Science & Education最新文献_第9页

Modeling Student Negotiation of Assessment-Related Epistemological Messages in a College Science Course 大学理科课程中学生评价相关认识论信息协商的建模

IF 3.1 1区教育学

Science & Education Pub Date : 2024-11-02 DOI: 10.1002/sce.21914

Cara E. Schwarz, Kimberly S. DeGlopper, Nicole C. Greco, Rosemary S. Russ, Ryan L. Stowe

{"title":"Modeling Student Negotiation of Assessment-Related Epistemological Messages in a College Science Course","authors":"Cara E. Schwarz, Kimberly S. DeGlopper, Nicole C. Greco, Rosemary S. Russ, Ryan L. Stowe","doi":"10.1002/sce.21914","DOIUrl":"https://doi.org/10.1002/sce.21914","url":null,"abstract":"<p>To prepare students to use science knowledge in their later personal or professional lives, we must attend to what they believe it means to know and learn science (i.e., epistemology). Unfortunately, we have little understanding of how students' epistemologies shift and are stabilized as they navigate their science courses. Researchers have made intuitive arguments that many microscale epistemological messages sum over time to give rise to macro-scale understandings of knowing and learning, but we have no theoretical model for how this sum unfolds. Here, we begin to build such a theoretical model. To do so, we focus on assessments and related materials in a college chemistry course as potentially consequential sources of messages about valued knowledge products and processes. We then elicited students' evolving understandings of assessment-related epistemological messages in several one-on-one interviews conducted throughout the semester. Analysis of how three students experienced, negotiated, and responded to assessment-related messages showed that interactions with the course system stabilized a consistent, well-resolved picture of the ways of knowing and learning that counted in the focal course. Specifically, good knowledge must have specific authority-mandated features and knowledge is justified primarily via alignment with an instructor-authored key. Students found utility in different (reliable) processes for achieving the aim of authorized knowledge, and some of these differences were maintained throughout the semester. Implications for modeling students' experience with course-embedded epistemological messages over time and how this work might inform practice are discussed.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 2","pages":"429-447"},"PeriodicalIF":3.1,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21914","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446644","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

Youth Climate Questions 青年气候问题

IF 3.4 1区教育学

Science & Education Pub Date : 2024-10-31 DOI: 10.1007/s11191-024-00579-z

Elizabeth A. C. Rushton, Lynda Dunlop

{"title":"Youth Climate Questions","authors":"Elizabeth A. C. Rushton, Lynda Dunlop","doi":"10.1007/s11191-024-00579-z","DOIUrl":"10.1007/s11191-024-00579-z","url":null,"abstract":"<div><p>Anthropogenic climate change and environmental crises are pressing challenges of our time, with changes to the climate system observed in every global region. Disastrous impacts on nature, including people, have already been observed in the form of drought, floods and extreme heat events across the planet. This study examines the role of an interdisciplinary approach to exploring different responses to climate-related disasters and potential disasters. The work we report takes place in the context of recent research on dialogue on climate interventions with youth. Climate interventions are large-scale interventions into the Earth’s climate system and include proposals such as solar radiation management, ocean liming, and carbon capture and storage technologies. Research and development of climate interventions as a response to one set of disasters (in the present and in-the-making), created as a result of anthropogenic climate change, are associated with much uncertainty and controversy. We explored these uncertainties and controversies with young people, scientists and policymakers, resulting in a set of illustrated climate conversation cards. In this paper, we analyse the questions produced by young people to find requests for data and knowledge from across disciplines, and for an exploration of ethics, feelings, positions and priorities. We also found problematisations of technofixes and desire for socio-political action. The implications for science and disaster education are discussed.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 3","pages":"999 - 1018"},"PeriodicalIF":3.4,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-024-00579-z.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145171074","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

Studying the Implementation of Equity Projects in Science Education in Divisive Political Contexts 政治分裂背景下科学教育公平项目实施研究

IF 3.1 1区教育学

Science & Education Pub Date : 2024-10-29 DOI: 10.1002/sce.21918

Trang C. Tran, William R. Penuel, Corinne Singleton, Philip Bell, Sarah Leonhart

{"title":"Studying the Implementation of Equity Projects in Science Education in Divisive Political Contexts","authors":"Trang C. Tran, William R. Penuel, Corinne Singleton, Philip Bell, Sarah Leonhart","doi":"10.1002/sce.21918","DOIUrl":"https://doi.org/10.1002/sce.21918","url":null,"abstract":"<div>\u0000 \u0000 <p>The implementation of equity-oriented reforms is never simply a technical matter: it involves directly engaging with the norms and politics responsible for reproducing inequitable opportunities and outcomes, and with efforts to promote educational justice. To date, there has been little research on how leaders in science education navigate the political environments of schooling to engage in equity work in their local contexts. The current political divisions within and among states regarding teaching about racial equity provide an important and timely context for such study. This study examines equity projects that science education leaders engage in and how these relate to recently passed legislation in several states regarding teaching about race and its ongoing role in shaping American society and institutions. It relies on survey data from science education leaders in 33 states, focusing on their familiarity with and involvement in different kinds of equity projects in science education, along with their perceptions of what supports and what hinders their equity-focused work. Employing a mixed methods approach, including descriptive analysis, hierarchical linear modeling, and thematic analysis, we found that engagement in equity projects varied widely across and within states. However, in states with laws promoting equity, leaders were engaged in more racial equity-related projects than in states with legislation that restrict discussion of matters of race, so-called “gag orders”. These findings underscore the significance of the broader political environments in shaping science education leadership and present opportunities for researchers in the field to support leaders in navigating them.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 2","pages":"627-649"},"PeriodicalIF":3.1,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143447087","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

Public Knowledge, Attitudes, and Behaviors Toward Educational Renewable Energy Sources in Arab Society in Israel 以色列阿拉伯社会公众对教育可再生能源的知识、态度和行为

IF 3.4 1区教育学

Science & Education Pub Date : 2024-10-29 DOI: 10.1007/s11191-024-00582-4

Sare Asli, Mahmud Diab, Hayat Mara’i, Avi Hofstein, Muhamad Hugerat

{"title":"Public Knowledge, Attitudes, and Behaviors Toward Educational Renewable Energy Sources in Arab Society in Israel","authors":"Sare Asli, Mahmud Diab, Hayat Mara’i, Avi Hofstein, Muhamad Hugerat","doi":"10.1007/s11191-024-00582-4","DOIUrl":"10.1007/s11191-024-00582-4","url":null,"abstract":"<div><p>This research delves into how educational renewable energy (RE) is perceived within Arab society. The research group consists of parents of middle school students who studied renewable energy in the Israeli science teaching curriculum. It posits three hypotheses, two of which were upheld, and one was refuted. The study highlights low-to-moderate levels in the general public’s knowledge, attitudes, and behaviors toward educational RE. Understanding these levels necessitates grasping the social and environmental influences at play. Variances in education priorities and resource accessibility most likely contribute to the observed differences. Although attitudes tend to align with societal values, behaviors exhibit a nuanced interplay of factors. Notably, familiarity with RE and a positive attitude correlate with sustainable behaviors, emphasizing the role of education and awareness. Surprisingly, demographic factors did not significantly affect these relationships, suggesting a shared environmental consciousness. The findings recommend using targeted interventions to enhance knowledge and foster positive attitudes toward RE in Arab society, ultimately promoting sustainable behaviors.\u0000</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 4","pages":"2633 - 2654"},"PeriodicalIF":3.4,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892404","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

Learning to Support Students to Reason Through Talk: How Pedagogically (Dis)Content Teaching Assistants Use a Curriculum Guide Integrated With Professional Development 学习通过谈话支持学生推理：教学（非）内容助教如何使用与专业发展相结合的课程指南

IF 3.1 1区教育学

Science & Education Pub Date : 2024-10-28 DOI: 10.1002/sce.21919

Alyssa S. Freeman, Tina B. Carter, Angela N. Google, Zhigang Jia, Anna S. Grinath

{"title":"Learning to Support Students to Reason Through Talk: How Pedagogically (Dis)Content Teaching Assistants Use a Curriculum Guide Integrated With Professional Development","authors":"Alyssa S. Freeman, Tina B. Carter, Angela N. Google, Zhigang Jia, Anna S. Grinath","doi":"10.1002/sce.21919","DOIUrl":"https://doi.org/10.1002/sce.21919","url":null,"abstract":"<div>\u0000 \u0000 <p>Given the potential impact of introductory science laboratories on postsecondary students' science learning, careful thinking is needed about how to support teaching assistants (TAs) to create opportunities for their students to reason about science. Research suggests that teachers are best positioned to improve their teaching practices when they recognize aspects of pedagogical discontentment and also feel they have the appropriate tools and resources to achieve their teaching goals in the future. This comparative case study examines how TAs who are pedagogically discontent or pedagogically content with their practice of supporting students to reason through talk engaged with a curriculum guide integrated with a weekly professional development (PD) program to grow their teaching practice. We found that only the pedagogically discontent TAs developed their use of ambitious talk moves to support more rigorous discussions over one semester. However, we also found that all TAs used the curriculum guide to plan opportunities for students to reason through talk. This research contributes new understandings about the role of pedagogical discontentment for TA learning of student-centered teaching practices. This research also has implications for designing TA-facing curriculum guides integrated with a weekly PD cycle to support TAs to develop teaching practices that support students to reason through talk.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 2","pages":"537-560"},"PeriodicalIF":3.1,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446981","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

Students' Meaning-Making of Nature of Science: Interaction Between Visual, Verbal, and Written Modes of Representation 学生对科学本质的意义建构：视觉、言语和书面表达方式的互动

IF 3.1 1区教育学

Science & Education Pub Date : 2024-10-22 DOI: 10.1002/sce.21916

Kason Ka Ching Cheung, Alis Oancea, Sibel Erduran

{"title":"Students' Meaning-Making of Nature of Science: Interaction Between Visual, Verbal, and Written Modes of Representation","authors":"Kason Ka Ching Cheung, Alis Oancea, Sibel Erduran","doi":"10.1002/sce.21916","DOIUrl":"https://doi.org/10.1002/sce.21916","url":null,"abstract":"<p>Students' understanding of nature of science (NOS) has been largely examined primarily in written or verbal modes. The visual, verbal, and written modes are essential for students' meaning-making of NOS. However, research has sidelined the interaction among these three modes in understanding students' collaborative discourse of NOS. Informed by theories of multimodality and social semiotics, this paper investigates the interactions between the visual, verbal, and written modes as groups of students engaged in explicit-reflective multimodal representation during NOS instruction. Utilizing a collective case study approach, we planned NOS instruction with teachers, and videotaped how each focal group of students in two grade seven classes in Hong Kong constructed multimodal representations of NOS. Multimodal discourse analysis revealed that the three modes fulfill various purposes during students' co-construction of multimodal representations of NOS. The interaction between the three modes facilitates meaning-making of NOS in four ways: (a) students' re-semiotization of discursive scientific practices into their multimodal ensembles; (b) bridging students' writing of scientific reports to scientists' social certification and dissemination; (c) connecting students' decontextualized meaning-making to contextualized meaning-making of methods and methodological rules; and (d) facilitating students' embodied semiosis in social organizations and interactions of science. Focusing on four episodes of co-constructing multimodal representations of NOS, we illustrate how students' meaning-making of NOS is multimodal in nature and how various modes have their own affordances. We discuss future research directions on how multimodality can facilitate students' meaning-making of NOS.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 2","pages":"480-505"},"PeriodicalIF":3.1,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21916","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446676","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

Interaction With Exhibits: The Significance of Instrumentalization 与展品的互动：工具化的意义

IF 3.1 1区教育学

Science & Education Pub Date : 2024-10-19 DOI: 10.1002/sce.21913

Ilona Iłowiecka-Tańska, Katarzyna Potęga vel Żabik

{"title":"Interaction With Exhibits: The Significance of Instrumentalization","authors":"Ilona Iłowiecka-Tańska, Katarzyna Potęga vel Żabik","doi":"10.1002/sce.21913","DOIUrl":"https://doi.org/10.1002/sce.21913","url":null,"abstract":"<div>\u0000 \u0000 <p>How is it that the millions of visitors who flock to science centers each year are able to make use of the exhibits there? How do they discover the properties of previously unknown machines? How much time does it take? What is the significance of the process? An issue of particular interest to us is how visitors figure out <i>what</i> they can do with an exhibit and <i>how</i> they can do it. We interpret this as a process of instrumentalization, transforming an object into an instrument of human activity. Drawing on the Instrumented Activity Situations Model, this paper focuses on the instrumentalization of exhibits and the sense-making process within the visitor–exhibit physical interaction. After discussing two empirical cases of children (9 and 11 years old) interacting with an open-ended dynamical exhibit, we claim that by instrumenting an exhibit under a set of inherent constraints, visitors develop new enactive competence (coordinated motor action tethered to new perceptual orientation), just as one would learn to ride a bicycle or to work with a lathe machine. We argue that the attention of researchers, hitherto focused primarily on <i>content-based</i> knowledge development, should be equally focused on the kind of <i>procedural</i> knowledge development evident in “making a machine one's own.”</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 2","pages":"448-479"},"PeriodicalIF":3.1,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143447076","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

Digital Transition Framework for Higher Education in AI-Assisted Engineering Teaching 高等教育在人工智能辅助工程教学中的数字化转型框架

IF 3.1 1区教育学

Science & Education Pub Date : 2024-10-19 DOI: 10.1007/s11191-024-00575-3

Yin Zhang, Menglong Zhang, Liming Wu, Jin Li

{"title":"Digital Transition Framework for Higher Education in AI-Assisted Engineering Teaching","authors":"Yin Zhang, Menglong Zhang, Liming Wu, Jin Li","doi":"10.1007/s11191-024-00575-3","DOIUrl":"10.1007/s11191-024-00575-3","url":null,"abstract":"<div><p>Rapid advancements in the information age have prompted significant digitalization in global higher education, with Chinese higher education particularly adapting to the influence of artificial intelligence. This study focuses on the digital transformation in China’s higher education, specifically within AI-assisted engineering education. It examines the digitalization of classrooms, expansion of teaching elements, and redesign of educational dynamics, while highlighting digital innovations in teaching methodologies and the integration of AI systems. Using the Engineering Cost Estimation as a case study, the paper showcases the practical application of AI in engineering education in China. The findings reveal the interplay between external societal, economic, political, and technological factors and internal academic aspects like curriculum quality. The study addresses the digital divide, advocates for equitable technology access, and emphasizes digital literacy as crucial in the twenty-first century. It predicts significant structural changes in universities, proposing borderless educational environments and flexible, interdisciplinary approaches, alongside a blockchain-based credit system.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 2","pages":"933 - 954"},"PeriodicalIF":3.1,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-024-00575-3.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143706998","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

Art and Science 艺术与科学

IF 3.4 1区教育学

Science & Education Pub Date : 2024-10-19 DOI: 10.1007/s11191-024-00580-6

Mônica Regina Vieira Leite, Sandra Regina Teodoro Gatti, Giuliano Reis

引用次数: 0

Systematizing Decisions in Design-Based Research: From Theory to Design 基于设计的研究中的系统化决策：从理论到设计

IF 3.1 1区教育学

Science & Education Pub Date : 2024-10-19 DOI: 10.1002/sce.21915

Markus Obczovsky, Angelika Bernsteiner, Claudia Haagen-Schützenhöfer, Thomas Schubatzky

{"title":"Systematizing Decisions in Design-Based Research: From Theory to Design","authors":"Markus Obczovsky, Angelika Bernsteiner, Claudia Haagen-Schützenhöfer, Thomas Schubatzky","doi":"10.1002/sce.21915","DOIUrl":"https://doi.org/10.1002/sce.21915","url":null,"abstract":"<p>There is a general consensus that design-based research (DBR) is a genre of approaches in education research to design interventions for specific problems with the aim to gain an understanding of how they work in the problem context. While there is a considerable body of literature discussing the epistemic and methodological aspects of DBR, we found little guidance on how to actually design an intervention. The majority of research articles about DBR projects focus on the output of the projects rather than the process. In this article, we reflect on our approach to design processes in two DBR projects, with a particular focus on making and grounding design decisions. Our aim is to provide support to other researchers engaged in DBR projects and to contribute to a discussion about practices in DBR to contribute to design methodologies. We conclude with three key contributions. First, we emphasize the significance of awareness of design decisions as well as their groundings, advocating for thorough consideration of the applicability of theories, and transferability of empirical findings, as well as pragmatic and personal factors. Second, we recommend a flexibility in revising design decisions, allowing for meaningful refinement of interventions in response to evolving contexts and insights. Third, we propose a systematic approach to arrive at and document design decisions, facilitating communication within DBR projects and across research communities.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 2","pages":"523-536"},"PeriodicalIF":3.1,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21915","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143447045","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