-00074-5
Kati Sormunen, Saara Vehmaa, P. Seitamaa-Hakkarainen, J. Lavonen, K. Hakkarainen, Kalle Juuti
{"title":"Learning science through a collaborative invention project in primary school","authors":"Kati Sormunen, Saara Vehmaa, P. Seitamaa-Hakkarainen, J. Lavonen, K. Hakkarainen, Kalle Juuti","doi":"10.1186/s43031-023-00074-5","DOIUrl":"https://doi.org/10.1186/s43031-023-00074-5","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44040362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A content analysis of alignment messages to the Next Generation Science Standards 新一代科学标准校准信息的内容分析
Disciplinary and interdisciplinary science education research Pub Date : 2023-04-03 DOI: 10.1186/s43031-023-00073-6
J. Tanas, Gavin W. Fulmer
{"title":"A content analysis of alignment messages to the Next Generation Science Standards","authors":"J. Tanas, Gavin W. Fulmer","doi":"10.1186/s43031-023-00073-6","DOIUrl":"https://doi.org/10.1186/s43031-023-00073-6","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42922470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Publisher Correction: Student interaction discourse moves: characterizing and visualizing student discourse patterns 出版商更正:学生互动话语移动:表征和可视化学生话语模式
Disciplinary and interdisciplinary science education research Pub Date : 2023-02-27 DOI: 10.1186/s43031-023-00071-8
Hannah T. Nennig, Nicole E. States, Marika T. Montgomery, Sidney G. Spurgeon, R. Cole
{"title":"Publisher Correction: Student interaction discourse moves: characterizing and visualizing student discourse patterns","authors":"Hannah T. Nennig, Nicole E. States, Marika T. Montgomery, Sidney G. Spurgeon, R. Cole","doi":"10.1186/s43031-023-00071-8","DOIUrl":"https://doi.org/10.1186/s43031-023-00071-8","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46022639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Investigating the presence of mathematics and the levels of cognitively demanding mathematical tasks in integrated STEM units 调查综合STEM单元中数学的存在和认知要求数学任务的水平
Disciplinary and interdisciplinary science education research Pub Date : 2023-02-01 DOI: 10.1186/s43031-022-00070-1
Elizabeth N. Forde, Latanya Robinson, Joshua A. Ellis, E. Dare
{"title":"Investigating the presence of mathematics and the levels of cognitively demanding mathematical tasks in integrated STEM units","authors":"Elizabeth N. Forde, Latanya Robinson, Joshua A. Ellis, E. Dare","doi":"10.1186/s43031-022-00070-1","DOIUrl":"https://doi.org/10.1186/s43031-022-00070-1","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43891521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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