Science & Education最新文献_第2页

Practical measures of science teacher learning: Conceptualizing organizational functions and affordances 科学教师学习的实用措施：组织功能和承受能力的概念化

IF 4.3 1区教育学

Science & Education Pub Date : 2024-08-06 DOI: 10.1002/sce.21895

Eleanor R. Anderson, Jennifer Richards

{"title":"Practical measures of science teacher learning: Conceptualizing organizational functions and affordances","authors":"Eleanor R. Anderson, Jennifer Richards","doi":"10.1002/sce.21895","DOIUrl":"https://doi.org/10.1002/sce.21895","url":null,"abstract":"In this paper, we build on a growing body of research on practical measurement for educational improvement, contributing a conceptualization of the organizational functions of measurement in processes of persistence and change. Our work is grounded in theoretical understandings of micro‐institutional change that foreground processes of reproduction and disruption of organizational categories, priorities, assumptions, and practices. Drawing together measurement discourses from multiple fields of study, we identify four metaphors for organizational functions that measures can serve: carriers, windows, exercises, and drivers. We propose a conceptual framework illustrating relationships and pathways among these functions as they operate in context. We then apply the framework in the context of co‐designing three practical measures of science teacher learning in a large urban district, illustrating varied pathways through which the practical measures seemed to function, and documenting their respective affordances and constraints in driving reproduction and/or disruption in the organization's work to support science teacher learning. This line of work extends prior research on practical measurement through its focus on measures of science teacher learning and its attention to how practical measures can function to shape broader processes of organizational transformation and stability. This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"371 1","pages":""},"PeriodicalIF":4.3,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141936551","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

“On Mars, we will speak Arabic”: Negotiating identity in upper secondary physics in Denmark "在火星上，我们将说阿拉伯语"：丹麦高中物理中的身份协商

IF 3.1 1区教育学

Science & Education Pub Date : 2024-07-31 DOI: 10.1002/sce.21898

Katherine Doerr, Jesper Bruun

{"title":"“On Mars, we will speak Arabic”: Negotiating identity in upper secondary physics in Denmark","authors":"Katherine Doerr, Jesper Bruun","doi":"10.1002/sce.21898","DOIUrl":"10.1002/sce.21898","url":null,"abstract":"Seeking to make upper secondary school physics more relevant and engaging, an online collaborative learning curriculum was designed. Each of the curriculum's lessons was structured as a goal-based scenario about human scientists on Mars. Video and audio data from the curriculum's implementation in Denmark was collected. This study utilized the theoretical lenses intersectionality, repertoires of practice, and epistemic agency. The use of comics as an analytical tool provided a novel and accessible way to depict the complex dynamics within the physics classroom. It allowed for a multimodal representation of the data and enabled a nuanced examination of the students' interactions. Findings suggest that interactions were shaped by the students' identities and these dynamics shaped their repertoires of practice. Moreover, the interactions had a profound impact on students' epistemic agency in physics. Collaborative learning with a goal-based scenario can include and empower diverse gender, racial, and language identities. It can also, however, work to disempower and exclude when the hegemonically white and masculine culture of physics is left unproblematized. This leads to the conclusion that if reform-based science education is untethered from a critical stance on socioscientific issues, students and teachers may reproduce social problems as much as they also may challenge them.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 6","pages":"1698-1724"},"PeriodicalIF":3.1,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21898","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141863413","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

Critical climate awareness as a science education outcome 作为科学教育成果的关键气候意识

IF 3.1 1区教育学

Science & Education Pub Date : 2024-07-31 DOI: 10.1002/sce.21896

Heather F. Clark

{"title":"Critical climate awareness as a science education outcome","authors":"Heather F. Clark","doi":"10.1002/sce.21896","DOIUrl":"10.1002/sce.21896","url":null,"abstract":"This paper presents the argument that climate change should be taught in schools as a sociopolitical and scientific process, and that students should be able to use their science knowledge to think critically about climate change as a social justice issue. A necessary and achievable outcome of science education is critical climate awareness—an understanding of the systems and structures that create and sustain climate change inequities. Through a participatory design research partnership, a high school chemistry course was designed and studied that focused on this outcome. Data from a single group, mixed method pre/postdesign show how a group of Black and Latinx urban youth appropriated critical climate awareness from the curriculum they experienced and how they used this awareness to explain climate change as a scientific and sociopolitical process. The findings show that students became concerned about climate change, if they were not already, and that they improved their knowledge of scientific concepts specific to climate change. In their explanations of climate change, students foregrounded sociopolitical processes that result in changes to physical systems, assigned agency for carbon emissions to diverse social actors in ways attentive to power dynamics, and articulated differences in consequences and solutions based on the racial and socioeconomic demographics of communities. This work has implications for transforming science classrooms into incubators for climate justice.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 6","pages":"1670-1697"},"PeriodicalIF":3.1,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21896","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141881819","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 holistic understanding of inclusion in STEM: Systemic challenges and support for women and LGBT+ academics and PhD students 全面理解科学、技术、工程和数学领域的包容性：系统性挑战以及对女性和 LGBT+ 学者及博士生的支持

IF 3.1 1区教育学

Science & Education Pub Date : 2024-07-27 DOI: 10.1002/sce.21899

Marco Reggiani, Jessica Dawn Gagnon, Rebecca Jane Lunn

{"title":"A holistic understanding of inclusion in STEM: Systemic challenges and support for women and LGBT+ academics and PhD students","authors":"Marco Reggiani, Jessica Dawn Gagnon, Rebecca Jane Lunn","doi":"10.1002/sce.21899","DOIUrl":"10.1002/sce.21899","url":null,"abstract":"Barriers to equity, diversity, and inclusion remain in Science, Technology, Engineering, and Mathematics (STEM) for historically underrepresented and marginalized individuals. The purpose of this study was to explore the experiences of women and LGBT+ academics and PhD students in the United Kingdom. Specifically, this article examines systemic challenges and support that 82 participants who identified as women and/or LGBT+ academics and PhD students have experienced in their STEM environments and throughout their careers. In this qualitative study, we employed intersectionality theory to frame a thematic analysis of interviews and focus groups. Our findings indicate that the experiences of participants are characterized more by inequities than by support from colleagues, peers, and higher education institutions. Inequities are widespread and intersectional, and have a cumulative impact whenever individuals endure multiple and potentially escalating challenges—which include hard-to-spot disadvantages, stereotypes, prejudice, as well as harassment, bullying, and discrimination. Participants’ accounts illustrate the benefits of different support mechanisms but also the limitations of initiatives to support marginalized individuals and groups in STEM that are not systematically embedded across institutions. Based on our findings, we present two conceptual models to better understand systemic challenges and their consequences for women and LGBT+ academics and PhD students in STEM, as well as to inform more holistic support mechanisms to create more inclusive STEM environments. Implications from the study highlight institutional accountability as key to improving climates and transformative change.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 6","pages":"1637-1669"},"PeriodicalIF":3.1,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21899","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141781328","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

“Trotula” is not an example of the Matilda effect: On correcting scholarly myths and engaging with professional history: A response to Malecki et al. 2024 "特罗图拉 "不是玛蒂尔达效应的一个例子：关于纠正学术神话和参与专业历史：对 Malecki 等人的回应 2024

IF 3.1 1区教育学

Science & Education Pub Date : 2024-07-27 DOI: 10.1002/sce.21897

Monica H. Green

{"title":"“Trotula” is not an example of the Matilda effect: On correcting scholarly myths and engaging with professional history: A response to Malecki et al. 2024","authors":"Monica H. Green","doi":"10.1002/sce.21897","DOIUrl":"10.1002/sce.21897","url":null,"abstract":"In 1993, historian of American science Margaret Rossiter introduced the concept of the “Matilda Effect,” to describe a common historical pattern of women's achievements in science and medicine being ignored or purloined by male associates. At the same time, she was writing, however, professional work was being done in a variety of areas of women's history, including the medieval period from which Rossiter drew what she thought was her most salient example: the medical figure, “Trotula.” In fact, “Trotula” was not a woman but the title of a book. Extensive research by professional historians has shown that the real historic woman, Trota of Salerno, was widely credited by her contemporaries (and for the next 300 years) not only for her own work but also for the work of two male writers whose texts became attached to hers in the Trotula ensemble. These findings from professional historical research have been known for over 20 years but rarely acknowledged in Science Studies. The present study proposes that a corrected understanding of Trota's story provides a useful example, not of the Matilda Effect, but of the ways gender functions to restrict even famous women to certain roles.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 6","pages":"1725-1732"},"PeriodicalIF":3.1,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21897","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141781329","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

How do organizational conditions inform teachers’ equity self‐efficacy and implementation during professional development? 在专业发展过程中，组织条件如何影响教师的公平自我效能感和实施？

IF 4.3 1区教育学

Science & Education Pub Date : 2024-07-26 DOI: 10.1002/sce.21892

Kathryn N. Hayes, Jessica R. Gladstone, Brit Toven‐Lindsey, Christine L. Bae

{"title":"How do organizational conditions inform teachers’ equity self‐efficacy and implementation during professional development?","authors":"Kathryn N. Hayes, Jessica R. Gladstone, Brit Toven‐Lindsey, Christine L. Bae","doi":"10.1002/sce.21892","DOIUrl":"https://doi.org/10.1002/sce.21892","url":null,"abstract":"This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts. Shifting instructional practices in elementary schools to include more equitable, reform‐based pedagogies is imperative for supporting students’ development as science learners. Teachers need high quality professional development (PD) to learn such practices, but research shows considerable variability in the extent to which teachers implement instructional practices learned during PD. Individual teacher characteristics such as self‐efficacy may influence teacher learning during PD, but only account for part of the variability. The organizational conditions of teachers’ schools and districts may also play a key role in teachers’ implementation of new instructional practices. However, because systematic research in this area in science education is still nascent, it is difficult for districts and PD providers to address organizational barriers to professional learning. To meet this need, we conducted an explanatory mixed‐methods study using surveys (N = 54) and interviews (N = 19) of elementary teachers engaged in equity‐focused, reform‐based science PD, testing the degree to which a conceptually framed set of organizational conditions predicted teacher equity self‐efficacy and instructional practice alignment. Out of the 11 organizational conditions, only teacher professional impact and their sense of autonomy in their instructional practice explained variance in the outcomes. Qualitative findings showed these relationships to be iterative and recursive, rather than linear. Our findings underscore the essential role of teacher professionalism and sense of agency over commonly cited organizational conditions such as materials and labs in supporting teachers to implement more equitable science instructional practices during PD.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"131 1","pages":""},"PeriodicalIF":4.3,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141781675","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

Anthropocene Literacy for Science Education 人类世科学教育素养

IF 4.3 1区教育学

Science & Education Pub Date : 2024-07-22 DOI: 10.1007/s11191-024-00541-z

Seul-gi Lee, Buhm Soon Park

{"title":"Anthropocene Literacy for Science Education","authors":"Seul-gi Lee, Buhm Soon Park","doi":"10.1007/s11191-024-00541-z","DOIUrl":"https://doi.org/10.1007/s11191-024-00541-z","url":null,"abstract":"No scientific concept in the twenty-first century has garnered more attention from scholars outside the scientific community than the Anthropocene. Despite the official rejection by the geological community in March 2024 of the proposal for an Anthropocene Epoch as a formal unit of the Geological Time Scale, it is expected to remain an invaluable descriptor of human impact on Earth. It is also undeniable that it will continue to inspire vigorous studies not only in geology, ecology, and Earth system science but also in the humanities, social sciences, and the arts. How, then, can the Anthropocene be effectively taught in science classrooms? This paper seeks to underscore the value of teaching this novel yet controversial concept to STEM students and proposes an educational curriculum that addresses both scientific content and social issues. The primary pedagogical object is to foster what we call “Anthropocene literacy,” which comprises three key components: understanding the nature of science through the lens of the Anthropocene, embracing a multidisciplinary approach, and gaining insight into the impact of human activities on the Earth. These components serve as the cornerstone of our proposed educational framework, which aims to equip students with the knowledge and critical thinking skills necessary to comprehend the complexities of the Anthropocene and its implications for our planet.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"28 1","pages":""},"PeriodicalIF":4.3,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141737847","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

Exploring a New Geometric-mechanical Artefact for Calculus 探索微积分的新几何机械模型

IF 4.3 1区教育学

Science & Education Pub Date : 2024-07-19 DOI: 10.1007/s11191-024-00547-7

Michela Maschietto, Pietro Milici

{"title":"Exploring a New Geometric-mechanical Artefact for Calculus","authors":"Michela Maschietto, Pietro Milici","doi":"10.1007/s11191-024-00547-7","DOIUrl":"https://doi.org/10.1007/s11191-024-00547-7","url":null,"abstract":"We introduce a geometric-mechanical artefact designed for laboratory activities related to Calculus topics (3D models and construction instructions are freely available online). With new capabilities and a new design, this instrument adopts some mechanisms historically introduced to solve inverse tangent problems (that analytically correspond to solving differential equations). By such an instrument, besides materially revealing the tangent to a curve (tangent mode), it is possible to trace the graph of exponential functions and parabolas starting from the geometrical properties of their tangent (curvigraph mode). Furthermore, one can perform transformations as derivatives and integrals (transformation mode). Our research project aims to study the use of this artefact mainly for secondary school students. In this paper, we present the analysis of its semiotic potential, referring to the instrumental approach and the Theory of Semiotic Mediation. We also focus on a secondary school teacher manipulating the artefact to identify exploration processes and gestures of usage. The analysis supports the choice of starting the exploration in the tangent mode and suggests that the artefact fosters the emergence of the idea of the tangent line.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"39 1","pages":""},"PeriodicalIF":4.3,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141737849","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

Preservice Secondary Science Teachers’ Nature of Science Views, Rationales, and Teaching During a NOS Course Guided by RFN: a Multiple Case Study 中学科学职前教师在 RFN 指导下的 NOS 课程中对科学本质的看法、理由和教学：多案例研究

IF 4.3 1区教育学

Science & Education Pub Date : 2024-07-19 DOI: 10.1007/s11191-024-00548-6

Kelsey Beeghly, Su Gao, Jerrid Kruse

{"title":"Preservice Secondary Science Teachers’ Nature of Science Views, Rationales, and Teaching During a NOS Course Guided by RFN: a Multiple Case Study","authors":"Kelsey Beeghly, Su Gao, Jerrid Kruse","doi":"10.1007/s11191-024-00548-6","DOIUrl":"https://doi.org/10.1007/s11191-024-00548-6","url":null,"abstract":"This multiple-case study investigated the changes in three secondary science preservice teachers’ views of the nature of science (NOS), rationales for teaching NOS, and their NOS teaching at the end of a NOS course guided by the reconceptualized family resemblance approach (RFN). RFN is chosen as a conceptual framework that visualizes science as a cognitive-epistemic and socio-institutional system to guide this study. Data sources included individual interviews as well as each preservice teachers’ lesson plan and teaching video from the lesson they enacted within the course at the end of the semester. Findings showed that there was an overall improvement in preservice teachers’ views of NOS across all RFN categories, but one preservice teacher continued to hold misconceptions about scientific theories and laws after the course. Two preservice teachers developed multifaceted rationales for teaching NOS that transcend the classroom, while one preservice teacher continued to express mainly affective reasons for teaching NOS. Despite all preservice teachers having accurate views, professing multiple rationales for teaching NOS, and in two cases expressing knowledge of effective NOS teaching at the end of the course, only one of the three preservice teachers enacted explicit and reflective NOS instruction in their lesson. This preservice teacher chose to focus on the social-institutional NOS based on the RFN. This study suggests the need to provide extended NOS exposure and teaching experiences for preservice teachers in teacher preparation programs. Recommendations and implications for further research and science teacher education are discussed.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"41 1","pages":""},"PeriodicalIF":4.3,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141737848","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

‘We Often Forget It Was a Disaster’: Cross-Curricular Teacher Collaboration to Develop a Curriculum Unit on the Titanic Disaster 我们常常忘记那是一场灾难"：教师跨学科合作开发泰坦尼克号灾难课程单元

IF 4.3 1区教育学

Science & Education Pub Date : 2024-07-19 DOI: 10.1007/s11191-024-00540-0

Wonyong Park, Neta Shaby, Rachele Newman

{"title":"‘We Often Forget It Was a Disaster’: Cross-Curricular Teacher Collaboration to Develop a Curriculum Unit on the Titanic Disaster","authors":"Wonyong Park, Neta Shaby, Rachele Newman","doi":"10.1007/s11191-024-00540-0","DOIUrl":"https://doi.org/10.1007/s11191-024-00540-0","url":null,"abstract":"There is a growing emphasis on integrating school subjects and cross disciplinary boundaries to address local and global challenges, particularly when teaching about complex and sensitive issues such as disasters. This study explores how the integration of science and history can facilitate learning about disasters through a cross-curricular teacher professional development project in England. Seven teachers (four history, three science) from state-funded secondary schools and two museum educators in Southampton, UK collaborated with university researchers over eight months to develop a curriculum unit on the Titanic disaster for Key Stage 3 pupils (aged 11–14). Through a qualitative analysis of teacher feedback, workshop recordings and artefacts, and interviews, we illustrate the teachers’ initial excitement at the prospect of cross-curricular integration and how this excitement was then tempered by practical and logistical challenges that prevented their integration ideas from materialising into the curriculum unit. Nevertheless, teachers found that the CPD helped them to see and attend to the connections across the curriculum. Teachers rediscovered Titanic as a tragic event with historical significance for local students, which needs to be taught with reverence and ethical sensitivity. Using the Titanic disaster as an example, the study points to the potential for cross-curricular integration and teacher collaboration in teaching about disasters holistically in secondary schools.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"162 1","pages":""},"PeriodicalIF":4.3,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141737852","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