Science & Education最新文献_第3页

Turning the Plurality of Chemistry into a Resource for Learning: A Core Competency of Chemistry Teachers 化化学多样性为学习资源：化学教师的核心能力

IF 3.4 1区教育学

Science & Education Pub Date : 2025-02-17 DOI: 10.1007/s11191-025-00624-5

Andreas Nehring, Sascha Schanze

{"title":"Turning the Plurality of Chemistry into a Resource for Learning: A Core Competency of Chemistry Teachers","authors":"Andreas Nehring, Sascha Schanze","doi":"10.1007/s11191-025-00624-5","DOIUrl":"10.1007/s11191-025-00624-5","url":null,"abstract":"<div><p>Chemistry is a science that not only examines substances at different levels of abstraction and involves a wide multitude of cognitive and experimental operations, but also used and uses a variety of concepts and representations referring to the same term. At the same time, many studies on the professional competencies of teachers underline the importance of content knowledge as a prerequisite for pedagogical content knowledge and instructional quality for example. While these studies use a quantitative logic of more or less chemistry knowledge, this paper argues that teachers do not only have to understand chemical concepts but also have to be able to manage conceptual plurality. This involves explaining phenomena based on different concepts, comparing their explanatory power and their limitations, and reflecting upon their sometimes different ontological and epistemological status. We propose conceptual clarifications for acid–base chemistry, redox chemistry, and atomic and bonding models to indicate how plurality manifests itself in chemistry in the first place. On this basis, we derive five approaches showing how managing conceptual plurality in chemistry helps to support learning chemistry. Teachers are more likely to make adequate curricular decisions, to anticipate students’ conceptions, to support transitions between concepts meaningfully, or to foster epistemic cognition as a part of learning chemistry. We discuss these approaches as explanations for findings in the field of teachers’ professional competencies.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 4","pages":"2051 - 2078"},"PeriodicalIF":3.4,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-025-00624-5.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892467","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

Cultivating Confidence: The Potential of Science Museum Visits in Boosting Science Self-Efficacy and Expanding Perceptions of Science in Emerging Adult Learners 培养自信：科学博物馆参观在提高新兴成人学习者科学自我效能感和扩大科学认知方面的潜力

IF 3.4 1区教育学

Science & Education Pub Date : 2025-02-12 DOI: 10.1002/sce.21958

Hsin-Yi Chien, Josh Gutwill, Julia Nee, Jenn Shepard

{"title":"Cultivating Confidence: The Potential of Science Museum Visits in Boosting Science Self-Efficacy and Expanding Perceptions of Science in Emerging Adult Learners","authors":"Hsin-Yi Chien, Josh Gutwill, Julia Nee, Jenn Shepard","doi":"10.1002/sce.21958","DOIUrl":"https://doi.org/10.1002/sce.21958","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examines the impact of a single science museum visit on the science self-efficacy (SSE) of emerging adult learners. Building upon previous research, which showed a significant short-term impact of a museum visit on SSE, our study aims to replicate these findings and gain deeper insights into the underlying mechanisms contributing to increased SSE. In the present study, we implemented a randomized control trial design and hired a recruitment firm to ensure a representative sample through quota sampling. Participants were randomly assigned to either visit a museum (Treatment) or see a movie (Control). In addition to visiting their assigned excursion, participants completed pre-, post-, and delayed-post-surveys and a virtual interview. Results demonstrate that visiting a science museum had a significant positive short-term impact on SSE. Moreover, the museum visit led to an increase in SSE by broadening visitors’ perceptions of what counted as science. Although no significant longer-term impact on SSE was observed, participants who visited the museum maintained a broadened view of science even 3 months later. Interviews further revealed that positive performance interpretations during the museum visit, which were often achieved by participants exploring conceptually-accessible, hands-on exhibits at their own pace, played a vital role in enhancing SSE. Participants also described how the museum visit broadened their view of science by connecting science and daily activities. Implications of these findings for informal science education practitioners and directions for future research are discussed.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 5","pages":"1313-1335"},"PeriodicalIF":3.4,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145013024","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

An Analysis of Students Who Represent Missed Opportunity for Diversifying STEM Fields 错失STEM领域多元化机会的学生分析

IF 3.4 1区教育学

Science & Education Pub Date : 2025-02-12 DOI: 10.1002/sce.21956

Svetlana Masjutina, Elizabeth Stearns, Martha Cecilia Bottia

{"title":"An Analysis of Students Who Represent Missed Opportunity for Diversifying STEM Fields","authors":"Svetlana Masjutina, Elizabeth Stearns, Martha Cecilia Bottia","doi":"10.1002/sce.21956","DOIUrl":"https://doi.org/10.1002/sce.21956","url":null,"abstract":"<p>Although many students exhibit interest and demonstrate academic preparedness in math and science, a significant proportion of students do not major in science, technology, engineering, and mathematics (STEM) fields. These students encounter systemic barriers to STEM opportunities related to their intersecting gender and racial/ethnic identities. This study uses intersectionality theory and Tinto's model of student departure to explore students' academic and social experiences and investigate structural factors which restrict their access to STEM participation. Surveys and interviews with students from six universities in North Carolina revealed that STEM fields often fail to attract a broad range of students due to inadequate academic support and students' perceptions of these disciplines as unwelcoming or uninteresting. The findings offer practical recommendations for improving diversity in STEM majors and emphasize the critical need for universities to address diverse students' values and aspirations as well as actively promote the benefits and opportunities offered by science and STEM fields more broadly.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 5","pages":"1287-1312"},"PeriodicalIF":3.4,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21956","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145013025","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

Assessing Professional Development on Experimentation as a Method of Inquiry-Based Science Teaching Framework and Principal Results 探究性科学教学框架与主要成果：实验专业发展评估

IF 3.4 1区教育学

Science & Education Pub Date : 2025-02-12 DOI: 10.1002/sce.21943

Markus Emden, Arne Bewersdorff, Armin Baur

{"title":"Assessing Professional Development on Experimentation as a Method of Inquiry-Based Science Teaching Framework and Principal Results","authors":"Markus Emden, Arne Bewersdorff, Armin Baur","doi":"10.1002/sce.21943","DOIUrl":"https://doi.org/10.1002/sce.21943","url":null,"abstract":"<div>\u0000 \u0000 <p>The article introduces a design-and-effects-framework comprising five key features of effective professional development: (1) extended Duration, (2) Content Focus of input, (3) Coherence of input with practice, (4) Collegial Participation, and (5) Active Learning. The framework's general feasibility is investigated in a proof-of-concept study. Additionally, the influence of a single key feature is addressed in a quasi-experimental effectiveness study. Object of study is a professional development programme on experimentation as a method of inquiry-based science teaching. Change variables to indicate effectiveness are (a) teachers' PCK, (b) their beliefs, and (c) their classroom practice. Two experimental conditions in the professional development programme differed in addressing Active Learning: one set of teachers used peer coaching, the other set of teachers was mentor-coached. All teachers (<i>N</i> = 36) visited three school-internal workshops; they were visited twice in their lessons and coached on their classroom practice regarding experimentation. All teachers completed performance tests and questionnaires; a subset of teachers was videotaped in two lessons containing an experiment. Analyses show that teachers benefitted in both formats regarding content knowledge, while pedagogical content knowledge on experimentation remains constant. Teachers' beliefs on experimentation as a method of inquiry-based science teaching improved without favouring either of the conditions. Regarding classroom practice changes surface concerning opening experimentation as well as allocation of time on phases of experimentation. Overall, classroom practice appears to be robust towards change. While peer coaching teachers develop somewhat more advantageous, the gain appears disproportionate to the added administerial effort of actualising this format.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 5","pages":"1257-1286"},"PeriodicalIF":3.4,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145013023","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

Advancing a Comprehensive Equity Centered Theory of STEM Doctoral Persistence: A Small-Scale Qualitative Exploration of Critical Capital Theory 推进以公平为中心的STEM博士坚持理论：批判资本理论的小规模定性探索

IF 3.4 1区教育学

Science & Education Pub Date : 2025-02-11 DOI: 10.1002/sce.21952

Senetta F. Bancroft

{"title":"Advancing a Comprehensive Equity Centered Theory of STEM Doctoral Persistence: A Small-Scale Qualitative Exploration of Critical Capital Theory","authors":"Senetta F. Bancroft","doi":"10.1002/sce.21952","DOIUrl":"https://doi.org/10.1002/sce.21952","url":null,"abstract":"<div>\u0000 \u0000 <p>A longstanding failure to achieve racial and ethnic equity in STEM doctoral programs in the United States exists alongside a research landscape struggling to comprehensively explain this enduring failure. Towards a comprehensive explanatory model of STEM doctoral persistence and disruption of this failure, I previously proposed critical capital theory (CCT). CCT integrates critical race theory, forms of capital, and fictive kinship. Using a small-scale critical qualitative abductive study, I explored the extent to which CCT explained participants' experiences and their science doctoral program outcomes. Narratives of factors influencing doctoral persistence were interpreted from interviews of 3 female former science doctoral students from racially and ethnically marginalized communities. They experienced immediate, intense, and sustained overlapping forms of oppression in their doctoral programs. To cope, all activated different forms of capital including non-Bourdieuan forms. However, oppressive tactics used by faculty and administrators devalued their capital including supposedly high value Bourdieuan forms, constrained their ability to form fictive kinships within departmental networks, and negatively impacted their mental health and allegiances to science. To explain these findings, which align with other studies, I expand CCT to incorporate intersectionality and community cultural wealth and refined it to explicitly link capital, field, and habitus. Although the study's scale is small, these findings underscore the potential of CCT as an increasingly comprehensive tool to examine and explain STEM doctoral persistence. Further exploration across diverse STEM disciplines and contexts is needed to refine and generalize CCT, optimizing its utility to disrupt enduring inequities in STEM doctoral programs.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 5","pages":"1232-1256"},"PeriodicalIF":3.4,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145012696","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

Inclusive Dialog With Local Communities: Practices Among Professionals and the Battle for Equity and Public Engagement in Science Museums and Science Centers 与当地社区的包容性对话：科学博物馆和科学中心的专业实践和公平与公众参与之战

IF 3.4 1区教育学

Science & Education Pub Date : 2025-02-09 DOI: 10.1002/sce.21957

Débora Teixeira dos Santos e Menezes, Diego Vaz Bevilaqua, Douglas Falcão Silva

{"title":"Inclusive Dialog With Local Communities: Practices Among Professionals and the Battle for Equity and Public Engagement in Science Museums and Science Centers","authors":"Débora Teixeira dos Santos e Menezes, Diego Vaz Bevilaqua, Douglas Falcão Silva","doi":"10.1002/sce.21957","DOIUrl":"https://doi.org/10.1002/sce.21957","url":null,"abstract":"<div>\u0000 \u0000 <p>This study aimed to understand the actions carried out for dialog between science centers and science museums with the public of local communities living in a situation of socioeconomic vulnerability. The study adopted a quantitative and qualitative approach and the theoretical framework of science communication, of the exercise of citizenship and of engagement with science, using concepts such as Technoscientific Citizenship, Social Appropriation of Science and Technology, and Science Capital. Also, a few previous visitor studies on the same purpose of inclusion and social equity were considered. The methodology involved the participation of professionals who work in Brazilian institutions, in two stages of data collection, both carried out online. Initially, a questionnaire was answered by 69 professionals, of whom nine took part in in-depth interviews. The qualitative data was analyzed using the Discourse of the Collective Subject (DCS) method, from which the results have been presented in three Categories and twelve Synthesis-Speeches. The establishment of a dialog with a broader public involves taking on a long-term institutional commitment, developing broad access mechanisms with respect to cultural differences. It is fundamental to make constant and careful efforts to welcome a diverse public and meet the challenge of breaking down prejudices. The implementation of the social role of science centers and science museums not only democratize knowledge but promotes a freedom feeling and the raise of self-esteem of those who engage in its activities. The results corroborated previous studies, stating that to build a legacy and to foster significant changes in the profile of the audience, the social exclusion needs to be treated as a structural, complex, and multifaceted issue.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 5","pages":"1213-1231"},"PeriodicalIF":3.4,"publicationDate":"2025-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145012894","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

Putting the Pieces Back Together: Challenges Recomposing Elementary Science Teaching 将碎片重新组合在一起：挑战重组小学科学教学

IF 3.4 1区教育学

Science & Education Pub Date : 2025-02-09 DOI: 10.1002/sce.21955

Martha M. Canipe

{"title":"Putting the Pieces Back Together: Challenges Recomposing Elementary Science Teaching","authors":"Martha M. Canipe","doi":"10.1002/sce.21955","DOIUrl":"https://doi.org/10.1002/sce.21955","url":null,"abstract":"<div>\u0000 \u0000 <p>Elementary teacher educators endeavor to prepare prospective elementary teachers to teach science in ways which best support student learning. A well-documented challenge in teacher education is the disconnect between theory and practice which many programs have worked to overcome. One framework which has been used in many teacher preparation programs is practice-based teacher education which consists of three-parts: representation, decomposition, and approximations of practice. This framework has been studied in a number of contexts, but the ways in which prospective teachers recompose practice have not been fully explored. In this study, I examined the science teaching of three student teachers enrolled in the same teacher education program to understand how they enacted teaching practices from their teacher education coursework. Findings showed that each student teacher adopted a different, singular practice as their primary guide for teaching science rather than a more integrated and recomposed approach. This suggests that a more explicit focus on recomposition of practice is a necessary part of teacher education.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 5","pages":"1195-1212"},"PeriodicalIF":3.4,"publicationDate":"2025-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145012895","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 Role of Joking for Learning Science: An Exploration of Spontaneous Humour in Two Physics Education Settings 玩笑对科学学习的作用：两种物理教学情境下自发幽默的探索

IF 3.4 1区教育学

Science & Education Pub Date : 2025-02-08 DOI: 10.1007/s11191-025-00622-7

Maria Berge, Per Anderhag

{"title":"The Role of Joking for Learning Science: An Exploration of Spontaneous Humour in Two Physics Education Settings","authors":"Maria Berge, Per Anderhag","doi":"10.1007/s11191-025-00622-7","DOIUrl":"10.1007/s11191-025-00622-7","url":null,"abstract":"<div><p>Talking science is based on the premise of being serious and dignified. Still, both teachers and students use humour when they communicate. However, little is known about the mechanisms of how learning science is constituted when teachers and students are using spontaneous humour in science classroom activities. In this study, we acknowledge this gap. We have analysed video data using practical epistemology analysis (PEA) from two different contexts in physics education, a physics classroom in grade 9 and a group of undergraduate students learning basic mechanics together. The findings showed that spontaneous humour, such as absurdities, supported the learning process in two ways: (1) orienting talk and action towards the scientific purposes of the assignments and (2) sorting out what scientific content and norms were/were not of relevance in the situation. The results illustrate how the participants made jokes to clarify how reasoning and actions tallied with the task at hand. These humorous situations positively affected students’ ability to act intentionally towards the aim of the activity, and the results show that this way of joking can have positive consequences for student learning. Therefore, humour ought to be viewed as a significant resource for learning in the science classroom. Doing science can, like any other activity, be a humorous endeavour in itself, without cartoons or extravagant shows.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 4","pages":"2331 - 2352"},"PeriodicalIF":3.4,"publicationDate":"2025-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-025-00622-7.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892434","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

Examining Mathematics Teachers Noticing the Rationality: Scenario-Based Training with AI Chatbot 考察数学教师关注合理性：基于AI聊天机器人的场景训练

IF 3.4 1区教育学

Science & Education Pub Date : 2025-02-04 DOI: 10.1007/s11191-025-00618-3

Selen Galiç, Selin Urhan, Şenol Dost, Zsolt Lavicza

{"title":"Examining Mathematics Teachers Noticing the Rationality: Scenario-Based Training with AI Chatbot","authors":"Selen Galiç, Selin Urhan, Şenol Dost, Zsolt Lavicza","doi":"10.1007/s11191-025-00618-3","DOIUrl":"10.1007/s11191-025-00618-3","url":null,"abstract":"<div><p>It is essential that students are encouraged to become rational thinkers for building thinking classrooms. Teachers must adopt rational questioning techniques to facilitate the development of rational behaviours in their students. However, the implementation of rational questioning requires the ability to respond to students based on their performance, thereby requiring teacher noticing in the context of rationality. In this study, we adopt teacher noticing in the context of three components of rationality (epistemic, teleological, and communicative) and demonstrate the potential of ChatGPT to monitor teachers’ noticing the rationality. In this context, we conducted scenario-based training with three in-service mathematics teachers using ChatGPT. Participants were presented with a scenario involving a common difficulty related to the concept of slope and were asked to engage in an interactive session with ChatGPT. We then conducted individual interviews to gain insight into their noticing the rationality. Our findings clearly pointed to a tendency among the teachers to focus on the epistemic and teleological aspects of ChatGPT’s response, with no engagement in communicative decision-making. ChatGPT provided the opportunity to determine the cases in which the teacher could not attend and interpret the rationality and decide for rational questioning. Based on these findings, we suggest that ChatGPT could be used as a tool for monitoring teacher noticing the rationality in teacher education.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 4","pages":"2759 - 2790"},"PeriodicalIF":3.4,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-025-00618-3.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892430","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

Teaching Mastery Through Visualization 通过可视化教学掌握

IF 3.4 1区教育学

Science & Education Pub Date : 2025-02-03 DOI: 10.1007/s11191-025-00620-9

Rugaya Tuanaya, Novita Nurbaiti, Tuti Amalia, Nani Sukartini Sangkala

引用次数: 0