Science & Education最新文献_第7页

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

IF 4.3 1区教育学

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

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

{"title":"Cross-Referenced Perspectives on Three Science Teachers’ Practices Incorporating the History of Science in their Classrooms","authors":"Sophie Canac, Patricia Crepin-Obert, Camille Roux-Goupille","doi":"10.1007/s11191-024-00501-7","DOIUrl":"https://doi.org/10.1007/s11191-024-00501-7","url":null,"abstract":"This paper presents an analysis of three teachers’ “ordinary” class sessions integrating historical elements of science in their teaching: one a teacher of physics and chemistry and two teachers of biology and geology. It explores what prompts these teachers to integrate the history of science into their lessons, the functions they attribute to such history, the degree to which historical and scientific elements are interwoven into the tasks proposed to the students, and the types of knowledge these tasks aim to develop among students. To categorize a typology of the different knowledge areas targeted in science classes, we designed a framework of historical epistemology in order to parameterize a common scenario using the lexical analysis tool Tropes, which was then implemented to analyze the teachers’ discourse during their class sessions. To study their ordinary practices, we adopted a double didactic and ergonomic framework approach. The analyses present the contrasting practices employed by three teachers in integrating historical aspects and identify logics of action specific to each teacher. For one of the teachers, the logic of action was shaped by the institutional framework, addressing the prescribed epistemological focus. For the other two teachers, the logic of action was induced by both the current socio-cultural issues and their own social commitment. The purpose of this study was to test general tools for analyzing teaching practices. Our methodology of knowledge categorization appears robust for the purpose of analyzing ordinary practices in integrating the history of science in science classroom sessions.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"70 1","pages":""},"PeriodicalIF":4.3,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140151443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

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

IF 4.3 1区教育学

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

Jasmine Jones

{"title":"Contesting the boundaries of physics teaching: What it takes to transform physics education toward justice-centered ends","authors":"Jasmine Jones","doi":"10.1002/sce.21862","DOIUrl":"10.1002/sce.21862","url":null,"abstract":"The underrepresentation of Black Americans in physics has been persistent for so long that it seems to have constrained physics educators' collective imagination when it comes to conceptualizing and pursuing equity in physics teaching and learning. Drawing on a teacher research study that foregrounds justice-centered physics teaching, this article pushes past the “equity as access” narrative toward more expansive visions of equity and justice by reimagining physics education as a liberatory praxis. Accordingly, this study explores the complexities that emerged while expanding the boundaries of physics learning to embrace a justice-centered curriculum through a Youth Participatory Science (YPS) project. Taught in the context of a freshman physics course at an urban public high school, this YPS project engaged students in designing solar energy systems for an African-American community historically harmed by environmental racism. Critically evaluating curricular documents, I juxtaposed the traditional goals of physics learning with respect to definitions of community needs and assets. Simultaneously, I investigated the ways in which canonical physics knowledge dialectically interacts with interdisciplinary knowledge throughout the defining, investigating, and intervening phases of the YPS cycle. Throughout this process, I considered how physics learning provides opportunities to either reproduce or transform existing power relations within the sociopolitical and environmental schema of the community. The critical understandings constructed from this study frame what it takes to repurpose physics teaching and learning for environmental justice, specifically emphasizing the agentic pedagogical and curricular decisions teachers must negotiate to transform physics education for liberatory purposes.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 4","pages":"1015-1033"},"PeriodicalIF":4.3,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21862","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140107187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Science and Heritage Language Integrated Learning (SHLIL): Evidence of the effectiveness of an innovative science outreach program for migrant students 科学与传统语言综合学习（SHLIL）：针对移民学生的创新科学外联计划的有效性证据

IF 4.3 1区教育学

Science & Education Pub Date : 2024-03-08 DOI: 10.1002/sce.21860

Julia Schiefer, Jana Caspari, Joana A. Moscoso, Ana I. Catarino, Pedro Miranda Afonso, Jessika Golle, Patrick Rebuschat

{"title":"Science and Heritage Language Integrated Learning (SHLIL): Evidence of the effectiveness of an innovative science outreach program for migrant students","authors":"Julia Schiefer, Jana Caspari, Joana A. Moscoso, Ana I. Catarino, Pedro Miranda Afonso, Jessika Golle, Patrick Rebuschat","doi":"10.1002/sce.21860","DOIUrl":"10.1002/sce.21860","url":null,"abstract":"Migrant students tend to underperform in Science, Technology, Engineering, and Mathematics (STEM) subjects and are less likely to pursue higher education in STEM when compared with their nonmigrant peers. Given the substantial increase in migration, this disparity has been a central concern in science education in many European countries. The purpose of this study was to investigate the effectiveness of an innovative science outreach program that brings together migrant students and STEM professionals with the same linguistic and cultural backgrounds. The program consists of one-off workshops that follow an inquiry-based approach and include hands-on activities and science communication in the students' heritage language. Using surveys with adapted scales and open-ended questions, we applied a randomized block design with waitlist control groups and repeated measures. Eighty-three Portuguese-speaking migrant students aged 6–17 years participated in the workshops in Germany and the United Kingdom. Results indicate that both the students and STEM professionals evaluated the program positively and that students who participated in the workshops tended to demonstrate an increase in their attainment value for science and an increase in their self-concept of ability for the heritage language 4 weeks after the intervention when compared with students in the control condition. These effects were particularly pronounced for students with low prior motivation to study science or speak the heritage language. Our results thus show that it is possible to foster migrant students' attainment value for science and increase their self-concept of ability regarding the heritage language through a brief science outreach intervention.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 4","pages":"983-1014"},"PeriodicalIF":4.3,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21860","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140075756","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

Diversifying computer science: An examination of the potential influences of women-in-computing groups 计算机科学多样化：妇女参与计算机群体的潜在影响研究

IF 4.3 1区教育学

Science & Education Pub Date : 2024-02-26 DOI: 10.1002/sce.21861

Jue Wu, David H. Uttal

{"title":"Diversifying computer science: An examination of the potential influences of women-in-computing groups","authors":"Jue Wu, David H. Uttal","doi":"10.1002/sce.21861","DOIUrl":"10.1002/sce.21861","url":null,"abstract":"The gender imbalance in computer science (CS) is one of the most challenging issues in American education. CS is the only science, technology, engineering, and mathematics (STEM) field in which women's representation has steadily declined in recent decades. In this study, we explored one potential approach that could be effective in increasing college women's participation in CS: participation in Women-in-Computing (WiC) groups. Through participant observation and individual interviews in a WiC group at a major research university, we investigated how students engage in WiC, the impacts of the WiC on identity and belonging, and the challenge of sustainability. The results were coded using a hybrid of grounded and deductive coding and indicate that WiC groups offer various programs and events that enable women in CS to fully participate, learn, and grow. WiC represents an identity, a community, a safe space, and a journey. The results also suggest that the WiC has had positive impacts on students' identity and belonging, as evidenced by increased self-efficacy, reduced imposter syndrome, and enhanced sense of belonging and community. Furthermore, we outline three strategies employed by the WiC to ensure the group's sustainability. Our study sheds light on how WiC can encourage women to enter and persist in CS, and on some of the characteristics of a successful WiC. We demonstrate that WiC may be potentially effective in diversifying CS through identity-based participation. Moreover, student leaders design both the structure of the group and the leadership continuity process to ensure sustainability.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 3","pages":"957-980"},"PeriodicalIF":4.3,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21861","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139980128","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

Science Education in the USA During the Cold War 冷战时期的美国科学教育

IF 4.3 1区教育学

Science & Education Pub Date : 2024-02-21 DOI: 10.1007/s11191-024-00502-6

Felipe Sanches Lopez, Cristiano Rodrigues de Mattos

{"title":"Science Education in the USA During the Cold War","authors":"Felipe Sanches Lopez, Cristiano Rodrigues de Mattos","doi":"10.1007/s11191-024-00502-6","DOIUrl":"https://doi.org/10.1007/s11191-024-00502-6","url":null,"abstract":"Several countries have implemented educational changes in recent years, most of which generally happen suddenly and abruptly to appease sectors of society that benefit economically. Most educational change watchword is innovation, fulfilling more a propaganda space than a fundamental educational transformation. One of the foremost educational innovations in science education was the Physical Science Study Committee (PSSC), a physics education project aimed at improving science education in the USA during the Cold War. In this period, teacher training was critical to the science education imbroglio in which the country found itself, primarily due to the long period the government made little educational investment. The reactions came with the creation of multiple committees, including the PSSC, when the nation faced a shortage of qualified teachers and a crisis in training scientists. In this investigation, we seek to understand the relationship between economic policies and science education in the USA by analysing the administration’s economic reports through document analysis methodology. The findings show that science education had three different levels of priority throughout the period: the first, when it was deemed irrelevant; the second, when it started to be seen as imperative for economic and technological development; and the third, when science education was considered essential for national security. This historical case study shows the lasting impacts of treating education as unimportant, even for a short period, and the enormous inertia to move the complex economic and political network between society’s superstructure and infrastructure activities.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"50 1","pages":""},"PeriodicalIF":4.3,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139919107","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 Materiality in an Era of Generative Artificial Intelligence 生成式人工智能时代的物质性作用

IF 4.3 1区教育学

Science & Education Pub Date : 2024-02-21 DOI: 10.1007/s11191-024-00508-0

Kok-Sing Tang, Grant Cooper

{"title":"The Role of Materiality in an Era of Generative Artificial Intelligence","authors":"Kok-Sing Tang, Grant Cooper","doi":"10.1007/s11191-024-00508-0","DOIUrl":"https://doi.org/10.1007/s11191-024-00508-0","url":null,"abstract":"The introduction of generative artificial intelligence (GenAI) tools like ChatGPT has raised many challenging questions about the nature of teaching, learning, and assessment in every subject area, including science. Unlike other disciplines, natural science is unique because the ontological and epistemological understanding of nature is fundamentally rooted in our interaction with material objects in the physical world. GenAI, powered by statistical probability arising from a massive corpus of text, is devoid of any connection to the physical world. The use of GenAI thus raises concerns about our connection to reality and its effect on science education. This paper emphasizes the importance of materiality (or material reality) in shaping scientific knowledge and argues for its recognition in the era of GenAI. Drawing on the perspectives of new materialism and science studies, the paper highlights how materiality forms an indispensable aspect of human knowledge and meaning-making, particularly in the discipline of science. It further explains how materiality is central to the epistemic authority of science and cautions the outputs generated by GenAI that lack contextualization to a material reality. The paper concludes by providing recommendations for research and teaching that recognize the role of materiality in the context of GenAI, specifically in practical work, scientific argumentation, and learning with GenAI. As we navigate a future dominated by GenAI, understanding how the epistemic authority of science arises from our connection to the physical world will become a crucial consideration in science education.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"5 1","pages":""},"PeriodicalIF":4.3,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139926564","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

Why are some students “not into” computational thinking activities embedded within high school science units? Key takeaways from a microethnographic discourse analysis study 为什么有些学生 "不喜欢 "高中科学单元中嵌入的计算思维活动？微观人种学话语分析研究的主要启示

IF 4.3 1区教育学

Science & Education Pub Date : 2024-02-21 DOI: 10.1002/sce.21850

Umit Aslan, Michael Horn, Uri Wilensky

{"title":"Why are some students “not into” computational thinking activities embedded within high school science units? Key takeaways from a microethnographic discourse analysis study","authors":"Umit Aslan, Michael Horn, Uri Wilensky","doi":"10.1002/sce.21850","DOIUrl":"10.1002/sce.21850","url":null,"abstract":"Science educators are integrating more and more computational thinking (CT) activities into their curricula. Proponents of CT offer two motivations: familiarizing students with a realistic depiction of the computational nature of modern scientific practices and encouraging more students from underrepresented backgrounds to pursue careers in science, technology, engineering, and mathematics. However, some studies show that increasing exposure to computing may not necessarily translate to the hypothesized gains in participation by female students and students of color. Therefore, paying close attention to students' engagement in computationally intense science activities is important to finding more impactful ways to promote equitable science education. In this paper, we present an in-depth analysis of the interactions among a small, racially diverse group of high school students during a chemistry unit with tightly integrated CT activities. We find a salient interaction between the students' engagement with the CT activities and their social identification with publicly recognizable categories such as “enjoys coding” or “finds computing boring.” We show that CT activities in science education can lead to numerous rich interactions that could, if leveraged correctly, allow educators to facilitate more inclusive science classrooms. However, we also show that such opportunities would be missed unless teachers are attentive to them. We discuss the implications of our findings on future work to integrate CT across science curricula and teacher education.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 3","pages":"929-956"},"PeriodicalIF":4.3,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21850","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139954450","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

Embodiment Matters in Knowledge Building 知识积累中的体现问题

IF 4.3 1区教育学

Science & Education Pub Date : 2024-02-17 DOI: 10.1007/s11191-024-00506-2

Margaret Blackie, Kathy Luckett

引用次数: 0

Science Textbooks: Aids or Obstacles to Inquiry Teaching? Science Teachers’ Experiences in Norwegian Secondary Schools 科学教科书：探究式教学的助手还是障碍？挪威中学科学教师的经历

IF 4.3 1区教育学

Science & Education Pub Date : 2024-02-16 DOI: 10.1007/s11191-023-00492-x

Marianne Isaksen, Marianne Ødegaard, Tove Aagnes Utsi

{"title":"Science Textbooks: Aids or Obstacles to Inquiry Teaching? Science Teachers’ Experiences in Norwegian Secondary Schools","authors":"Marianne Isaksen, Marianne Ødegaard, Tove Aagnes Utsi","doi":"10.1007/s11191-023-00492-x","DOIUrl":"https://doi.org/10.1007/s11191-023-00492-x","url":null,"abstract":"Textbooks have several important functions in science education. By interviewing six teachers, this study shows how secondary school science teachers perceive and use textbooks as resources, especially in inquiry teaching. The results show that textbooks aid inquiry teaching by offering teachers easily accessible suggestions for practical and inquiry activities in accordance with the curriculum to be implemented in science lessons in addition to presenting scientific content adapted to students’ level in which they can use to easily link theory to their practical inquiry. However, the use of textbook inquiry activities can restrict the degrees of freedom in implementing inquiries, as textbooks are perceived to rarely include inquiry activities with many degrees of freedom. In addition, some teachers adjust their textbook inquiry activities to have fewer degrees of freedom to meet the challenges they experience, such as time pressure and uncertainty about students achieving curriculum content knowledge goals. These results build important knowledge about textbooks’ role in planning and implementing inquiry teaching in science. They should be of interest to teacher education programme developers and textbook authors who desire to contribute to a more inquiry-oriented practice in school science teaching.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"136 1","pages":""},"PeriodicalIF":4.3,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139752120","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

Teacher strategies to support student navigation of uncertainty: Considering the dynamic nature of scientific uncertainty throughout phases of sensemaking 支持学生应对不确定性的教师策略：在感性认识的各个阶段考虑科学不确定性的动态性质

IF 4.3 1区教育学

Science & Education Pub Date : 2024-02-07 DOI: 10.1002/sce.21857

Heesoo Ha, Ying-Chih Chen, Jongchan Park

{"title":"Teacher strategies to support student navigation of uncertainty: Considering the dynamic nature of scientific uncertainty throughout phases of sensemaking","authors":"Heesoo Ha, Ying-Chih Chen, Jongchan Park","doi":"10.1002/sce.21857","DOIUrl":"10.1002/sce.21857","url":null,"abstract":"Sensemaking has been advocated as a core practice of science education to support students in constructing their own understanding through a prolonged trajectory. However, the field lacks a discussion of teaching strategies that can better support students as they develop in the trajectory of sensemaking, which includes four phases: initial engagement with a driving question related to a target phenomenon; identification of incoherence and insufficiency in existing understanding; exploration of multiple resources to help develop plausible explanations; and synthesis of solutions and application of new understanding to interpret the target phenomenon. With the view that students' scientific uncertainty, including conceptual and epistemic uncertainties, can motivate or drive the trajectory of sensemaking coherent with students' understanding, this multiple case study examined how two science teachers, one from South Korea and one from the USA, supported students to navigate their scientific uncertainties to shape a trajectory of sensemaking that is coherent to them. Transcripts of video recordings of classroom discourses and student-created artifacts were analyzed. We identified the dynamic nature of students' scientific uncertainties in the four phases and the teaching strategies in each phase. Three main findings emerged from this study: (1) student uncertainty as a key not only to initiate the trajectory of sensemaking meaningfully but also to continuously develop the trajectory along a coherent pathway, (2) conceptual and epistemic uncertainties having different roles in building different phases of sensemaking, and (3) teaching strategies that support student navigation of scientific uncertainty that drives the trajectory of sensemaking.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 3","pages":"890-928"},"PeriodicalIF":4.3,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139895896","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