Disciplinary and interdisciplinary science education research最新文献_第4页

Student interaction discourse moves: characterizing and visualizing student discourse patterns 学生互动话语动作：表征和可视化学生话语模式

Disciplinary and interdisciplinary science education research Pub Date : 2023-01-19 DOI: 10.1186/s43031-022-00068-9

Hannah T. Nennig, Nicole E. States, Marika T. Montgomery, Sidney G. Spurgeon, R. Cole

引用次数: 3

Creating Digital Sci-Fi Narratives through Multimodal Composing to Promote Adolescent Students' STEM Education. 通过多模式创作创造数字科幻叙事，促进青少年学生的STEM教育。

Disciplinary and interdisciplinary science education research Pub Date : 2023-01-01 Epub Date: 2023-05-12 DOI: 10.1186/s43031-023-00072-7

Hua Ran, Ji Shen, Blaine E Smith, Changzhao Wang

{"title":"Creating Digital Sci-Fi Narratives through Multimodal Composing to Promote Adolescent Students' STEM Education.","authors":"Hua Ran, Ji Shen, Blaine E Smith, Changzhao Wang","doi":"10.1186/s43031-023-00072-7","DOIUrl":"10.1186/s43031-023-00072-7","url":null,"abstract":"Much research has examined the incorporation of academic and scientific writing in science learning. However, less research has applied a narrative approach that represents events in a time sequence. Furthermore, modern technology has greatly extended students' modes of science expression beyond the printed texts. Yet, connecting students' rich experience in digital storytelling with their academic learning in science is still an area of needed research. This study focused on analyzing the products students generated as a way to examine how they integrated science in their multimodal sci-fi narratives. These narratives were created in a program designed to engage adolescents in integrated STEM and digital literacy learning. More specifically, this study developed a two-dimensional framework (science and integration) to evaluate the 35 products produced by 136 participants in 5 iterations of the program. Content and thematic analyses revealed that a wide variety of sophisticated mechanisms was applied for science integration, including: (1) building connections among diverse science topics; (2) leveraging innovative narrative techniques; (3) responding critically to socio-scientific problems; and (4) designing and redesigning multimodal elements.Supplementary information: The online version contains supplementary material available at 10.1186/s43031-023-00072-7.","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":"5 1","pages":"7"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10176294/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9912036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching controversial socio-scientific issues in online exhibits of science museums: Covid-19 on the scene. 在科学博物馆的在线展览中教授有争议的社会科学问题：现场的新冠肺炎。

Disciplinary and interdisciplinary science education research Pub Date : 2023-01-01 Epub Date: 2023-01-02 DOI: 10.1186/s43031-022-00069-8

Carolina Sotério, Adriele Ribeiro Dos Santos Lamim, Salete Linhares Queiroz

{"title":"Teaching controversial socio-scientific issues in online exhibits of science museums: Covid-19 on the scene.","authors":"Carolina Sotério, Adriele Ribeiro Dos Santos Lamim, Salete Linhares Queiroz","doi":"10.1186/s43031-022-00069-8","DOIUrl":"10.1186/s43031-022-00069-8","url":null,"abstract":"The Covid-19 pandemic has sparked an unprecedented public debate over socio-scientific controversies, particularly regarding vaccination and social distancing measures. Despite the potential of such subjects for developing critical thinking and a sense of citizenship, the theme of controversies is still incipient in science museums. This documentary study investigates the way three science institutions have proposed online exhibits on Covid-19 on Google Arts & Culture platform and checks their potential for favoring teaching on controversial science topics. Google Arts & Culture platform was searched for Covid-19-related keywords and the filtering of the results was based on focus and organizing institutions. Three exhibits were detected, whose analysis was submitted to an inter-rater agreement (Cohen's kappa). The results revealed the predominance of social and economic aspects that can strongly favor more scientifically progressive views of both science literacy and a socially undistorted science. On the other hand, the superficiality of political discussions on science topics, a lack of naturalization of the controversial discussions, and an excessive use of textual content were identified, thus revealing some initiatives have not explored the interactivity, multimediality, and the way dilemmas that mark the trajectory of science museums extend to online exhibits. From this perspective, we point out paths for teaching and learning socio-scientific controversies in museums.","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":"5 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9806817/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9912035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An understanding of falling bodies across schooling and experience based on the conceptual prevalence framework. 基于概念流行框架的对学校教育和经历中跌倒身体的理解。

Disciplinary and interdisciplinary science education research Pub Date : 2023-01-01 Epub Date: 2023-06-01 DOI: 10.1186/s43031-023-00075-4

Patrice Potvin, Pierre Chastenay, François Thibault, Martin Riopel, Emmanuel Ahr, Lorie-Marlène Brault Foisy

{"title":"An understanding of falling bodies across schooling and experience based on the conceptual prevalence framework.","authors":"Patrice Potvin, Pierre Chastenay, François Thibault, Martin Riopel, Emmanuel Ahr, Lorie-Marlène Brault Foisy","doi":"10.1186/s43031-023-00075-4","DOIUrl":"10.1186/s43031-023-00075-4","url":null,"abstract":"In this article, we describe a study conducted online with 953 participants of varying levels of education and, when applicable, science/physics teaching experience. These participants were asked to solve a cognitive task in which many different pairs of objects were presented and to identify which, if any, would touch the ground first when dropped (in atmospheric or non-atmospheric environments). Recorded accuracies and response times allowed us to conduct an analysis based on the conceptual prevalence framework, which posits that the coexistence of conceptual and/or misconceptual resources can produce interference in response production. The results show that the influence of some of them decreases or, more surprisingly, increases with training. In fact, secondary and college physics teachers seem to cultivate some of them, and most likely have contributed to their spread. The implications for teaching and research are discussed.","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":"5 1","pages":"8"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10249391/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9993518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","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 case study of a novel summer bridge program to prepare transfer students for research in biological sciences 一个新颖的夏季桥梁计划的案例研究，以准备转学生在生物科学的研究

Disciplinary and interdisciplinary science education research Pub Date : 2022-12-20 DOI: 10.1186/s43031-022-00067-w

Austin L. Zuckerman, A. Juavinett, E. Macagno, Brenda L. Bloodgood, T. Gaasterland, D. Artis, S. Lo

引用次数: 0

A qualitative study of teachers’ and students’ experiences with a context-based curriculum unit designed in collaboration with STEM professionals and science educators 与STEM专业人员和科学教育者合作设计的基于情境的课程单元，对教师和学生的经验进行定性研究

Disciplinary and interdisciplinary science education research Pub Date : 2022-10-29 DOI: 10.1186/s43031-022-00066-x

K. Kostøl, Kari Beate Remmen

引用次数: 1

Towards water literacy: an interdisciplinary analysis of standards for teaching and learning about humans and Water 迈向水素养:对人类和水的教学和学习标准的跨学科分析

Disciplinary and interdisciplinary science education research Pub Date : 2022-08-29 DOI: 10.1186/s43031-022-00065-y

Silvia-Jessica Mostacedo-Marasovic, Brooke Colleen Mott, Holly White, C. Forbes

引用次数: 2

The lived experiences of pre-service science teachers designing and teaching socioscientific issues-based units 职前科学教师设计和教学社会科学问题单元的生活经历

Disciplinary and interdisciplinary science education research Pub Date : 2022-07-01 DOI: 10.1186/s43031-022-00064-z

E. Karahan

引用次数: 0

Exploring the relationship between individual characteristics and argumentative discourse styles: the role of achievement goals and personality traits 个体特征与议论文风格的关系探究：成就目标与人格特征的作用

Disciplinary and interdisciplinary science education research Pub Date : 2022-06-08 DOI: 10.1186/s43031-022-00062-1

Yun-Jung Chen, Xiaoran Li, Yanyan Li

引用次数: 0

Gender demographics of departmental seminar speakers reflect gender disparities of faculty hosts 部门研讨会演讲者的性别人口统计反映了教员主持的性别差异

Disciplinary and interdisciplinary science education research Pub Date : 2022-06-01 DOI: 10.1186/s43031-022-00063-0

Rachel A. Hutto, Lisa Voelker, Jacob J. O’Connor, Lucy H. Lin, N. Mesa, Claire Rusch

引用次数: 1