Science & Education最新文献_第10页

An Improved Model to Help University Students Understand and Assess Results of Science in the Making 帮助大学生理解和评估科学成果的改进模型

IF 4.3 1区教育学

Science & Education Pub Date : 2023-11-23 DOI: 10.1007/s11191-023-00486-9

Mads Paludan Goddiksen

{"title":"An Improved Model to Help University Students Understand and Assess Results of Science in the Making","authors":"Mads Paludan Goddiksen","doi":"10.1007/s11191-023-00486-9","DOIUrl":"https://doi.org/10.1007/s11191-023-00486-9","url":null,"abstract":"Developing an adequate understanding of the nature of science includes developing an understanding of the uses and importance of models in science. General accounts of science aimed at university students, however, tend to neglect this aspect. A noticeable exception is the simple model of the key elements of a scientific result presented by Giere, Bickle, and Mauldin in their book Understanding Scientific Reasoning (2006, Ch. 2). The model—referred to here as the Giere model—is a valuable tool in nature of science teaching that aims to help university-level science students understand how scientists can claim that a result is justified and to evaluate whether this is in fact the case. However, students tend to have difficulty applying the model to real cases. This is partly due to ambiguities and (over)simplifications in the model. This paper therefore aims to improve the applicability of the Giere model under its original scope by clarifying and nuancing key concepts in the original model. Furthermore, the paper aims to adapt the Giere model to make it applicable to knowledge claims about the results of scientific design.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"361 1","pages":""},"PeriodicalIF":4.3,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138517699","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 Use of Anticipation Guides in Reading Activities to Support College Students in Developing Scientific Written Arguments 在阅读活动中运用预期引导，支持大学生发展科学的书面论点

IF 4.3 1区教育学

Science & Education Pub Date : 2023-11-21 DOI: 10.1007/s11191-023-00484-x

Surya Gumilar, Daris Hadianto, Ari Widodo, Nizar Alam Hamdani, Tetep

{"title":"The Use of Anticipation Guides in Reading Activities to Support College Students in Developing Scientific Written Arguments","authors":"Surya Gumilar, Daris Hadianto, Ari Widodo, Nizar Alam Hamdani, Tetep","doi":"10.1007/s11191-023-00484-x","DOIUrl":"https://doi.org/10.1007/s11191-023-00484-x","url":null,"abstract":"This study focused on the use of anticipation guides (AG) as a reading strategy to support science reading and explored the level of students’ scientific written arguments as a result. An AG consists of four components that address the topic of the reading activity: statements about the content, what I think, what the texts say, and evidence in the text. These components create a bridge to explore and assess students’ scientific written arguments at the end of the course. We employed a case study with an embedded quasi-experimental design to analyse the impact of using an AG, along with a thematic analysis to report students’ perceptions. The present study involved 40 college students (prospective physics teachers) in the Department of Physics Education, taking a course in the Fundamentals of Physics. The findings show that the use of an AG significantly affected students’ scientific written arguments, specifically in proposing a claim-reasoning-evidence (CRE) structure. The student participants found that using an AG in reading activities was challenging but interesting because they had to find evidence in the texts to support their initial statements regarding what they thought. We also discuss the implications of this study.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"21 1","pages":""},"PeriodicalIF":4.3,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138517678","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

Index Collaborative Analysis of Green Chemistry Literacy and Public Literacy of Ideological and Political Consciousness 绿色化学素养与公众思想政治素养的指标协同分析

IF 4.3 1区教育学

Science & Education Pub Date : 2023-11-16 DOI: 10.1007/s11191-023-00481-0

Lili Zhou, TienTien Lee, Mingming Xing, Kaifeng Xue

{"title":"Index Collaborative Analysis of Green Chemistry Literacy and Public Literacy of Ideological and Political Consciousness","authors":"Lili Zhou, TienTien Lee, Mingming Xing, Kaifeng Xue","doi":"10.1007/s11191-023-00481-0","DOIUrl":"https://doi.org/10.1007/s11191-023-00481-0","url":null,"abstract":"Green development is an effective mode of economic growth and social development aiming at efficiency, harmony, and sustainability, which has become an important trend. The development of green industry is taken by many countries as an important measure to promote economic restructuring and highlighting environmental awareness. The green chemistry literacy is the inner driving force of developing green industry, which is studied as a focus in this paper. At the same time, the public literacy of ideological and political consciousness (PLOIPC) is closely related to green chemistry literacy. Therefore, the coupling analysis between green chemistry literacy and PLOIPC is presented. In the detail, three-level index evaluation tree models of green chemistry literacy and PLOIPC are set up. Then, the mathematical model is built with the index system of PLOIPC and green chemistry literacy based on the analytic hierarchy process (AHP). The criteria standard value is given to get the weighting coefficient. Next, the scoring matrix of every level index system for green chemistry literacy and PLOIPC are built. With above calculate results, three-dimensional matrix models of every level index system for green chemistry literacy and PLOIPC are given. The simulation results show that all of the consistency values are less than 0.1. Every level index has good coherence to the judgment matrix. Based on the above analysis results, the instance analysis is presented. The results show the consistency of change law curve of green chemistry literacy and PLOIPC. This study is intended to have important theoretical and practical significance for exploring students’ environmental protection and scientific literacy under ideological and political education.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"43 1","pages":""},"PeriodicalIF":4.3,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138517686","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

Why most definitions of modeling competence in science education fall short: Analyzing the relevance of volition for modeling 为什么科学教育中大多数建模能力的定义都不够:分析建模意愿的相关性

IF 4.3 1区教育学

Science & Education Pub Date : 2023-11-15 DOI: 10.1002/sce.21841

Rieke Ammoneit, Maximilian Felix Göhner, Tom Bielik, Moritz Krell

引用次数: 0

Investigating Equitable Representation in K-8 Science Textbook Portrayal of Scientists 调查K-8科学教科书中科学家形象的公平代表性

1区教育学

Science & Education Pub Date : 2023-11-09 DOI: 10.1007/s11191-023-00482-z

Becky Barton Sinclair, Christopher Sean Long, Susan Szabo, Gilbert Naizer

引用次数: 0

The role of embodied scaffolding in revealing “enactive potentialities” in intergenerational science exploration 具身支架在代际科学探索中揭示 "能动潜能 "的作用

IF 4.3 1区教育学

Science & Education Pub Date : 2023-11-06 DOI: 10.1002/sce.21845

Minna O. Nygren, Sara Price, Rhiannon Thomas Jha

{"title":"The role of embodied scaffolding in revealing “enactive potentialities” in intergenerational science exploration","authors":"Minna O. Nygren, Sara Price, Rhiannon Thomas Jha","doi":"10.1002/sce.21845","DOIUrl":"10.1002/sce.21845","url":null,"abstract":"Although adults are known to play an important role in young children's development, little work has focused on the enactive features of scaffolding in informal learning settings, and the embodied dynamics of intergenerational interaction. To address this gap, this paper undertakes a microinteractional analysis to examine intergenerational collaborative interaction in a science museum setting. The paper presents a fine-grained moment-by-moment analysis of video-recorded interaction of children and their adult carers around science-themed objects. Taking an enactive cognition perspective, the analysis enables access to subtle shifts in interactants’ perception, action, gesture, and movement to examine how young children engage with exhibits, and the role adult action plays in supporting young children's engagement with exhibits and developing ideas about science. Our findings demonstrate that intergenerational “embodied scaffolding” is instrumental in making “enactive potentialities” in the environment more accessible for children, thus deepening and enriching children's engagement with science. Adult action is central to revealing scientific dimensions of objects’ interaction and relationships in ways that expose novel types of perception and action opportunities in shaping science experiences and meaning making. This has implications for science education practices since it foregrounds not only “doing” science, through active hands-on activities, but also speaks to the interconnectedness between senses and the role of the body in thinking. Drawing on the findings, this paper also offers design implications for informal science learning environments.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 2","pages":"495-523"},"PeriodicalIF":4.3,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21845","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135633960","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

English language proficiency standards aligned with content standards: How the Next Generation Science Standards and WIDA 2020 reflect each other 与内容标准相一致的英语语言能力标准：下一代科学标准和 WIDA 2020 如何相互反映

IF 4.3 1区教育学

Science & Education Pub Date : 2023-11-06 DOI: 10.1002/sce.21843

Okhee Lee, Scott Grapin

{"title":"English language proficiency standards aligned with content standards: How the Next Generation Science Standards and WIDA 2020 reflect each other","authors":"Okhee Lee, Scott Grapin","doi":"10.1002/sce.21843","DOIUrl":"10.1002/sce.21843","url":null,"abstract":"The Next Generation Science Standards (NGSS) provide a vision for contemporary science education with all students, including the fast-growing population of multilingual learners in the United States K-12 context. The shifts heralded by the NGSS have resulted in significant changes to English language proficiency (ELP) or English language development (ELD) standards so they better align with content standards and support all students, including multilingual learners, to engage in language-rich disciplinary practices (e.g., arguing from evidence). The purpose of this article is to describe ELP/ELD standards aligned with content standards. Specifically, we describe how the policy initiatives of the NGSS as science standards and WIDA 2020 as ELP/ELD standards reflect each other in terms of conceptual foundations and architecture of the standards guiding classroom practices. By becoming more explicitly aware of how science standards and language standards present “mirror images” of each other, science educators will be better positioned to collaborate with their language education colleagues. As this article is intended to engage science educators who are generally familiar with the NGSS but likely new to ELP/ELD standards, we describe WIDA 2020 in detail and in ways accessible to a broad audience. In doing so, we aim to ensure the science education and language education communities are coordinated in their efforts to promote equitable science learning for all students, including multilingual learners. We close with implications for research, policy, and practice through collaboration between science education (as well as other content areas) and language education.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 2","pages":"637-658"},"PeriodicalIF":4.3,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135637024","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

Do they have inquiry skill profiles? Exploring high school students' scientific inquiry in an animation-based activity 他们有探究技能档案吗？在动画活动中探究高中生的科学探究能力

IF 4.3 1区教育学

Science & Education Pub Date : 2023-11-02 DOI: 10.1002/sce.21844

Chi-Jung Sui, Sheng-Yi Hsiao, Shih-Chao Yeh, Pingping Zhao, Chun-Yen Chang, Jing Lin

{"title":"Do they have inquiry skill profiles? Exploring high school students' scientific inquiry in an animation-based activity","authors":"Chi-Jung Sui, Sheng-Yi Hsiao, Shih-Chao Yeh, Pingping Zhao, Chun-Yen Chang, Jing Lin","doi":"10.1002/sce.21844","DOIUrl":"10.1002/sce.21844","url":null,"abstract":"In this study, we aimed to characterize students' inquiry skill profiles and investigate whether students' gender, major, school location and type, and household registration are related to their inquiry skill profiles. By providing an animation-based activity, we engaged students in a scientific inquiry on the atmospheric chemistry of climate change. Students performed data analytics, control of variables, and scientific reasoning tasks, which represented essential skills in the inquiry process. After removing the invalid data and conducting the two-stage stratified sampling, we analyzed 724 11th-grade Chinese students' multiple-choice and open-ended responses. A latent profile analysis (LPA) was used to identify if there were subgroups of students' inquiry skills. χ2 tests were conducted to examine whether the profiles' distribution differed in gender, major, school location, school type, and household registration. We identified four types of inquiry skill profiles among students: sophisticated, experimental, moderate, and basic, based on their skills in data analytics, scientific reasoning, and control of variables. The findings showed that school location significantly affected students' inquiry profiles, while school type, student major, and hukou had a mildly favorable impact. To sum up, the marriage of the LPA approach and the animation-based activity has illuminated not just students' different inquiry skill profiles but also the relationships these profiles have with certain demographic factors. We discussed that it is imperative to recognize these varied inquiry skill profiles and work to bridge the disparities stemming from demographic differences for a more equitable science education environment.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 2","pages":"467-494"},"PeriodicalIF":4.3,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135936132","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

A Case Study on Text Formats in Undergraduate Physics Courses: Focus on a Professor’s Voice 本科物理课程文本格式的个案研究:关注教授的声音

1区教育学

Science & Education Pub Date : 2023-10-21 DOI: 10.1007/s11191-023-00476-x

Joselaine Setlik, Henrique César da Silva

引用次数: 0

Dewey and Rousseau on Experience-Based Science Education 杜威与卢梭论经验科学教育

1区教育学

Science & Education Pub Date : 2023-10-20 DOI: 10.1007/s11191-023-00477-w

Georgia Dimopoulou, Renia Gasparatou

引用次数: 0