Science & Education最新文献

{"title":"List of Reviewers Contributing to Volume 32, 2023","authors":"Sibel Erduran","doi":"10.1007/s11191-024-00503-5","DOIUrl":"10.1007/s11191-024-00503-5","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"33 2","pages":"297 - 299"},"PeriodicalIF":3.1,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139865076","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":"Talking about “bioluminescence” and “puppies of the ocean”: An anti-deficit exploration of how families create and use digital artifacts for informal science learning during and after an aquarium visit","authors":"Kimberly R. Kelly,&nbsp;Claudine Maloles,&nbsp;Natalie George,&nbsp;Selah Mokatish,&nbsp;Savannah Neves","doi":"10.1002/sce.21858","DOIUrl":"10.1002/sce.21858","url":null,"abstract":"<p>Families commonly document their outings by capturing their experiences through digital photographs and videos. However, little is known about the ways in which families engage their personal mobile devices to document educational family outings and how they subsequently talk about the digital artifacts that captured their informal learning experiences. This paper presents new evidence on family digital artifact creation during an informal science institution (ISI) visit, the expected and actual uses of their digital artifacts after the visit, and family conversations reminiscing about the ISI visit with the digital artifacts. Using a concurrent triangulation mixed-methods design, data on family digital artifact creation during an aquarium visit (<i>N</i> = 204) and digital artifact use after the visit (<i>n</i> = 67) were collected using parent surveys. Audio-recorded parent-child conversations with a subset of families (<i>n</i> = 25) document whether and how families use their digital artifacts to reminisce about the aquarium visit. Quantitative findings detail family digital technology practices during informal learning experiences, and qualitative findings suggest evidence of informal science learning in the everyday interactions of the families who elected to continue the study. The study indicates that family storytelling and digital technology practices may help to bridge informal science learning from ISI to home and frames family non-participation within an anti-deficit perspective.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 3","pages":"820-850"},"PeriodicalIF":4.3,"publicationDate":"2024-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139896628","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":"Latinx students embodying justice-centered science: Agency through imagining via the performing arts","authors":"Rebecca Kotler,&nbsp;Maria Rosario,&nbsp;Maria Varelas,&nbsp;Nathan C. Phillips,&nbsp;Rachelle P. Tsachor,&nbsp;Rebecca Woodard","doi":"10.1002/sce.21859","DOIUrl":"10.1002/sce.21859","url":null,"abstract":"<p>Children are often denied science education that engages their emotions and multiple identities. This study focused on ways in which embodied arts-based experiences offer opportunities for such engagement in pedagogical efforts associated with justice-centered science. The conceptual framework that informed the study considers the body as a site of learning, embraces social justice in science education and engages with the dialectical relationship between various structures and children's agency, and frames the transdisciplinarity of imagination. The instrumental case study centered on a fifth-grade class of Latinx students in an urban public school, as they grappled with lead contamination and peoples' rights to clean water through an embodied, arts-based pedagogy in their science class. Analysis of video clips, student work, and other artifacts pointed to three findings on how children engaged with justice-centered science learning via arts-based embodied activities. Through perspective-taking in the dramatizing, children engaged with science ideas intertwined with sociopolitical understandings. Through centering emotions that drama afforded, children experienced empathy and solidarity with others affected by environmental injustices. Through imagined and enacted participation in struggles that the embodiments necessitated, children engaged in actions to resist injustices. These findings suggest that exploring children's arts-based embodied meaning making in science is a robust area of inquiry. Furthermore, the findings compel researchers and practitioners to consider emotions in performing arts, and how they can deepen engagement in, and exploration of, justice-centered science. Recommendations emerged for practitioners poised to explore justice-centered science with children through the arts.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 3","pages":"851-889"},"PeriodicalIF":4.3,"publicationDate":"2024-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21859","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139896571","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":"Inclusion for STEM, the institution, or minoritized youth? Exploring how educators navigate the discourses that shape social justice in informal science learning practices","authors":"Emily Dawson,&nbsp;Raj Bista,&nbsp;Amanda Colborne,&nbsp;Beau-Jensen McCubbin,&nbsp;Spela Godec,&nbsp;Uma Patel,&nbsp;Louise Archer,&nbsp;Ada Mau","doi":"10.1002/sce.21856","DOIUrl":"https://doi.org/10.1002/sce.21856","url":null,"abstract":"<p>Understanding equitable practice is crucial for science education since science, technology, engineering, and mathematics (STEM) fields and STEM learning practices remain significantly marked by structural inequalities. In this paper, building on theories of discourse and situated meaning developed by Foucault, Gee, and Sedgewick, we explore how educators navigated discourses about social justice in informal science learning (ISL) across four UK sites. We draw on qualitative, multimodal data across 5 years of a research–practice partnership between a university, a zoo, a social enterprise working to support girls and nonbinary youth in STEM, a community digital arts center, and a science center. We identify three key discourses that shaped social justice practices across all four practice–partner sites: (1) “inclusion” for STEM, (2) “inclusion” for the institution, and (3) “inclusion” for minoritized youth. We discuss how educators (<i>n</i> = 17) enacted, negotiated, resisted, and reworked these discourses to create equitable practice. We argue that while the three key discourses shaped the possible meanings and practices of equitable ISL in different ways, educators used their agency and creativity to develop more expansive visions of social justice. We discuss how the affordances, pitfalls, and contradictions that emerged within and between the three discourses were strategically navigated and disrupted by educators to support the minoritized youth they worked with, as well as to protect and promote equity in ISL. This paper contributes to research on social justice in ISL by grounding sometimes abstract questions about power and discourse in ISL educators' everyday work.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 3","pages":"792-819"},"PeriodicalIF":4.3,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21856","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140345634","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":"Can Generative AI and ChatGPT Outperform Humans on Cognitive-Demanding Problem-Solving Tasks in Science?","authors":"Xiaoming Zhai, Matthew Nyaaba, Wenchao Ma","doi":"10.1007/s11191-024-00496-1","DOIUrl":"https://doi.org/10.1007/s11191-024-00496-1","url":null,"abstract":"<h3>Abstract</h3> <p>This study aimed to examine an assumption regarding whether generative artificial intelligence (GAI) tools can overcome the cognitive intensity that humans suffer when solving problems. We examine the performance of ChatGPT and GPT-4 on NAEP science assessments and compare their performance to students by cognitive demands of the items. Fifty-four 2019 NAEP science assessment tasks were coded by content experts using a two-dimensional cognitive load framework, including task cognitive complexity and dimensionality. ChatGPT and GPT-4 answered the questions individually and were scored using the scoring keys provided by NAEP. The analysis of the available data for this study was based on the average student ability scores for students who answered each item correctly and the percentage of students who responded to individual items. The results showed that both ChatGPT and GPT-4 consistently outperformed most students who answered each individual item in the NAEP science assessments. As the cognitive demand for NAEP science assessments increases, statistically higher average student ability scores are required to correctly address the questions. This pattern was observed for Grades 4, 8, and 12 students respectively. However, ChatGPT and GPT-4 were not statistically sensitive to the increase of cognitive demands of the tasks, except for Grade 4. As the first study focusing on comparing cutting-edge GAI and K-12 students in problem-solving in science, this finding implies the need for changes to educational objectives to prepare students with competence to work with GAI tools such as ChatGPT and GPT-4 in the future. Education ought to emphasize the cultivation of advanced cognitive skills rather than depending solely on tasks that demand cognitive intensity. This approach would foster critical thinking, analytical skills, and the application of knowledge in novel contexts among students. Furthermore, the findings suggest that researchers should innovate assessment practices by moving away from cognitive intensity tasks toward creativity and analytical skills to more efficiently avoid the negative effects of GAI on testing.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"392 1 1","pages":""},"PeriodicalIF":4.3,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139578870","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":"Drawing a Portrayal of Science Teachers’ Epistemic Cognitions Around Different Concepts Characterizing Science Education","authors":"Yilmaz Soysal","doi":"10.1007/s11191-023-00494-9","DOIUrl":"https://doi.org/10.1007/s11191-023-00494-9","url":null,"abstract":"<p>The objective of this descriptive study is to provide a detailed examination of science teachers’ perspectives regarding scientific knowledge, science learning, science concepts, and science teaching. A total of 304 science teachers created metaphors to express their cognitions about the epistemological aspects of their work. A specifically designed metaphor construction task was used to capture the participants’ epistemic cognitions. The participants’ metaphorical reasoning was captured since the metaphors might deliver experience-based conceptions, perceptions, beliefs, or comprehensions about four concepts regarding epistemic cognition. In-depth, descriptive analysis was undertaken through open, axial, and selective coding procedures with higher validity and reliability. The participants’ epistemic cognitions were gathered around five-order themes: function (accepting science knowledge and science concepts and their teaching/learning as vital entities by adopting an instrumentalist or tool-based perspective), personal epistemological stance (seeing science knowledge and science learning as an endless and immortal accumulation of factual knowledge), motivational construct (scientific knowledge attaches importance so it should be taught in the school systems in the science lessons), sociological construct (science knowledge provides power), and pedagogical construct (not the science knowledge but the science concepts should be taught in the schools in the science lesson). This study concluded that the participant science teachers mostly held conventional orientations in externalizing their epistemic cognitions. Theory-based explanations are presented in terms of the participants’ traditional epistemic orientations in the sense of future directions of further research.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"1 1","pages":""},"PeriodicalIF":4.3,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139561765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The non-epistemic dimension, at last a key component in mainstream theoretical approaches to teaching the nature of science","authors":"Antonio García-Carmona","doi":"10.1007/s11191-024-00495-2","DOIUrl":"https://doi.org/10.1007/s11191-024-00495-2","url":null,"abstract":"<h3>Abstract</h3> <p>For many years, hegemonic approaches to teaching the nature of science (NOS) have focused mainly on understanding some epistemic (i.e., rational, or cognitive) aspects involved in the construction of science. So, aspects of a non-epistemic (i.e., non-rational, contextual, or extra-scientific) nature have been practically neglected in these predominant proposals for teaching NOS. However, those of us who advocate a more holistic NOS teaching, with a balanced integration of both epistemic and non-epistemic aspects of NOS, have reason to celebrate. The development of the family resemblance approach (FRA) to NOS, initially proposed by Irzik and Nola (<span>2011</span>, <span>2014</span>), and then suitably adapted by Erduran and Dagher (<span>2014</span>) for science education, has cemented such a purpose in the current literature on NOS teaching research. But, like all scientific milestones, there are antecedents that, in some way, have also contributed to building the path that has brought us to this point. Therefore, it is fair to acknowledge them. Thus, the aim of this article is to provide a critical discussion of all of this and to make an explicit acknowledgement of some of these antecedents, such as the framework of the science-technology-society (STS) tradition, among others, without undermining the important role of the FRA in achieving the current predominant vision of holistic NOS teaching.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 1","pages":""},"PeriodicalIF":4.3,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139561795","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":"Students' credibility criteria for evaluating scientific information: The case of climate change on social media","authors":"Soraya Kresin,&nbsp;Kerstin Kremer,&nbsp;Alexander Georg Büssing","doi":"10.1002/sce.21855","DOIUrl":"10.1002/sce.21855","url":null,"abstract":"<p>The rise of social media platforms and the subsequent lack of traditional gatekeeping mechanisms contribute to the multiplied spread of scientific misinformation. Particularly in these new media spaces, there is a rising need for science education in fostering a science media literacy that enables students to evaluate the credibility of scientific information. A key determinant of a successful credibility evaluation is the effectiveness of the criteria students apply in this process. However, research suggests that existing credibility criteria are often not integrated into students' actual social media evaluation behavior. This hints to a lack of transferability of the existing criteria. As a consequence, knowledge about how learners evaluate credibility in social media is a first step in closing this gap. In the present study, we report results from six focus groups with 21 10th-grade students (M = 15 years, 57% female, 38% male, 5% nonbinary) about their usage of different credibility criteria in the case of social media posts about climate change. The data were analyzed through qualitative content analysis and as a first step assigned to established credibility dimensions of content (what?) and source-related criteria (who?). Additionally, given the complexity of social media, we also added a composition-based category (how?). In a second analysis step, we adapted our subcategories to the recently proposed credibility heuristic by Osborne and Pimentel. The findings suggest that students generally take criteria from all three heuristic credibility dimensions into account and combine different criteria when evaluating the credibility of scientific information in social media. Based on the application of the credibility criteria to the heuristic, implications for the development of teaching materials for fostering science media literacy are discussed.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 3","pages":"762-791"},"PeriodicalIF":4.3,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21855","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139518305","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":"Why do teachers vary in their instructional change during science PD? The role of noticing students in an iterative change process","authors":"Linda Preminger,&nbsp;Kathryn N. Hayes,&nbsp;Christine L. Bae,&nbsp;Dawn O'Connor","doi":"10.1002/sce.21853","DOIUrl":"10.1002/sce.21853","url":null,"abstract":"<p>Instructional shifts required by equitable, reform-based science instruction are challenging, especially in the elementary context. Such shifts require professional development (PD) that supports teacher internalization of new pedagogical strategies as well as changes in beliefs about how students learn. Because of this complexity, many PD programs struggle to foster lasting pedagogical shifts, necessitating further investigation into why some teachers successfully embrace reform practices while others do not. This qualitative study uses a nonlinear, iterative model of teacher learning (Interconnected Model of Professional Growth; Clarke &amp; Hollingsworth, 2002) alongside professional noticing to help understand why elementary teachers in science PD differentially make sense of and internalize new pedagogies. Findings indicate that teachers most likely to adopt reform-based instructional practices from the PD were those who clearly connected student learning to their instructional moves. In addition, teachers who more actively attended to student sensemaking and productive struggle took up pedagogies from the PD more substantively than did colleagues who attended solely to student engagement and affect. Finally, teachers who attended to and valued novel ideas from students’ lived experiences were more likely to change their beliefs about students’ capacity to learn science, and thus more likely to see the value of instructional practices from the PD. In sum, structuring PD to build on these specific teacher noticing skills can encourage more teachers to move away from traditional, teacher-directed instructional practice, and more fully support reform-based instructional practices.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 3","pages":"701-733"},"PeriodicalIF":4.3,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21853","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139518404","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":"Lessons from a professional learning community: Navigating tensions while moving between theory and practice in teaching chemistry for social justice","authors":"Kathryn Ribay","doi":"10.1002/sce.21854","DOIUrl":"10.1002/sce.21854","url":null,"abstract":"<p>Maintaining a commitment to social justice teaching can be especially challenging when navigating the bureaucratic systems and ever-spiraling responsibilities of the education system. To better understand how social-justice-oriented educators navigate these tensions, this paper uses qualitative methods to investigate the social justice problems of practice identified by five chemistry teachers in a year-long professional learning community. By analyzing the challenges described in their problem-posing segments, I identify seven major themes that represent key sources of tension and possibility as teachers move from theory to practice in teaching chemistry for social justice. These findings indicate that the practical considerations of day-to-day teaching practice create the most salient tensions when moving from theoretical ideas of social justice to a deeply integrated enactment of social justice teaching. Through a deeper analysis of two cases, I demonstrate the effects of discussing problems of practice with a group of teachers who had similar disciplinary backgrounds and ideological stances. These discussions shifted the tensions from potential barriers to areas of possibility in which they were able to enact new ideas within the confines of their context. Taken together, these findings indicate that developing social justice educators requires attention to navigating the practical details of teaching from a social justice lens.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 3","pages":"734-761"},"PeriodicalIF":4.3,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21854","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139518303","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}