Science & Education最新文献

{"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":"<p>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.</p>","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}

{"title":"Why most definitions of modeling competence in science education fall short: Analyzing the relevance of volition for modeling","authors":"Rieke Ammoneit,&nbsp;Maximilian Felix Göhner,&nbsp;Tom Bielik,&nbsp;Moritz Krell","doi":"10.1002/sce.21841","DOIUrl":"10.1002/sce.21841","url":null,"abstract":"<p>Definitions of modeling competence in science education do not yet include noncognitive factors. However, noncognitive factors are central to competence and might thus substantially improve our understanding of modeling competence. In this article, we analyze volition during preservice science teachers' engagement with a black-box modeling task and its relation to established aspects of modeling competence: metamodeling knowledge, modeling process, and modeling product. A cluster analysis of the occurrence of volition categories resulted in three clusters of volitional behavior. The clusters describe three different volition types: one action-oriented type applying a self-regulative strategy and two state-oriented types applying self-controlling strategies. Correlation analyses between clusters, volition categories and modeling process variables indicate benefits of the self-regulative strategy.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 2","pages":"443-466"},"PeriodicalIF":4.3,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21841","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514660","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}

{"title":"Investigating Equitable Representation in K-8 Science Textbook Portrayal of Scientists","authors":"Becky Barton Sinclair, Christopher Sean Long, Susan Szabo, Gilbert Naizer","doi":"10.1007/s11191-023-00482-z","DOIUrl":"https://doi.org/10.1007/s11191-023-00482-z","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":" 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135242318","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}

{"title":"The role of embodied scaffolding in revealing “enactive potentialities” in intergenerational science exploration","authors":"Minna O. Nygren,&nbsp;Sara Price,&nbsp;Rhiannon Thomas Jha","doi":"10.1002/sce.21845","DOIUrl":"10.1002/sce.21845","url":null,"abstract":"<p>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.</p>","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}

{"title":"English language proficiency standards aligned with content standards: How the Next Generation Science Standards and WIDA 2020 reflect each other","authors":"Okhee Lee,&nbsp;Scott Grapin","doi":"10.1002/sce.21843","DOIUrl":"10.1002/sce.21843","url":null,"abstract":"<p>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.</p>","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}

{"title":"Do they have inquiry skill profiles? Exploring high school students' scientific inquiry in an animation-based activity","authors":"Chi-Jung Sui,&nbsp;Sheng-Yi Hsiao,&nbsp;Shih-Chao Yeh,&nbsp;Pingping Zhao,&nbsp;Chun-Yen Chang,&nbsp;Jing Lin","doi":"10.1002/sce.21844","DOIUrl":"10.1002/sce.21844","url":null,"abstract":"<p>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. <i>χ</i>² 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.</p>","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}

{"title":"A Case Study on Text Formats in Undergraduate Physics Courses: Focus on a Professor’s Voice","authors":"Joselaine Setlik, Henrique César da Silva","doi":"10.1007/s11191-023-00476-x","DOIUrl":"https://doi.org/10.1007/s11191-023-00476-x","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"5 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135511137","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}

{"title":"Dewey and Rousseau on Experience-Based Science Education","authors":"Georgia Dimopoulou, Renia Gasparatou","doi":"10.1007/s11191-023-00477-w","DOIUrl":"https://doi.org/10.1007/s11191-023-00477-w","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"49 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135567069","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}

{"title":"Review of the double bind in physics education","authors":"Angela Johnson","doi":"10.1002/sce.21842","DOIUrl":"10.1002/sce.21842","url":null,"abstract":"&lt;p&gt;I have been in love with physics since the 1980s, for its beauty, its relentless logic, its fundamental ambiguity. Physics takes us outside ourselves and reminds us that our universe is both orderly and inexplicable.&lt;/p&gt;&lt;p&gt;An understanding of physics has also been fundamental to my economic well-being. The rigorous thinking skills I developed, and the social capital I gain with every casual “oh, I majored in physics,” have garnered me jobs and status.&lt;/p&gt;&lt;p&gt;My experience majoring in physics at a women's college was not, however, typical for women physics majors, to say nothing of women of color. Women make up around 20% of the students who complete undergraduate physics degrees in the United States; women of color are about 4%; and out of every 100 people completing a physics degree, in an average year one is a Black woman and one is a Latina (National Center for Science and Engineering Statistics, &lt;span&gt;2023&lt;/span&gt;). Most women of color complete physics degrees at research-intensive predominantly White institutions, where the most typical experience is that there is not another woman of color in their graduation cohort; perhaps there is one a year or two ahead or behind them, if they are fortunate (Johnson et al., &lt;span&gt;2020&lt;/span&gt;).&lt;/p&gt;&lt;p&gt;This would not necessarily be a problem if these women felt both a strong connection to physics itself and also a strong sense of belonging in their physics department. But this is not the case for most women of color in physics (Herrera et al., &lt;span&gt;2020&lt;/span&gt;; Johnson et al., &lt;span&gt;2017&lt;/span&gt;; Ko et al., &lt;span&gt;2014&lt;/span&gt;; Quichocho, &lt;span&gt;2020&lt;/span&gt;; Quichocho et al., &lt;span&gt;2019&lt;/span&gt;, &lt;span&gt;2020&lt;/span&gt;; Rosa &amp; Mensah, &lt;span&gt;2016&lt;/span&gt;; Schipull et al., &lt;span&gt;2019&lt;/span&gt;). Maria (Mia) Ong's new book, &lt;i&gt;The Double Bind in Physics Education&lt;/i&gt;, lays out why. It is a 25-year dive into the experiences of 10 women of color who completed undergraduate degrees in physics and (mostly) went on to physics-based careers. In it, Ong explores what it means to belong (or not) in physics settings, the culture of those settings, and common experiences her participants have had around being seen as physicists as well as being harassed in physics settings. She also describes common strategies her participants used to persist and help others do so, and ends by laying out what it would take to create a “culture of belonging” in physics.&lt;/p&gt;&lt;p&gt;Ong has been writing about women of color in physics, engineering, astronomy, and computer science for decades. Her 2005 article, &lt;i&gt;Body projects of young women of color in physics&lt;/i&gt; (Ong, &lt;span&gt;2005&lt;/span&gt;), broke open a whole new field of study. She has written several metasyntheses, in particular the 2011 &lt;i&gt;Inside the double bind: A synthesis of empirical research on women of color&lt;/i&gt; (Ong et al., &lt;span&gt;2011&lt;/span&gt;), in which she and her coauthors tracked down virtually every article written on women of color in science, technology, engineering and mathematics (STEM","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 1","pages":"376-379"},"PeriodicalIF":4.3,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21842","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135616667","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}

{"title":"Science Education Collaboration Network: the Case of the Cultural-Historical Activity Theory","authors":"Daniel Trugillo Martins Fontes, André Machado Rodrigues","doi":"10.1007/s11191-023-00479-8","DOIUrl":"https://doi.org/10.1007/s11191-023-00479-8","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"3 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135567739","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}