Rachel A. Hutto, Lisa Voelker, Jacob J. O’Connor, Lucy H. Lin, N. Mesa, Claire Rusch
{"title":"Gender demographics of departmental seminar speakers reflect gender disparities of faculty hosts","authors":"Rachel A. Hutto, Lisa Voelker, Jacob J. O’Connor, Lucy H. Lin, N. Mesa, Claire Rusch","doi":"10.1186/s43031-022-00063-0","DOIUrl":"https://doi.org/10.1186/s43031-022-00063-0","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47661947","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}
{"title":"Correction: A case study of student development across project-based learning units in middle school chemistry","authors":"Yanan Zhao, Lei Wang","doi":"10.1186/s43031-022-00059-w","DOIUrl":"https://doi.org/10.1186/s43031-022-00059-w","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49399948","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}
Catherine Lammert, B. Hand, J. Suh, Gavin W. Fulmer
{"title":"Publisher Correction: “It’s all in the moment”: a mixed-methods study of elementary science teacher adaptiveness following professional development on knowledge generation approaches","authors":"Catherine Lammert, B. Hand, J. Suh, Gavin W. Fulmer","doi":"10.1186/s43031-022-00058-x","DOIUrl":"https://doi.org/10.1186/s43031-022-00058-x","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46423080","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}
{"title":"A case study of student development across project-based learning units in middle school chemistry","authors":"Yanan Zhao, Lei Wang","doi":"10.1186/s43031-021-00045-8","DOIUrl":"https://doi.org/10.1186/s43031-021-00045-8","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48071587","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}
David W. Jackson, Yihong Cheng, Qingxiao Meng, Yang Xu
{"title":"“Smart” greenhouses and pluridisciplinary spaces: supporting adolescents’ engagement and self-efficacy in computation across disciplines","authors":"David W. Jackson, Yihong Cheng, Qingxiao Meng, Yang Xu","doi":"10.1186/s43031-022-00046-1","DOIUrl":"https://doi.org/10.1186/s43031-022-00046-1","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49079544","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}
{"title":"Supporting the development of scientific understanding when constructing an evolving explanation","authors":"Ann M. Novak, D. Treagust","doi":"10.1186/s43031-021-00043-w","DOIUrl":"https://doi.org/10.1186/s43031-021-00043-w","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44042740","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}
{"title":"The key characteristics of project-based learning: how teachers implement projects in K-12 science education","authors":"Anette Markula, M. Aksela","doi":"10.1186/s43031-021-00042-x","DOIUrl":"https://doi.org/10.1186/s43031-021-00042-x","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45893360","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}
W. Penuel, B. Reiser, Tara A. W. McGill, M. Novak, Katie Van Horne, Allysa Orwig
{"title":"Connecting student interests and questions with science learning goals through project-based storylines","authors":"W. Penuel, B. Reiser, Tara A. W. McGill, M. Novak, Katie Van Horne, Allysa Orwig","doi":"10.1186/s43031-021-00040-z","DOIUrl":"https://doi.org/10.1186/s43031-021-00040-z","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48579622","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}
{"title":"Examining the usability and viability of using a simulated classroom environment to prepare preservice science teachers during and after the COVID-19 pandemic.","authors":"Jamie N Mikeska, Heather Howell, Devon Kinsey","doi":"10.1186/s43031-022-00054-1","DOIUrl":"10.1186/s43031-022-00054-1","url":null,"abstract":"<p><p>Educator preparation programs experienced extreme challenges during the COVID-19 pandemic, as many universities and K-12 schools moved to fully online or hybrid instructional models. These abrupt changes significantly limited preservice teachers' opportunities to engage in classroom-based practice teaching experiences, which are a bedrock of educator preparation programs to support preservice teachers in learning how to teach effectively. In this study, we examined the usability and viability of integrating simulated teaching experiences, which occur in an online, virtual classroom environment consisting of five student avatars, into elementary science method courses during the COVID-19 pandemic to prepare preservice science teachers to engage in one critical science teaching practice: facilitating discussions that engage students in scientific argumentation. This study uses qualitative content analysis of survey data and a focus group interview to identify patterns and themes in how four elementary science teacher educators and 49 of their preservice teachers perceived the use of this tool within elementary science teacher education, particularly the opportunities and challenges this tool afforded during the pandemic and possibilities for use in the post-COVID era. Study findings suggest that these elementary science teacher educators and preservice teachers perceived the simulated teaching experience as valuable for supporting teacher learning, addressing COVID-related challenges, and tackling perennial challenges in science teacher education. They also noted challenges related to implementation and concerns with future access. A discussion of key factors that may support and hinder the use of such tools within elementary science teacher education and implications for leveraging lessons learned post-COVID are included.</p>","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":"4 1","pages":"23"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9199324/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9900552","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}
{"title":"Irish secondary school science teachers' perspectives on addressing the COVID-19 crisis as socioscientific issues.","authors":"Ruth Chadwick, Eilish McLoughlin","doi":"10.1186/s43031-022-00056-z","DOIUrl":"10.1186/s43031-022-00056-z","url":null,"abstract":"<p><p>Development of scientific literacy is a crucial aim of science education across the globe and research suggests that this can be realized through student exploration of socioscientific issues. While the COVID-19 crisis, emergency school closures and restrictions to in-class teaching, had negative impacts on teaching and on student learning and wellbeing, it also presents an opportunity to explore authentic socioscientific issues. This research explores teachers' perspectives on addressing the COVID-19 crisis as socioscientific issues in secondary science education. This qualitative study surveyed 266 Irish secondary school science teachers about their experiences during the COVID-19 crisis. Thematic analysis was used to identify the reasons why teachers did and did not address the COVID-19 crisis as SSI. These findings were triangulated with findings from follow-up interviews. The majority of teachers in this study addressed the COVID-19 crisis as SSI. The COVID-19 crisis was explored within the curriculum, through project work and research, and through classroom discussion. Teachers described four barriers to exploring the COVID-19 crisis with their students: The COVID-19 crisis was not part of the curriculum; The lack of F2F contact made judging students' reactions challenging; There was already too much focus on the COVID-19 crisis in everyday life and concerns over student wellbeing while discussing the sensitive topic of the COVID-19 crisis. Teachers noted that addressing the COVID-19 crisis led to benefits to student learning, health, wellbeing and hygiene.</p>","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":"4 1","pages":"16"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9035767/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9900553","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}