Science & Education最新文献

{"title":"How Motivation for Undergraduate Physics Interacts With Learning Activities in a System With Built-In Autonomy","authors":"Maria Vetleseter Bøe,&nbsp;Anders Lauvland,&nbsp;Ellen Karoline Henriksen","doi":"10.1002/sce.21912","DOIUrl":"https://doi.org/10.1002/sce.21912","url":null,"abstract":"<p>Supporting student participation and learning in STEM involves motivating students to engage in the most effective learning activities. In this article, we study how student motivation interacts with learning activities, and we pay special attention to active learning and the Scandinavian context where participation in learning activities is largely voluntary. Twenty-one undergraduate physics students at a large, research-intensive university in Norway participated in nine focus group interviews at the beginning and end of the spring term of 2020. With self-determination theory as a lens, our thematic analysis resulted in three themes: First, students' autonomous motivation came from mastery experiences and perceived learning, such as the joy of solving a problem. Second, active learning activities enabled students' autonomous motivation when these activities supported competence, for example through optimal challenge or with evident learning gains. In contrast, students experienced low or controlled motivation when excessive challenge and lack of mastery threatened their sense of competence. Third, students' sense of competence was strengthened by being part of a community of learners. The community ensured that help and mastery experiences were available, and interactions with the community made evident that other students struggle too. The emphasis on mastery and competence for these students is discussed considering how physics is associated with difficulty and extraordinary cleverness. We argue that the main threat for students who do not feel competent enough in physics is the threat of not belonging in physics due to this perceived lack of competence. Implications for teaching and research are discussed.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 2","pages":"506-522"},"PeriodicalIF":3.1,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21912","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143447077","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":"Different Designs, Different Outcomes? A Critical Systematic Review of Interventions for Preparing Preservice Science Teachers to Teach Scientific Models and Modeling","authors":"Kennedy Kam Ho Chan,&nbsp;David Siu Pan Lau,&nbsp;Jan van Driel","doi":"10.1002/sce.21911","DOIUrl":"https://doi.org/10.1002/sce.21911","url":null,"abstract":"<p>Cultivating in preservice science teachers (PSTs) the competence required to teach scientific models and modeling is a valued outcome of teacher preparation programs. However, science teacher educators face inherent tensions when designing and implementing teacher preparation experiences to achieve this outcome. In this systematic review, we first propose five sets of design tensions that science teacher educators need to navigate. We identify empirical intervention studies that aimed to develop PSTs' professional competence for teaching scientific models and modeling and analyze how the reviewed interventions addressed the design tensions, and examine their outcomes. Our analysis reveals that the reviewed interventions prioritized the development of PSTs' cognitive aspects of teacher professional competence for teaching scientific models and modeling while giving limited attention to affective–motivational aspects and the need to simultaneously develop aspects of PSTs' competence not specific to scientific models and modeling. The interventions were more successful in enhancing PSTs' declarative knowledge than enacted knowledge and affective–motivational aspects. However, the nature of modeling activities included in the interventions varied widely, posing challenges in identifying critical features that led to the identified positive outcomes. The interventions reported mixed outcomes in developing PSTs' enacted knowledge in teaching contexts, even when incorporating activities for knowledge application and knowledge transfer beyond the intervention context. We discuss the implications of these findings and provide recommendations for better-preparing PSTs to teach scientific models and modeling. We also discuss the unique affordance of using the design tension framework to analyze the interventions.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 2","pages":"386-428"},"PeriodicalIF":3.1,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21911","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446747","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":"How the Affordances of Different Modeling Tools Impact Kindergartener-Constructed Models and Modeling Reasoning","authors":"Loucas T. Louca,&nbsp;Zacharias C. Zacharia","doi":"10.1002/sce.21909","DOIUrl":"https://doi.org/10.1002/sce.21909","url":null,"abstract":"<p>This study seeks to enrich our understanding of modeling-based learning (MbL) in kindergarten science education, investigating the influences of different modeling tools on kindergarten child-constructed models and their modeling reasoning. Therefore, this multi-case study aimed at providing in-depth descriptions of how MbL was enacted by 66 kindergarteners while combining the use of three modeling tools: paper-and-pencil, three-dimensional structures, and dramatic play. We studied three different classes of children engaged in MbL who studied and modeled three different physical phenomena (wildflowers' parts and their functions, dissolving substances in water, shadow formation). We varied the modeling tools to investigate the ways these tools contributed to children's MbL. Data sources included the child-constructed models, their modeling discourse, and mechanistic reasoning. From the videotaped lesson transcripts, we developed detailed accounts of the three MbL cases, and we analysed the discourse using modeling frame analysis and mechanistic reasoning analysis, along with the model component artifact analysis of the child-constructed models. Findings suggested that the use of different modeling tools impacts child-constructed models and their corresponding modeling-based mechanistic reasoning. The findings also suggest that children's representational proficiencies seem to be related to the use of a variety of modeling tools, which enabled children to talk about the possible different ways of developing models and the different affordances of the various modeling tools' representational power. We use this evidence to argue that different modeling tools may afford different modeling possibilities that kindergarten children may draw upon possibly combining with modeling resources they have (e.g., role-playing, storytelling, drawing).</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 2","pages":"355-385"},"PeriodicalIF":3.1,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21909","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446906","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":"Impact of GPT on the Academic Ecosystem","authors":"Yudong Cai,&nbsp;Qiyue Deng,&nbsp;Ting Lv,&nbsp;Wan Zhang,&nbsp;Yi Zhou","doi":"10.1007/s11191-024-00561-9","DOIUrl":"10.1007/s11191-024-00561-9","url":null,"abstract":"<div><p>The advent of GPT (generative pre-trained transformer) technologies, such as OpenAI’s ChatGPT, Microsoft’s New Bing, and Google’s Bard, has recently sparked lively discussions in various industries. However, it is still unclear what impact the advent of GPT will have on the academic sectors. In light of this, we have undertaken a summary and discussion of the potential impact of GPT-like technologies on academia. In addition to reviewing and discussing the history and impact of GPT technology on the academic ecosystem, we propose that GPTs could become a new way of retrieving knowledge, by making scientific knowledge more accessible to all and helping to share research results. For academic researchers, GPTs could enhance academic writing by generating high-quality natural language drafts and alleviating the burden of language issues, particularly for non-native English speakers. Additionally, its integration with existing data processing software could render complex tasks accessible to researchers without programming skills. For journal editors, GPTs could be integrated into various aspects of academic publishing, such as manuscript classification, literature generation, and manuscript reviewing, and fundamentally alter the manner of journal editing. For academic services, GPTs could provide more precise suggestions based on the user’s needs. It could also assist with tasks by automatically generating abstracts and summaries. Furthermore, GPTs could improve academic integrity by comparing results and spotting fake data. It is important to acknowledge that GPT-like models still require enhancements in terms of the veracity and precision of the content they generate. Concurrently, the pervasive deployment of these models has given rise to concerns pertaining to privacy and academic integrity. Overall, GPTs have the potential to significantly impact the academic and education ecosystem, but further optimization and careful implementation are needed to address ethical concerns and fully realize their benefits.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 2","pages":"913 - 931"},"PeriodicalIF":3.1,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-024-00561-9.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143707097","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":"Collaborative Design Capacity for Enactment Framework: An Analytic Tool for Conceptualizing Pedagogical Design Capacity Within Social Context","authors":"Charlene Ellingson,&nbsp;Gillian Roehrig","doi":"10.1002/sce.21908","DOIUrl":"https://doi.org/10.1002/sce.21908","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examines an urban middle school teacher design team's capacity for creating integrated science, technology, engineering, and mathematics curricula. Using Brown's pedagogical design capacity (PDC) theory, which highlights interactions between personal and curricular resources, this paper introduces an extended framework that includes social interactions as key influences on teachers' design abilities. Findings show that individual teachers' spontaneous curriculum modifications were adopted by the team, becoming collective resources for ongoing redesign and improving their design capacity. Teachers effectively used each other as resources to address unexpected challenges in integrating science, engineering, and mathematics concepts. Three types of social interactions were identified as collaborative resources: (i) Storytelling: sharing experiences to make abstract concepts actionable for curriculum development; (ii) Protocols: structured methods to address curricular problems related to integration; and (iii) Assessment “for” curriculum redesign: using assessment tools to inform and improve the curriculum. The Collective Design Capacity for Enactment framework is introduced to describe PDC within a social context, highlighting the importance of social interactions in bridging curriculum use and development, thus extending the literature on PDC.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 2","pages":"339-354"},"PeriodicalIF":3.1,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446646","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":"Twenty-Years of Anti-Climate Change and Anti-Evolution Education Legislation in the United States","authors":"Jennifer A. da Rosa","doi":"10.1002/sce.21907","DOIUrl":"https://doi.org/10.1002/sce.21907","url":null,"abstract":"<p>Both evolution and climate change have broad scientific consensus, and yet they are the most contested scientific concepts in the US K-12 education system. This study aimed to explore trends in proposed US state legislation employed from 2003 to 2023 by anti-evolution and anti-climate change education movements to constrain the teaching of these sciences. Using a historical qualitative research design, document analysis was used to evaluate state legislation and reports from the National Center for Science Education (NCSE). Two hundred and seventy-three climate and evolution-related House and Senate bills, concurrent resolutions, and joint resolutions were identified, coded, and analyzed. Eleven anti-science education legislative tactics were employed from 2003 to 2023. Five were first identified in the literature review: academic freedom (42.1%), rebranding (12.1%), balanced treatment (12.1%), censorship (2.6%), and disclaimers (2.6%). Six new tactics were revealed in the analysis: anti-indoctrination (16.8%), standards (12.1%), instructional materials (10.3%), religious liberty (8.8%), avoidance (4.4%), and religious instruction (4.0%). One-quarter of bills and resolutions employed a combination of tactics. The most ubiquitous tactics were academic freedom bills, which urge science teachers to introduce ideas like intelligent design or climate change denial under the mantle of academic freedom, and anti-indoctrination bills, which prevent teachers from advocating for controversial topics deemed political. Since 2017, anti-indoctrination has become the preferred tactic. Southern, southeastern, and midwestern states were the most prolific in their contribution to anti-science education legislation. Qualitative analysis revealed bill and resolution language was often recycled across years and states with slight changes to wording. From 2003 to 2023, the total number of anti-science education state legislative efforts increased, as did the number of passed bills and resolutions. The implications of these tactics and trends are considered.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 2","pages":"689-711"},"PeriodicalIF":3.1,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21907","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143447053","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":"Sustainability as Living Architecture","authors":"Olivia Levrini,&nbsp;Sibel Erduran,&nbsp;Mauricio Pietrocola","doi":"10.1007/s11191-024-00557-5","DOIUrl":"10.1007/s11191-024-00557-5","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"33 5","pages":"1093 - 1095"},"PeriodicalIF":3.1,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142409833","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":"Reflection time and valuing science: Elementary teachers' science subject matter knowledge development during teaching experience","authors":"Ryan S. Nixon,&nbsp;Adam Bennion","doi":"10.1002/sce.21902","DOIUrl":"10.1002/sce.21902","url":null,"abstract":"<p>Although teachers have opportunities to learn about many things through teaching experience, we know little about how they develop science subject matter knowledge in this setting. With both limited opportunities to learn science subject matter knowledge before becoming teachers and minimal science professional development available while working as a teacher, it is important to understand the extent to which elementary teachers develop science subject matter knowledge in their regular classroom practice and the factors that influence that development. In this longitudinal, mixed methods study we collected both quantitative and qualitative data before and following their final field experience, which was their first opportunity to have significant teaching experience. Findings suggest two important factors for subject matter knowledge development: time for considering science subject matter and a learning setting that values science. In contrast, indicators of learner capacity (i.e., prior knowledge) and time teaching the topics were not associated with teacher subject matter knowledge development.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 1","pages":"59-81"},"PeriodicalIF":3.1,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220158","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":"Designing and leading justice-centered informal STEM education: A framework for core equitable practices","authors":"Day Greenberg,&nbsp;Won Jung Kim,&nbsp;Sinead Brien,&nbsp;Angela Calabrese Barton,&nbsp;Micaela Balzer,&nbsp;Louise Archer","doi":"10.1002/sce.21903","DOIUrl":"10.1002/sce.21903","url":null,"abstract":"<p>We explore how experienced informal educators worked towards equitable and consequential opportunities for learning in informal STEM settings through pedagogical practice. Drawing from a justice-centered social practice stance we argue that pedagogical practice that promotes social transformation towards more just futures must confront and respond to, in integrated fashion, how unequal power dynamics, connected to systemic, structural oppressions, impact individual and collective learning. We refer to this focus on the entanglements between justice and responsibility as the ethical and relational dimensions of teaching and learning. In a research-practice partnership, we drew upon participatory ethnography to explore how practice partners operationalized these “big justice ideas” in their practice. Using two detailed vignettes of practice we illustrate five interconnected patterns of practice: Recognizing, authority sharing, shifting narratives, co-designing, and embracing humanity. We illustrate how these practices, and their variations, took shape in-the-moment, and worked in transformational ways. Last we discuss how these practices are <i>consequentially directed towards shifting power</i>—who has the power to name and legitimize what and who matters in informal STEM learning (ISL), how, and why—and about how youths and educators alike engaged each other towards affecting their lives, social relations, and possibilities. Findings can help informal educators refine and expand their mental models of youth, what matters to them, how and why, and what this could mean for their futures.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 1","pages":"27-58"},"PeriodicalIF":3.1,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21903","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220157","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":"Exploring how museums can support science teacher leaders as boundary spanners","authors":"Sara C. Porter,&nbsp;Michelle Phillips,&nbsp;Sarah Stallings,&nbsp;Ti'Era Worsley","doi":"10.1002/sce.21906","DOIUrl":"10.1002/sce.21906","url":null,"abstract":"<p>Local implementation of science reform efforts in part relies on science teacher leaders (STLs) to improve science instruction in classrooms and beyond. The lack of science-specific professional learning resources drives STLs to act as boundary spanners to locate resources outside their local context to fill that gap. Museums and other informal science education centers are examples of external entities that STLs might leverage to locate resources for local science education improvement. While we know how museums support pre- and in-service science teachers, there is a gap in our understanding related to museum support for STLs. Here, we used case study research methods to analyze how a museum-based professional learning programme supported STLs, as boundary spanners to access and adapt resources for local science education reform efforts. We found that each STL reported benefiting from shared resources from the museum, as well as from their peers in their working groups. We also found that STLs reported on different elements of the professional learning programme related to their area of influence (classroom or district) and the problem of practice their group worked on. We discuss how each of the named features of the museum-based professional learning programme supported boundary spanning of STLs and end with implications and recommendations for the design of professional learning experiences to support their leadership work.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 1","pages":"106-127"},"PeriodicalIF":3.1,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21906","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220161","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}