Disciplinary and interdisciplinary science education research最新文献_第5页

Correction: A case study of student development across project-based learning units in middle school chemistry 更正：中学化学跨项目学习单元学生发展的个案研究

Disciplinary and interdisciplinary science education research Pub Date : 2022-05-03 DOI: 10.1186/s43031-022-00059-w

Yanan Zhao, Lei Wang

引用次数: 2

Publisher Correction: “It’s all in the moment”: a mixed-methods study of elementary science teacher adaptiveness following professional development on knowledge generation approaches 出版商更正：“一切都在当下”：对基础科学教师在知识生成方法上的专业发展后的适应能力的混合方法研究

Disciplinary and interdisciplinary science education research Pub Date : 2022-04-28 DOI: 10.1186/s43031-022-00058-x

Catherine Lammert, B. Hand, J. Suh, Gavin W. Fulmer

引用次数: 0

A case study of student development across project-based learning units in middle school chemistry 中学化学跨项目学习单元学生发展的个案研究

Disciplinary and interdisciplinary science education research Pub Date : 2022-02-04 DOI: 10.1186/s43031-021-00045-8

Yanan Zhao, Lei Wang

引用次数: 10

“Smart” greenhouses and pluridisciplinary spaces: supporting adolescents’ engagement and self-efficacy in computation across disciplines “智能”温室和多学科空间:支持青少年在跨学科计算中的参与和自我效能

Disciplinary and interdisciplinary science education research Pub Date : 2022-02-01 DOI: 10.1186/s43031-022-00046-1

David W. Jackson, Yihong Cheng, Qingxiao Meng, Yang Xu

引用次数: 1

Supporting the development of scientific understanding when constructing an evolving explanation 在构建进化的解释时支持科学理解的发展

Disciplinary and interdisciplinary science education research Pub Date : 2022-01-15 DOI: 10.1186/s43031-021-00043-w

Ann M. Novak, D. Treagust

引用次数: 2

The key characteristics of project-based learning: how teachers implement projects in K-12 science education 基于项目的学习的关键特征：教师如何在K-12科学教育中实施项目

Disciplinary and interdisciplinary science education research Pub Date : 2022-01-06 DOI: 10.1186/s43031-021-00042-x

Anette Markula, M. Aksela

引用次数: 27

Connecting student interests and questions with science learning goals through project-based storylines 通过基于项目的故事情节将学生的兴趣和问题与科学学习目标联系起来

Disciplinary and interdisciplinary science education research Pub Date : 2022-01-03 DOI: 10.1186/s43031-021-00040-z

W. Penuel, B. Reiser, Tara A. W. McGill, M. Novak, Katie Van Horne, Allysa Orwig

引用次数: 9

Examining the usability and viability of using a simulated classroom environment to prepare preservice science teachers during and after the COVID-19 pandemic. 研究在新冠肺炎大流行期间和之后使用模拟课堂环境为职前科学教师做好准备的可用性和可行性。

Disciplinary and interdisciplinary science education research Pub Date : 2022-01-01 Epub Date: 2022-06-15 DOI: 10.1186/s43031-022-00054-1

Jamie N Mikeska, Heather Howell, Devon Kinsey

{"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":"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.","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":null,"pages":null},"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}

引用次数: 4

Irish secondary school science teachers' perspectives on addressing the COVID-19 crisis as socioscientific issues. 爱尔兰中学科学教师将应对新冠肺炎危机视为社会科学问题的观点。

Disciplinary and interdisciplinary science education research Pub Date : 2022-01-01 Epub Date: 2022-04-25 DOI: 10.1186/s43031-022-00056-z

Ruth Chadwick, Eilish McLoughlin

{"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":"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.","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":null,"pages":null},"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}

引用次数: 2

Bhutanese science teachers' perceptions of the nature of science: a cross-sectional study. 不丹科学教师对科学本质的看法：一项横断面研究。

Disciplinary and interdisciplinary science education research Pub Date : 2022-01-01 Epub Date: 2022-02-07 DOI: 10.1186/s43031-021-00044-9

Karma Dorji, Sherab Jatsho, Pem Choden, Pema Tshering

{"title":"Bhutanese science teachers' perceptions of the nature of science: a cross-sectional study.","authors":"Karma Dorji, Sherab Jatsho, Pem Choden, Pema Tshering","doi":"10.1186/s43031-021-00044-9","DOIUrl":"10.1186/s43031-021-00044-9","url":null,"abstract":"This study investigated Bhutanese science teachers' conceptions of the nature of science (NOS). The study recruited 225 Bhutanese science teachers based on convenient and snowball sampling techniques. The data was collected using the Myths of Science Questionnaire (MOSQ). The MOSQ was designed on Google Forms and administered through the online survey mode. The data was analysed using descriptive statistics in terms of the measure of frequency supported by science teachers' open-ended written responses, Independent Sample t-test, and One-way Analysis of Variance (ANOVA). Findings from descriptive statistics showed that Bhutanese science teachers considerably lacked clear understanding of the NOS in terms of scientific knowledge, scientific method, scientists' work, and scientific enterprise. The Independent Sample t-test showed that there was no statistically significant difference between Bhutanese male and female science teachers' perceptions of the NOS with p > .05. The One-way ANOVA test revealed statistically significant differences amongst Bhutanese science teachers' perceptions of the NOS based on their academic qualifications with p < .05. The Tukey Post-hoc test, however, revealed that Bhutanese science teachers' perceptions of the NOS based on academic qualifications was significant only between teachers with postgraduate diploma and doctor of philosophy.","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8819192/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10285299","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: 5