Disciplinary and interdisciplinary science education research最新文献_第8页

Promoting computational thinking through project-based learning. 通过基于项目的学习促进计算思维

Disciplinary and interdisciplinary science education research Pub Date : 2021-01-01 Epub Date: 2021-08-02 DOI: 10.1186/s43031-021-00033-y

Namsoo Shin, Jonathan Bowers, Joseph Krajcik, Daniel Damelin

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引用次数: 0

Measuring the long-term effects of informal science education experiences: challenges and potential solutions. 衡量非正规科学教育经验的长期影响：挑战和潜在解决方案

Disciplinary and interdisciplinary science education research Pub Date : 2021-01-01 Epub Date: 2021-04-30 DOI: 10.1186/s43031-021-00031-0

Nancy L Staus, John H Falk, Aaron Price, Robert H Tai, Lynn D Dierking

{"title":"Measuring the long-term effects of informal science education experiences: challenges and potential solutions.","authors":"Nancy L Staus, John H Falk, Aaron Price, Robert H Tai, Lynn D Dierking","doi":"10.1186/s43031-021-00031-0","DOIUrl":"10.1186/s43031-021-00031-0","url":null,"abstract":"Despite the fact that most science learning takes place outside of school, little is known about how engagement in informal science learning (ISL) experiences affects learners' knowledge, skill development, interest, or identities over long periods of time. Although substantial ISL research has documented short-term outcomes such as the learning that takes place during a science center visit, research suggests that the genuine benefits of informal experiences are long-term transformations in learners as they pursue a \"cascade\" of experiences subsequent to the initial educational event. However, a number of major methodological challenges have limited longitudinal research projects investigating the long-term effects of ISL experiences. In this paper we identify and address four key issues surrounding the critical but challenging area of how to study and measure the long-term effects or impacts of ISL experiences: attribution, attrition, data collection, and analytic approaches. Our objective is to provide guidance to ISL researchers wishing to engage in long-term investigations of learner outcomes and to begin a dialogue about how best to address the numerous challenges involved in this work.","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":"3 1","pages":"3"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8090518/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41671946","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 content analysis of pre-college lesson plans on human evolution 大学前人类进化课程计划的内容分析

Disciplinary and interdisciplinary science education research Pub Date : 2020-09-11 DOI: 10.1186/s43031-020-00028-1

R. Hite

引用次数: 0

‘Even though it might take me a while, in the end, I understand it’: a longitudinal case study of interactions between a conceptual change strategy and student motivation, interest and confidence “尽管这可能需要一段时间，但最终，我明白了”:一个关于观念改变策略与学生动机、兴趣和信心之间相互作用的纵向案例研究

Disciplinary and interdisciplinary science education research Pub Date : 2020-08-28 DOI: 10.1186/s43031-020-00027-2

Felicity I. McLure, Mihye Won, D. Treagust

引用次数: 3

Incorporating socioscientific issues into a STEM education course: exploring teacher use of argumentation in SSI and plans for classroom implementation 将社会科学问题纳入STEM教育课程：探索教师在SSI中使用论证和课堂实施计划

Disciplinary and interdisciplinary science education research Pub Date : 2020-08-05 DOI: 10.1186/s43031-020-00026-3

Joseph Johnson, Augusto Z. Macalalag, Julie Dunphy

引用次数: 15

Health education, obesity and the making of citizens 健康教育、肥胖与公民素质

Disciplinary and interdisciplinary science education research Pub Date : 2020-07-13 DOI: 10.1186/s43031-020-00025-4

C. Malmberg, A. Urbas, T. Nilson

引用次数: 2

Graduate teaching assistants: sharing epistemic agency with non-science majors in the biology laboratory 研究生助教:在生物实验室与非理科生共享认知代理

Disciplinary and interdisciplinary science education research Pub Date : 2020-06-26 DOI: 10.1186/s43031-020-00024-5

Justin McFadden, L. Fuselier

引用次数: 3

When goals do not concur: conflicting perceptions of school science 当目标不一致时:对学校科学的相互冲突的看法

Disciplinary and interdisciplinary science education research Pub Date : 2020-05-14 DOI: 10.1186/s43031-020-00023-6

David Fortus, Limor Daphna

引用次数: 2

Fostering students’ socioscientific decision-making: exploring the effectiveness of an environmental science competition 培养学生的社会科学决策能力:探讨环境科学竞赛的有效性

Disciplinary and interdisciplinary science education research Pub Date : 2020-04-10 DOI: 10.1186/s43031-020-00022-7

Carola Garrecht, M. Eckhardt, T. Höffler, U. Harms

引用次数: 8

Missed expectations: teacher and coach tensions at the boundary of STEM integration in an elementary classroom 未达到预期：教师和教练在小学课堂STEM融合边界上的紧张关系

Disciplinary and interdisciplinary science education research Pub Date : 2020-03-27 DOI: 10.1186/s43031-020-00021-8

Justin McFadden, G. Roehrig

引用次数: 7