Science & Education最新文献_第10页

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

Conceptualizing community scientific literacy: Results from a systematic literature review and a Delphi method survey of experts 社区科学素养的概念化：系统文献综述和德尔菲法专家调查的结果

IF 3.1 1区教育学

Science & Education Pub Date : 2024-04-02 DOI: 10.1002/sce.21871

K. C. Busch, Aparajita Rajwade

引用次数: 0

Epistemic conflict and sensemaking in elementary students' navigation of an engineering design task 小学生在工程设计任务中的认识冲突和感性认识

IF 4.3 1区教育学

Science & Education Pub Date : 2024-03-30 DOI: 10.1002/sce.21865

Tejaswini Dalvi, Kristen Wendell

{"title":"Epistemic conflict and sensemaking in elementary students' navigation of an engineering design task","authors":"Tejaswini Dalvi, Kristen Wendell","doi":"10.1002/sce.21865","DOIUrl":"10.1002/sce.21865","url":null,"abstract":"An understanding of how sensemaking unfolds when elementary students engage in engineering design tasks is crucial to advancing engineering teaching and learning at K-12 levels. Sensemaking has been widely studied in the context of science as a discipline. In this paper, we seek to contribute to the more nascent efforts to build theory about the characteristics of sensemaking in elementary school engineering. We report on an interpretive case study of a 3rd grade student team who worked with minimal adult intervention to design a solution to an engineering challenge. Considering the entire trajectory of their design process, from the given problem to the solution, we observed that they navigated through multiple epistemic conflicts while making decisions that informed their final solution. We found that these conflicts served as opportunities for sensemaking and that exploring how the students resolved conflicts shed light on their sensemaking processes. Analysis of the team's navigation through epistemic conflicts to come to a design decision helped identify two distinct kinds of engineering sensemaking: student engagement in functional reasoning as they suggested design ideas, and student engagement in mechanistic reasoning as they interpreted test results. Both processes facilitated knowledge building, which in turn supported students' engineering design decisions.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 4","pages":"1051-1071"},"PeriodicalIF":4.3,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21865","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140363065","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

Towards a constructivist view of instructional explanations as a core practice of science teachers 将教学解释作为科学教师核心实践的建构主义观点

IF 4.3 1区教育学

Science & Education Pub Date : 2024-03-26 DOI: 10.1002/sce.21863

Christoph Kulgemeyer, David Geelan

{"title":"Towards a constructivist view of instructional explanations as a core practice of science teachers","authors":"Christoph Kulgemeyer, David Geelan","doi":"10.1002/sce.21863","DOIUrl":"10.1002/sce.21863","url":null,"abstract":"Instructional explanations are sometimes viewed as part of a nonconstructivist, solely teacher-centered learning environment, leading to the perception that they are ineffective or inappropriate for teaching science. Consequently, teacher education programmes seldom focus on preparing teachers to explain scientific concepts effectively. Interestingly, the perception of a specific kind of instructional explanation in teaching has evolved in recent years: explanatory videos, in particular, are being viewed as promising digital tools for learning. This article asserts that instructional explanations constitute integral components within nearly all learning environments where communication about science takes place. It has two goals. Firstly, the article aims to develop a coherent, constructivist theory of explaining, including both teacher explanations and explanatory videos. This theory offers an inductive-statistical explanation of the underlying mechanisms of communicative situations that involve experts and novices. Secondly, based on this constructivist perspective, the article distinguishes instructional explanations from scientific explanations and argumentation. It contends that (a) reducing instructional explanations solely to teacher-centered, didactic teaching represents a misconception with potentially adverse effects and (b) it also is a misconception that instructional explanations, scientific explanations, and argumentation are (nearly) interchangeable. The paper argues that instructional explanations, including both teacher explanations and explanatory videos, are not only a potentially effective part of all kinds of science teaching but also a core practice of science teachers.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 4","pages":"1034-1050"},"PeriodicalIF":4.3,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21863","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140381166","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

Using Text Mining to Identify Teleological Explanations in Physics and Biology Textbooks: An Exploratory Study 利用文本挖掘技术识别物理和生物教科书中的目的论解释：探索性研究

IF 4.3 1区教育学

Science & Education Pub Date : 2024-03-16 DOI: 10.1007/s11191-024-00513-3

Richard Brock, Nikos Tsourakis, Kostas Kampourakis

{"title":"Using Text Mining to Identify Teleological Explanations in Physics and Biology Textbooks: An Exploratory Study","authors":"Richard Brock, Nikos Tsourakis, Kostas Kampourakis","doi":"10.1007/s11191-024-00513-3","DOIUrl":"https://doi.org/10.1007/s11191-024-00513-3","url":null,"abstract":"Creating and critiquing explanations of phenomena is a significant goal of many scientific disciplines and therefore also a learning goal of science education. A significant source of explanations is science textbooks; however, the large corpus of text in textbooks means that manual review of explanations by individual researchers is extremely time consuming. In this paper, we introduce a text-mining approach for identifying legitimate and illegitimate forms of teleological explanations in school physics and biology textbooks. An ongoing debate exists about the legitimacy of teleological explanations, that is, explanations which account for a phenomenon by reference to a final end, purpose, or goal. Until recently, researchers tended to view teleology as an illegitimate form of scientific explanation. Recent theoretical cases in biology and physics have emphasized that legitimate teleological explanations exist in both domains. Eight science textbooks used in England and internationally were analyzed for instances of teleological explanations. The analysis reveals the efficiency of the text-mining approach for automating the analysis of textbooks and its potential as a research approach in science education. In considering text mining as a research approach, we report terms that are likely to be associated with legitimate teleological explanations. We found that legitimate teleological accounts are used by textbook authors, and we present novel categorizations of these forms of explanation. We argue that text mining can be a useful approach in science education research and our findings suggest guidance for both textbook writers and teachers related to their selection of legitimate explanatory forms.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"22 1","pages":""},"PeriodicalIF":4.3,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140151368","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

Unpacking Epistemic Insights of Artificial Intelligence (AI) in Science Education: A Systematic Review 解读科学教育中人工智能（AI）的认识论启示：系统回顾

IF 3.1 1区教育学

Science & Education Pub Date : 2024-03-15 DOI: 10.1007/s11191-024-00511-5

Kason Ka Ching Cheung, Yun Long, Qian Liu, Ho-Yin Chan

{"title":"Unpacking Epistemic Insights of Artificial Intelligence (AI) in Science Education: A Systematic Review","authors":"Kason Ka Ching Cheung, Yun Long, Qian Liu, Ho-Yin Chan","doi":"10.1007/s11191-024-00511-5","DOIUrl":"10.1007/s11191-024-00511-5","url":null,"abstract":"<div>There is a growing application of Artificial Intelligence (AI) in K-12 science classrooms. In K-12 education, students harness AI technologies to acquire scientific knowledge, ranging from automated personalized virtual scientific inquiry to generative AI tools such as ChatGPT, Sora, and Google Bard. These AI technologies inherit various strengths and limitations in facilitating students’ engagement in scientific activities. There is a lack of framework to develop K-12 students’ epistemic considerations of the interaction between the disciplines of AI and science when they engage in producing, revising, and critiquing scientific knowledge using AI technologies. To accomplish this, we conducted a systematic review for studies that implemented AI technologies in science education. Employing the family resemblance approach as our analytical framework, we examined epistemic insights into relationships between science and AI documented in the literature. Our analysis centered on five distinct categories: aims and values, methods, practices, knowledge, and social–institutional aspects. Notably, we found that only three studies mentioned epistemic insights concerning the interplay between scientific knowledge and AI knowledge. Building upon these findings, we propose a unifying framework that can guide future empirical studies, focusing on three key elements: (a) AI’s application in science and (b) the similarities and (c) differences in epistemological approaches between science and AI. We then conclude our study by proposing a development trajectory for K-12 students’ learning of AI-science epistemic insights.</div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 2","pages":"747 - 777"},"PeriodicalIF":3.1,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-024-00511-5.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140151447","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

Reconceptualized Family Resemblance Approach to the Nature of Science in Middle-School Science Textbooks from Brazil and South Korea Regarding Environmental Issues 巴西和韩国初中科学教科书中有关环境问题的科学本质的再概念化家庭相似方法

IF 4.3 1区教育学

Science & Education Pub Date : 2024-03-14 DOI: 10.1007/s11191-024-00514-2

Brenda Braga Pereira, Sangwoo Ha

{"title":"Reconceptualized Family Resemblance Approach to the Nature of Science in Middle-School Science Textbooks from Brazil and South Korea Regarding Environmental Issues","authors":"Brenda Braga Pereira, Sangwoo Ha","doi":"10.1007/s11191-024-00514-2","DOIUrl":"https://doi.org/10.1007/s11191-024-00514-2","url":null,"abstract":"This study analyzes the elements of the nature of science (NOS) with respect to environmental issues in middle-school science textbooks, covering three collections (nine and 12 books) from South Korea and Brazil, respectively. Content analysis was used to categorize the elements of the NOS using the reconceptualized family resemblance approach to the NOS (RFN) framework. The results showed that middle-school science textbooks mentioned the NOS when discussing environmental issues. The Brazilian textbooks mentioned RFN categories more often than the South Korean textbooks (103 vs. 24). Specifically, professional activities were the most mentioned RFN category in the Brazilian textbooks (32, 31.1%), while social values (6, 25%) were most mentioned in the South Korean textbooks. Additionally, the categories of aims and values (2, 1.9%), scientific ethos (1, 1.0%), and political power structures (4, 3.9%) were present in the textbooks from Brazil but not in those from South Korea. The financial system category was not identified in the textbooks of either country. Notably, most mentions of RFN categories in the textbooks were implicit in nature and did not have in-depth descriptions. Based on these results, this study discusses how exploring the general principles of the NOS and its specific applications in environmental issues can promote the role of science textbooks in environmental education. Further, the study findings contribute to clarifying the differences between South Korea and Brazil regarding environmental issues associated with the NOS, indicating that both countries can learn from each other’s perspectives on environmental education and the NOS.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"70 1","pages":""},"PeriodicalIF":4.3,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140151361","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

Cross-Referenced Perspectives on Three Science Teachers’ Practices Incorporating the History of Science in their Classrooms 三位科学教师将科学史纳入课堂教学实践的交叉视角

IF 4.3 1区教育学

Science & Education Pub Date : 2024-03-13 DOI: 10.1007/s11191-024-00501-7

Sophie Canac, Patricia Crepin-Obert, Camille Roux-Goupille

{"title":"Cross-Referenced Perspectives on Three Science Teachers’ Practices Incorporating the History of Science in their Classrooms","authors":"Sophie Canac, Patricia Crepin-Obert, Camille Roux-Goupille","doi":"10.1007/s11191-024-00501-7","DOIUrl":"https://doi.org/10.1007/s11191-024-00501-7","url":null,"abstract":"This paper presents an analysis of three teachers’ “ordinary” class sessions integrating historical elements of science in their teaching: one a teacher of physics and chemistry and two teachers of biology and geology. It explores what prompts these teachers to integrate the history of science into their lessons, the functions they attribute to such history, the degree to which historical and scientific elements are interwoven into the tasks proposed to the students, and the types of knowledge these tasks aim to develop among students. To categorize a typology of the different knowledge areas targeted in science classes, we designed a framework of historical epistemology in order to parameterize a common scenario using the lexical analysis tool Tropes, which was then implemented to analyze the teachers’ discourse during their class sessions. To study their ordinary practices, we adopted a double didactic and ergonomic framework approach. The analyses present the contrasting practices employed by three teachers in integrating historical aspects and identify logics of action specific to each teacher. For one of the teachers, the logic of action was shaped by the institutional framework, addressing the prescribed epistemological focus. For the other two teachers, the logic of action was induced by both the current socio-cultural issues and their own social commitment. The purpose of this study was to test general tools for analyzing teaching practices. Our methodology of knowledge categorization appears robust for the purpose of analyzing ordinary practices in integrating the history of science in science classroom sessions.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"70 1","pages":""},"PeriodicalIF":4.3,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140151443","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

Contesting the boundaries of physics teaching: What it takes to transform physics education toward justice-centered ends 物理教学的界限之争：物理教育向以正义为中心的目标转变的必备条件

IF 4.3 1区教育学

Science & Education Pub Date : 2024-03-12 DOI: 10.1002/sce.21862

Jasmine Jones

{"title":"Contesting the boundaries of physics teaching: What it takes to transform physics education toward justice-centered ends","authors":"Jasmine Jones","doi":"10.1002/sce.21862","DOIUrl":"10.1002/sce.21862","url":null,"abstract":"The underrepresentation of Black Americans in physics has been persistent for so long that it seems to have constrained physics educators' collective imagination when it comes to conceptualizing and pursuing equity in physics teaching and learning. Drawing on a teacher research study that foregrounds justice-centered physics teaching, this article pushes past the “equity as access” narrative toward more expansive visions of equity and justice by reimagining physics education as a liberatory praxis. Accordingly, this study explores the complexities that emerged while expanding the boundaries of physics learning to embrace a justice-centered curriculum through a Youth Participatory Science (YPS) project. Taught in the context of a freshman physics course at an urban public high school, this YPS project engaged students in designing solar energy systems for an African-American community historically harmed by environmental racism. Critically evaluating curricular documents, I juxtaposed the traditional goals of physics learning with respect to definitions of community needs and assets. Simultaneously, I investigated the ways in which canonical physics knowledge dialectically interacts with interdisciplinary knowledge throughout the defining, investigating, and intervening phases of the YPS cycle. Throughout this process, I considered how physics learning provides opportunities to either reproduce or transform existing power relations within the sociopolitical and environmental schema of the community. The critical understandings constructed from this study frame what it takes to repurpose physics teaching and learning for environmental justice, specifically emphasizing the agentic pedagogical and curricular decisions teachers must negotiate to transform physics education for liberatory purposes.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 4","pages":"1015-1033"},"PeriodicalIF":4.3,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21862","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140107187","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