Science & Education最新文献_第10页

Making in-the-moment learning visible: A framework to identify and compare various ways of learning through continuity and discourse change 让即时学习变得可见：确定和比较通过连续性和话语变化进行学习的各种方式的框架

IF 3.1 1区教育学

Science & Education Pub Date : 2024-04-23 DOI: 10.1002/sce.21874

Jessica M. Karch, Nicolette M. Maggiore, Jennifer R. Pierre-Louis, Destiny Strange, Vesal Dini, Ira Caspari-Gnann

{"title":"Making in-the-moment learning visible: A framework to identify and compare various ways of learning through continuity and discourse change","authors":"Jessica M. Karch, Nicolette M. Maggiore, Jennifer R. Pierre-Louis, Destiny Strange, Vesal Dini, Ira Caspari-Gnann","doi":"10.1002/sce.21874","DOIUrl":"10.1002/sce.21874","url":null,"abstract":"Small group interactions and interactions with near-peer instructors such as learning assistants serve as fertile opportunities for student learning in undergraduate active learning classrooms. To understand what students take away from these interactions, we need to understand how and what they learn during the moment of their interaction. This study builds on practical epistemology analysis to develop a framework to study this in-the-moment learning during interactions by operationalizing it through the lens of discourse change and continuity toward three ends. Using video recordings of students and learning assistants interacting in a variety of contexts including remote, in-person, and hybrid classrooms in introductory chemistry and physics at two universities, we developed an analytical framework that can characterize learning in the moment of interaction, is sensitive to different kinds of learning, and can be used to compare interactions. The framework and its theoretical underpinnings are described in detail. In-depth examples demonstrate how the framework can be applied to classroom data to identify and differentiate different ways in which in-the-moment learning occurs.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 5","pages":"1292-1328"},"PeriodicalIF":3.1,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140667233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Practical Epistemologies of Design and Artificial Intelligence 设计与人工智能的实用认识论

IF 3.1 1区教育学

Science & Education Pub Date : 2024-04-18 DOI: 10.1007/s11191-024-00517-z

William Billingsley

{"title":"The Practical Epistemologies of Design and Artificial Intelligence","authors":"William Billingsley","doi":"10.1007/s11191-024-00517-z","DOIUrl":"10.1007/s11191-024-00517-z","url":null,"abstract":"<div>This article explores the epistemological trade-offs that practical and technology design fields make by exploring past philosophical discussions of design, practitioner research, and pragmatism. It argues that as technologists apply Artificial Intelligence (AI) and machine learning (ML) to more domains, the technology brings this same set of epistemological trade-offs with it. The basis of the technology becomes the basis of what it finds. There are correlations between questions that designers face in sampling and gathering data that is rich with context, and those that large-scale machine learning faces in how it approaches the rich context and subjectivity within its training data. AI, however, processes enormous amounts of data and produces models that can be explored. This makes its form of pragmatic inquiry that is amenable to optimisation. Finally, the paper explores implications for education that stem from how we apply AI to pedagogy and explanation, suggesting that the availability of AI-generated explanations and materials may also push pedagogy in directions of pragmatism: the evidence that explanations are effective may precede explorations of why they should be.</div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 2","pages":"807 - 824"},"PeriodicalIF":3.1,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-024-00517-z.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140624173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","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 review of Mark Windschitl's Teaching Climate Change 对 Mark Windschitl 的《气候变化教学》的评论

IF 4.3 1区教育学

Science & Education Pub Date : 2024-04-18 DOI: 10.1002/sce.21872

Emily A. Holt, Jessica Duke

引用次数: 0

A review of science teaching approaches for equity focusing on race, class, and religion from the perspectives of Freire's and Arendt's theories of education 从弗莱雷的教育理论和阿伦特的教育理论的角度，回顾以种族、阶级和宗教为重点的公平科学教学方法

IF 4.3 1区教育学

Science & Education Pub Date : 2024-04-11 DOI: 10.1002/sce.21868

Lilith Rüschenpöhler

{"title":"A review of science teaching approaches for equity focusing on race, class, and religion from the perspectives of Freire's and Arendt's theories of education","authors":"Lilith Rüschenpöhler","doi":"10.1002/sce.21868","DOIUrl":"10.1002/sce.21868","url":null,"abstract":"This paper presents a literature review of science teaching approaches that seek to support equity in science classrooms, focusing on marginalization based on (i) race/ethnicity, (ii) social class/socioeconomic background, and (iii) religion. Considered were approaches that science teachers can use in science classes in secondary schools. They were analyzed and discussed against the backdrop of critical pedagogy by Paulo Freire and the educational theory by Hannah Arendt, which constitutes a novelty in science education research. The review used meta interpretation combined with systematic searches in the ERIC database. It is, thus, limited to works published in English. A total of 930 articles (2013–2021) were identified out of which 64 were fully analyzed. The analysis shows that most approaches strive to provide more equal access to the existing science knowledge and structures of the community. This corresponds to the introduction to the “old world” in a conservative interpretation of Arendt's term. I argue that in addition, it is necessary to employ a more radical interpretation of the “old world” as fundamentally plural which is done in translanguaging and grappling with racism. Further, the transformative nature of science education needs to be strengthened in terms of Freire's critical pedagogy and Arendt's concept of natality. This means allowing students to become aware of oppressive structures to induce change. Only youth participatory science, youth participatory action research, and grappling with racism explicitly aim for this. This shows that nuanced perspectives on equity in science education are needed.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 4","pages":"1191-1221"},"PeriodicalIF":4.3,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21868","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140587434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparing the impact of physical and virtual manipulatives in different science domains among preschoolers 比较实物操作材料和虚拟操作材料在不同科学领域对学龄前儿童的影响

IF 4.3 1区教育学

Science & Education Pub Date : 2024-04-06 DOI: 10.1002/sce.21869

Yvoni Pavlou, Zacharias C. Zacharia, Marios Papaevripidou

{"title":"Comparing the impact of physical and virtual manipulatives in different science domains among preschoolers","authors":"Yvoni Pavlou, Zacharias C. Zacharia, Marios Papaevripidou","doi":"10.1002/sce.21869","DOIUrl":"10.1002/sce.21869","url":null,"abstract":"This study aimed to investigate whether the presence (when using physical manipulatives [PMs]) or absence (when using virtual manipulatives [VMs]) of haptic sensory feedback (i.e., open-ended haptic manipulation of physical materials with the use of the hands) during experimentation can impact preschoolers’ conceptual understanding of concepts concerning three different subject domains (i.e., balance beam, sinking/floating, and springs). The participants were 132 preschoolers (5–6 years old), 44 per subject domain, who were equally divided into two conditions differing in the means of experimentation (PM or VM) they used. The data of this exploratory study were collected through clinical interviews and analyzed both qualitatively and quantitatively. The findings indicated that preschoolers’ mean score improved in both conditions for each subject domain, (probably) as a result of their participation in the experimentation phase of the interviews, across all domains and conditions. No statistically significant difference in preschoolers’ learning between the two conditions was found in the balance beam domain. In the sinking/floating domain, VM were found to be more conducive to preschoolers’ learning than PM, whereas in the springs domain PM were found to have enhanced preschoolers’ learning more than VM did. These findings have important implications for science teaching and learning in the early childhood years. First, we provide information on when PM or VM is conducive to kindergarteners’ science learning. Second, we report on how prior embodied knowledge, established through haptic sensory input and related to the task at hand, affects learning through PM or VM experimentation.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 4","pages":"1162-1190"},"PeriodicalIF":4.3,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21869","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140587290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Confronting Imminent Challenges in Humane Epistemic Agency in Science Education: An Interview with ChatGPT 面对科学教育中人道认识论机构的紧迫挑战：采访 ChatGPT

IF 3.1 1区教育学

Science & Education Pub Date : 2024-04-04 DOI: 10.1007/s11191-024-00515-1

Phil Seok Oh, Gyeong-Geon Lee

{"title":"Confronting Imminent Challenges in Humane Epistemic Agency in Science Education: An Interview with ChatGPT","authors":"Phil Seok Oh, Gyeong-Geon Lee","doi":"10.1007/s11191-024-00515-1","DOIUrl":"10.1007/s11191-024-00515-1","url":null,"abstract":"<div>How and why science education scholars and practitioners might use artificial intelligence (AI) in the classroom has been a controversial agenda for decades. ChatGPT, a state-of-the-art (SOTA) AI released in November 2022, has attracted global interest for its exceptionally high performance in generating human-like natural language answers to almost any questions a user queries. Its ability to generate knowledge raises questions about what human knowledge means in science education in the digital age. The researchers of this study consider ChatGPT as an epistemic agent that is capable of generating new scientific knowledge and as an eligible interviewee to provide data for the study of AI and human episteme. The researchers interviewed ChatGPT and analysed its responses to questions about the future of human epistemic agency in science education to elicit ontological and relational implications between humans and AI. Based on ChatGPT’s articulations, it was suggested that SOTA AI-generated knowledge is non-bodied, robust, and detached, which can be summarised as automatous. In contrast, it was suggested that human-generated knowledge is embodied, value-laden, and engaged, which can be summarised as personal, in light of Michael Polanyi’s thoughts. As a result, this study insists that there are still unique characteristics of human-generated scientific knowledge compared to those of AI. Therefore, it is suggested that AI in science education should be understood as a collaborator in knowledge construction while securing the lead of human students in this process.</div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 2","pages":"779 - 805"},"PeriodicalIF":3.1,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-024-00515-1.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140743365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Not the only novice in the room: Partnerships and belongingness in a research immersion program 不是房间里唯一的新手沉浸式研究计划中的伙伴关系和归属感

IF 3.1 1区教育学

Science & Education Pub Date : 2024-04-03 DOI: 10.1002/sce.21870

Katherine Ann Ayers, Robyn Ann Pennella, Olayinka Mohorn-Mintah, Summer Jane Jasper, Susan Naomi Nordstrom

{"title":"Not the only novice in the room: Partnerships and belongingness in a research immersion program","authors":"Katherine Ann Ayers, Robyn Ann Pennella, Olayinka Mohorn-Mintah, Summer Jane Jasper, Susan Naomi Nordstrom","doi":"10.1002/sce.21870","DOIUrl":"10.1002/sce.21870","url":null,"abstract":"Lack of access to STEMM mentors has been identified as a critical barrier to biomedical research careers, leading to a lack of diversity in this field. To address such a barrier, the National Institutes of Health invested funds to support institutions in developing research immersion programs to provide “underrepresented” students with mentored research experiences. While providing access and opportunity for research experiences is an important equity endeavor, a focus solely on broadening participation neglects the role of institutions in perpetuating hegemonic views of science. Institutions often fail to recognize how entanglements of affect and emotion shape youth experiences in these programs and work to (de)legitimize their sense of belonging in science and perpetuate the notion of science as for an exclusive few. In this paper, we describe findings from a project aimed at understanding the entanglement of emotion and affect in a research immersion program and how these entanglements shaped participants' sense of belongingness in the program and research more broadly. Drawing on a poststructural feminist framework, we come to understand how individual histories and emotional experiences with racial and gender stereotypes work at the meta-affective level to contract feelings of belongingness in science for students.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 5","pages":"1269-1291"},"PeriodicalIF":3.1,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140587557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teacher positioning within the figured world(s) of urban school science 城市学校科学世界中的教师定位

IF 4.3 1区教育学

Science & Education Pub Date : 2024-04-02 DOI: 10.1002/sce.21866

Katherine Wade-Jaimes, Rachel Askew

{"title":"Teacher positioning within the figured world(s) of urban school science","authors":"Katherine Wade-Jaimes, Rachel Askew","doi":"10.1002/sce.21866","DOIUrl":"10.1002/sce.21866","url":null,"abstract":"Although research has highlighted the challenges of teaching in urban settings, particularly for science teachers, it has paid less attention to the development of science teaching identities in urban settings. This paper situates science teaching identity within societal discourses of science, education, and teaching to explore the ways in which macro-level discourses influence the positions available to science teachers in urban schools. Using questionnaire data from 64 teachers, discourse analysis is used to demonstrate how participants reinscribe or disrupt prominent macro-level discourses, including the elitism of science, accountability, and deficit views of urban areas, and the resulting positions that are created by this negotiation process. The findings include possible positions relative to science, education, and teaching as well as a consideration of differences between elementary and secondary teachers and between beginning and experienced teachers. Although many participants successfully disrupted damaging discourses of science as elite and disconnected, as well as discourses of accountability and the role of standardized testing, they were not able to disrupt deficit discourses that resulted in positioning themselves as outside of their students' worlds, often as saviors. The findings demonstrated the strong influence of deficit discourses on teachers' descriptions of their experiences as science teachers and the need to support teachers in understanding the historical and cultural contexts of urban education to identify and disrupt deficit discourses and create teacher positions based on asset and justice-based views of students, schools, and communities.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 4","pages":"1072-1098"},"PeriodicalIF":4.3,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140587556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Navigating student uncertainty for productive struggle: Establishing the importance for and distinguishing types, sources, and desirability of scientific uncertainties 引导学生进行富有成效的斗争：确定科学不确定性的重要性并区分其类型、来源和可取性

IF 4.3 1区教育学

Science & Education Pub Date : 2024-04-02 DOI: 10.1002/sce.21864

Ying-Chih Chen, Michelle Jordan, Jongchan Park, Emily Starrett

{"title":"Navigating student uncertainty for productive struggle: Establishing the importance for and distinguishing types, sources, and desirability of scientific uncertainties","authors":"Ying-Chih Chen, Michelle Jordan, Jongchan Park, Emily Starrett","doi":"10.1002/sce.21864","DOIUrl":"10.1002/sce.21864","url":null,"abstract":"An essential aspect of scientific practice involves grappling with the generation of predictions, representations, interpretations, investigations, and communications related to scientific phenomena, all of which are inherently permeated with uncertainty. Transferring this practice from expert settings to the classroom is invaluable yet challenging. Teachers often perceive struggles as incidental, negative, and uncomfortable, assuming they stem from students' deficiencies in knowledge or understanding, which they feel compelled to promptly address to progress. While some empirical research has explored the role of scientific uncertainties in driving productive student struggle, few studies have explicitly examined or provided a framework to unpack scientific uncertainty as it manifests in the classroom, including the sources that lead to student struggle and how teachers can manage it effectively. In this position paper, we elucidate the importance of incorporating scientific uncertainties as pedagogical resources to foster student struggles through uncertainty from three perspectives: scientific literacy, student agency, and coherent trajectories of sensemaking. To develop a theoretical framework, we consider scientific uncertainty as a resource for productive struggle in the sensemaking process. We delve into two types (e.g., conceptual, epistemic), four sources (e.g., insufficiency, ambiguity, incoherence, conflict), and three desirability considerations (e.g., relevance, timing, complexity) of scientific uncertainties in student struggles to provide a theoretical foundation for understanding what students struggle with, why they struggle, and how scientific uncertainties can be effectively managed by teachers. With this framework, researchers and teachers can examine the (mis)alignments between uncertainty-in-design, uncertainty-in-practice, and uncertainty-in-reflection.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 4","pages":"1099-1133"},"PeriodicalIF":4.3,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140587349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Navigating the complexities of student understanding: Exploring the coherency of students' conceptions about the greenhouse effect 驾驭学生理解的复杂性：探索学生对温室效应认识的一致性

IF 4.3 1区教育学

Science & Education Pub Date : 2024-04-02 DOI: 10.1002/sce.21867

Thomas Schubatzky, Claudia Haagen-Schützenhöfer, Rainer Wackermann, Carina Wöhlke, Sarah Wildbichler

{"title":"Navigating the complexities of student understanding: Exploring the coherency of students' conceptions about the greenhouse effect","authors":"Thomas Schubatzky, Claudia Haagen-Schützenhöfer, Rainer Wackermann, Carina Wöhlke, Sarah Wildbichler","doi":"10.1002/sce.21867","DOIUrl":"10.1002/sce.21867","url":null,"abstract":"The greenhouse effect is a complex scientific phenomenon that plays a crucial role in understanding climate change. Grasping students' understanding of this phenomenon on the content-specific level but also how students' conceptions are organized is vital for effective climate change education. This study addresses both levels and delves into the relationship between students' frameworks and knowledge pieces of the greenhouse effect through the analysis of multiple-choice questions, employing Bayesian correlations and multiple logistic regression. We thereby focus on specific types of conceptualizations of the greenhouse effect that have been identified in previous research and furthermore investigate the coherency of them. To do so, we analyzed answers of N = 604 grade 11 students in Austria and Germany and interpreted them from different theoretical perspectives. The findings showed that students hold various ideas about the greenhouse effect that are only seldom coherent, in particular when it comes to adequate ideas about the greenhouse effect. However, especially for a reflection-based framework of the greenhouse effect, our results demonstrate that students' conceptions show some form of coherency. We argue that our results can inform the development of effective teaching strategies that address students' existing knowledge and alternative conceptions. In terms of practical implications, the findings suggest that teaching strategies should provide opportunities for students to integrate their knowledge pieces into a more coherent understanding of the greenhouse effect. The study highlights the need for further investigation into the relationship between knowledge pieces and frameworks not only for the greenhouse effect, but for science education in general.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 4","pages":"1134-1161"},"PeriodicalIF":4.3,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21867","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140587289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0