Science & Education最新文献_第9页

Informing research on generative artificial intelligence from a language and literacy perspective: A meta-synthesis of studies in science education 从语言和读写角度为生成式人工智能研究提供信息：科学教育研究元综述

IF 3.1 1区教育学

Science & Education Pub Date : 2024-04-29 DOI: 10.1002/sce.21875

Kok-Sing Tang

{"title":"Informing research on generative artificial intelligence from a language and literacy perspective: A meta-synthesis of studies in science education","authors":"Kok-Sing Tang","doi":"10.1002/sce.21875","DOIUrl":"10.1002/sce.21875","url":null,"abstract":"Research in languages and literacies in science education (LLSE) has developed substantial theoretical and pedagogical insights into how students learn science through language, discourse, and multimodal representations. At the same time, language is central to the functioning of generative artificial intelligence (GenAI). On this common basis concerning the role of language, this paper explores how foundational ideas from LLSE studies can inform the use of GenAI in science education. A bibliometric analysis of 412 journal articles from Web of Science provided the initial step to identify major themes and relationships in the LLSE literature. The analysis revealed four clusters of research in LLSE: reading and writing scientific text, science discourse and interaction, multilingual science classroom, and multimodality and representations. Each cluster was further analyzed through close reading of selected articles to identify and connect key constructs to the potential use of GenAI. These constructs include the interactive-constructive reading model, text genre, reading-writing integration, dialogic interaction, critical questioning, argumentation, translanguaging, hybridity, thematic pattern, modal affordance, and transduction. From these ideas and connections, the paper recommends several pedagogical principles for science educators to guide the use of GenAI. It concludes that LLSE research offers valuable insights for researchers and teachers to investigate and design the use of GenAI in science education. In turn, the impending use of GenAI also calls for a rethinking of literacy that will shape future research in LLSE.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 5","pages":"1329-1355"},"PeriodicalIF":3.1,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21875","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140830807","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

Portrayals of Scientists in Science Textbooks of Secondary Schools in Iran: A Qualitative Study in the History of Science 伊朗中学科学教科书中的科学家形象：科学史定性研究

IF 4.3 1区教育学

Science & Education Pub Date : 2024-04-27 DOI: 10.1007/s11191-024-00522-2

Asghar Soltani

{"title":"Portrayals of Scientists in Science Textbooks of Secondary Schools in Iran: A Qualitative Study in the History of Science","authors":"Asghar Soltani","doi":"10.1007/s11191-024-00522-2","DOIUrl":"https://doi.org/10.1007/s11191-024-00522-2","url":null,"abstract":"The main purpose of the present study was to investigate the historical content in high school science textbooks in Iran to determine what image of scientists is drawn in them. For this purpose, first, the content related to the history of science in 16 science textbooks was coded as initial data. Then, a thematic network analysis was used to interpret the resulting data. Based on this method, 12 basic themes and 3 organizing categories, namely, “general biography,” “scientific biography,” and “role in the evolution of science,” were revealed. These organizing themes were also interpreted as one global theme of the “biographical portrayal of scientists.” Only 5 female scientists (of 113 total) are mentioned in science textbooks, which suggests the presence of gender stereotyping. Also, in addition to Western scientists (mostly European or North American), the high school science textbooks in Iran paid special attention to scientists of Iranian-Islamic nationality. The characteristics of scientists’ families and their individual and personality traits were the extracted themes that were revealed as the social and cultural aspects of the nature of science in the historical content of textbooks. The basic themes of scientists’ quotes, scientific books and treatises, used methods of scientific research, being named in honor of the scientist, and winning the Nobel Prize were recognized as scientific biography. Scientists’ role in the evolution of science was the third organizing category, which comprised the scientists’ scientific research area and their outstanding work for the first time. In the end, the implications for science education are discussed.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"129 1","pages":""},"PeriodicalIF":4.3,"publicationDate":"2024-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140811176","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

Making in-the-moment learning visible: A framework to identify and compare various ways of learning through continuity and discourse change 让即时学习变得可见：确定和比较通过连续性和话语变化进行学习的各种方式的框架

IF 3.1 1区教育学

Science & Education Pub Date : 2024-04-23 DOI: 10.1002/sce.21874

Jessica M. Karch, Nicolette M. Maggiore, Jennifer R. Pierre-Louis, Destiny Strange, Vesal Dini, Ira Caspari-Gnann

{"title":"Making in-the-moment learning visible: A framework to identify and compare various ways of learning through continuity and discourse change","authors":"Jessica M. Karch, Nicolette M. Maggiore, Jennifer R. Pierre-Louis, Destiny Strange, Vesal Dini, Ira Caspari-Gnann","doi":"10.1002/sce.21874","DOIUrl":"10.1002/sce.21874","url":null,"abstract":"Small group interactions and interactions with near-peer instructors such as learning assistants serve as fertile opportunities for student learning in undergraduate active learning classrooms. To understand what students take away from these interactions, we need to understand how and what they learn during the moment of their interaction. This study builds on practical epistemology analysis to develop a framework to study this in-the-moment learning during interactions by operationalizing it through the lens of discourse change and continuity toward three ends. Using video recordings of students and learning assistants interacting in a variety of contexts including remote, in-person, and hybrid classrooms in introductory chemistry and physics at two universities, we developed an analytical framework that can characterize learning in the moment of interaction, is sensitive to different kinds of learning, and can be used to compare interactions. The framework and its theoretical underpinnings are described in detail. In-depth examples demonstrate how the framework can be applied to classroom data to identify and differentiate different ways in which in-the-moment learning occurs.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 5","pages":"1292-1328"},"PeriodicalIF":3.1,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140667233","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 Practical Epistemologies of Design and Artificial Intelligence 设计与人工智能的实用认识论

IF 3.1 1区教育学

Science & Education Pub Date : 2024-04-18 DOI: 10.1007/s11191-024-00517-z

William Billingsley

{"title":"The Practical Epistemologies of Design and Artificial Intelligence","authors":"William Billingsley","doi":"10.1007/s11191-024-00517-z","DOIUrl":"10.1007/s11191-024-00517-z","url":null,"abstract":"<div>This article explores the epistemological trade-offs that practical and technology design fields make by exploring past philosophical discussions of design, practitioner research, and pragmatism. It argues that as technologists apply Artificial Intelligence (AI) and machine learning (ML) to more domains, the technology brings this same set of epistemological trade-offs with it. The basis of the technology becomes the basis of what it finds. There are correlations between questions that designers face in sampling and gathering data that is rich with context, and those that large-scale machine learning faces in how it approaches the rich context and subjectivity within its training data. AI, however, processes enormous amounts of data and produces models that can be explored. This makes its form of pragmatic inquiry that is amenable to optimisation. Finally, the paper explores implications for education that stem from how we apply AI to pedagogy and explanation, suggesting that the availability of AI-generated explanations and materials may also push pedagogy in directions of pragmatism: the evidence that explanations are effective may precede explorations of why they should be.</div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 2","pages":"807 - 824"},"PeriodicalIF":3.1,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-024-00517-z.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140624173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A review of Mark Windschitl's Teaching Climate Change 对 Mark Windschitl 的《气候变化教学》的评论

IF 4.3 1区教育学

Science & Education Pub Date : 2024-04-18 DOI: 10.1002/sce.21872

Emily A. Holt, Jessica Duke

引用次数: 0

A review of science teaching approaches for equity focusing on race, class, and religion from the perspectives of Freire's and Arendt's theories of education 从弗莱雷的教育理论和阿伦特的教育理论的角度，回顾以种族、阶级和宗教为重点的公平科学教学方法

IF 4.3 1区教育学

Science & Education Pub Date : 2024-04-11 DOI: 10.1002/sce.21868

Lilith Rüschenpöhler

{"title":"A review of science teaching approaches for equity focusing on race, class, and religion from the perspectives of Freire's and Arendt's theories of education","authors":"Lilith Rüschenpöhler","doi":"10.1002/sce.21868","DOIUrl":"10.1002/sce.21868","url":null,"abstract":"This paper presents a literature review of science teaching approaches that seek to support equity in science classrooms, focusing on marginalization based on (i) race/ethnicity, (ii) social class/socioeconomic background, and (iii) religion. Considered were approaches that science teachers can use in science classes in secondary schools. They were analyzed and discussed against the backdrop of critical pedagogy by Paulo Freire and the educational theory by Hannah Arendt, which constitutes a novelty in science education research. The review used meta interpretation combined with systematic searches in the ERIC database. It is, thus, limited to works published in English. A total of 930 articles (2013–2021) were identified out of which 64 were fully analyzed. The analysis shows that most approaches strive to provide more equal access to the existing science knowledge and structures of the community. This corresponds to the introduction to the “old world” in a conservative interpretation of Arendt's term. I argue that in addition, it is necessary to employ a more radical interpretation of the “old world” as fundamentally plural which is done in translanguaging and grappling with racism. Further, the transformative nature of science education needs to be strengthened in terms of Freire's critical pedagogy and Arendt's concept of natality. This means allowing students to become aware of oppressive structures to induce change. Only youth participatory science, youth participatory action research, and grappling with racism explicitly aim for this. This shows that nuanced perspectives on equity in science education are needed.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 4","pages":"1191-1221"},"PeriodicalIF":4.3,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21868","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140587434","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

Comparing the impact of physical and virtual manipulatives in different science domains among preschoolers 比较实物操作材料和虚拟操作材料在不同科学领域对学龄前儿童的影响

IF 4.3 1区教育学

Science & Education Pub Date : 2024-04-06 DOI: 10.1002/sce.21869

Yvoni Pavlou, Zacharias C. Zacharia, Marios Papaevripidou

{"title":"Comparing the impact of physical and virtual manipulatives in different science domains among preschoolers","authors":"Yvoni Pavlou, Zacharias C. Zacharia, Marios Papaevripidou","doi":"10.1002/sce.21869","DOIUrl":"10.1002/sce.21869","url":null,"abstract":"This study aimed to investigate whether the presence (when using physical manipulatives [PMs]) or absence (when using virtual manipulatives [VMs]) of haptic sensory feedback (i.e., open-ended haptic manipulation of physical materials with the use of the hands) during experimentation can impact preschoolers’ conceptual understanding of concepts concerning three different subject domains (i.e., balance beam, sinking/floating, and springs). The participants were 132 preschoolers (5–6 years old), 44 per subject domain, who were equally divided into two conditions differing in the means of experimentation (PM or VM) they used. The data of this exploratory study were collected through clinical interviews and analyzed both qualitatively and quantitatively. The findings indicated that preschoolers’ mean score improved in both conditions for each subject domain, (probably) as a result of their participation in the experimentation phase of the interviews, across all domains and conditions. No statistically significant difference in preschoolers’ learning between the two conditions was found in the balance beam domain. In the sinking/floating domain, VM were found to be more conducive to preschoolers’ learning than PM, whereas in the springs domain PM were found to have enhanced preschoolers’ learning more than VM did. These findings have important implications for science teaching and learning in the early childhood years. First, we provide information on when PM or VM is conducive to kindergarteners’ science learning. Second, we report on how prior embodied knowledge, established through haptic sensory input and related to the task at hand, affects learning through PM or VM experimentation.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 4","pages":"1162-1190"},"PeriodicalIF":4.3,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21869","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140587290","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

Confronting Imminent Challenges in Humane Epistemic Agency in Science Education: An Interview with ChatGPT 面对科学教育中人道认识论机构的紧迫挑战：采访 ChatGPT

IF 3.1 1区教育学

Science & Education Pub Date : 2024-04-04 DOI: 10.1007/s11191-024-00515-1

Phil Seok Oh, Gyeong-Geon Lee

{"title":"Confronting Imminent Challenges in Humane Epistemic Agency in Science Education: An Interview with ChatGPT","authors":"Phil Seok Oh, Gyeong-Geon Lee","doi":"10.1007/s11191-024-00515-1","DOIUrl":"10.1007/s11191-024-00515-1","url":null,"abstract":"<div>How and why science education scholars and practitioners might use artificial intelligence (AI) in the classroom has been a controversial agenda for decades. ChatGPT, a state-of-the-art (SOTA) AI released in November 2022, has attracted global interest for its exceptionally high performance in generating human-like natural language answers to almost any questions a user queries. Its ability to generate knowledge raises questions about what human knowledge means in science education in the digital age. The researchers of this study consider ChatGPT as an epistemic agent that is capable of generating new scientific knowledge and as an eligible interviewee to provide data for the study of AI and human episteme. The researchers interviewed ChatGPT and analysed its responses to questions about the future of human epistemic agency in science education to elicit ontological and relational implications between humans and AI. Based on ChatGPT’s articulations, it was suggested that SOTA AI-generated knowledge is non-bodied, robust, and detached, which can be summarised as automatous. In contrast, it was suggested that human-generated knowledge is embodied, value-laden, and engaged, which can be summarised as personal, in light of Michael Polanyi’s thoughts. As a result, this study insists that there are still unique characteristics of human-generated scientific knowledge compared to those of AI. Therefore, it is suggested that AI in science education should be understood as a collaborator in knowledge construction while securing the lead of human students in this process.</div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 2","pages":"779 - 805"},"PeriodicalIF":3.1,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-024-00515-1.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140743365","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

Not the only novice in the room: Partnerships and belongingness in a research immersion program 不是房间里唯一的新手沉浸式研究计划中的伙伴关系和归属感

IF 3.1 1区教育学

Science & Education Pub Date : 2024-04-03 DOI: 10.1002/sce.21870

Katherine Ann Ayers, Robyn Ann Pennella, Olayinka Mohorn-Mintah, Summer Jane Jasper, Susan Naomi Nordstrom

{"title":"Not the only novice in the room: Partnerships and belongingness in a research immersion program","authors":"Katherine Ann Ayers, Robyn Ann Pennella, Olayinka Mohorn-Mintah, Summer Jane Jasper, Susan Naomi Nordstrom","doi":"10.1002/sce.21870","DOIUrl":"10.1002/sce.21870","url":null,"abstract":"Lack of access to STEMM mentors has been identified as a critical barrier to biomedical research careers, leading to a lack of diversity in this field. To address such a barrier, the National Institutes of Health invested funds to support institutions in developing research immersion programs to provide “underrepresented” students with mentored research experiences. While providing access and opportunity for research experiences is an important equity endeavor, a focus solely on broadening participation neglects the role of institutions in perpetuating hegemonic views of science. Institutions often fail to recognize how entanglements of affect and emotion shape youth experiences in these programs and work to (de)legitimize their sense of belonging in science and perpetuate the notion of science as for an exclusive few. In this paper, we describe findings from a project aimed at understanding the entanglement of emotion and affect in a research immersion program and how these entanglements shaped participants' sense of belongingness in the program and research more broadly. Drawing on a poststructural feminist framework, we come to understand how individual histories and emotional experiences with racial and gender stereotypes work at the meta-affective level to contract feelings of belongingness in science for students.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 5","pages":"1269-1291"},"PeriodicalIF":3.1,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140587557","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 positioning within the figured world(s) of urban school science 城市学校科学世界中的教师定位

IF 4.3 1区教育学

Science & Education Pub Date : 2024-04-02 DOI: 10.1002/sce.21866

Katherine Wade-Jaimes, Rachel Askew

{"title":"Teacher positioning within the figured world(s) of urban school science","authors":"Katherine Wade-Jaimes, Rachel Askew","doi":"10.1002/sce.21866","DOIUrl":"10.1002/sce.21866","url":null,"abstract":"Although research has highlighted the challenges of teaching in urban settings, particularly for science teachers, it has paid less attention to the development of science teaching identities in urban settings. This paper situates science teaching identity within societal discourses of science, education, and teaching to explore the ways in which macro-level discourses influence the positions available to science teachers in urban schools. Using questionnaire data from 64 teachers, discourse analysis is used to demonstrate how participants reinscribe or disrupt prominent macro-level discourses, including the elitism of science, accountability, and deficit views of urban areas, and the resulting positions that are created by this negotiation process. The findings include possible positions relative to science, education, and teaching as well as a consideration of differences between elementary and secondary teachers and between beginning and experienced teachers. Although many participants successfully disrupted damaging discourses of science as elite and disconnected, as well as discourses of accountability and the role of standardized testing, they were not able to disrupt deficit discourses that resulted in positioning themselves as outside of their students' worlds, often as saviors. The findings demonstrated the strong influence of deficit discourses on teachers' descriptions of their experiences as science teachers and the need to support teachers in understanding the historical and cultural contexts of urban education to identify and disrupt deficit discourses and create teacher positions based on asset and justice-based views of students, schools, and communities.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 4","pages":"1072-1098"},"PeriodicalIF":4.3,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140587556","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