Science & Education最新文献_第9页

The Effect of Argumentation on Middle School Students’ Scientific Literacy as well as their Views, Attitudes and Knowledge About Socioscientific Issues 论证对中学生科学素养以及对社会科学问题的看法、态度和知识的影响

IF 4.3 1区教育学

Science & Education Pub Date : 2024-01-13 DOI: 10.1007/s11191-023-00489-6

Cansu Karaman Türk, Aylin Çam

{"title":"The Effect of Argumentation on Middle School Students’ Scientific Literacy as well as their Views, Attitudes and Knowledge About Socioscientific Issues","authors":"Cansu Karaman Türk, Aylin Çam","doi":"10.1007/s11191-023-00489-6","DOIUrl":"https://doi.org/10.1007/s11191-023-00489-6","url":null,"abstract":"Socioscientific issues (SSI), important for developing scientific literacy, are controversial issues related to social and scientific information. This study investigated the effect of argumentation about SSI on middle school students’ views, attitudes, knowledge about SSI, and their scientific literacy. The study uses a pre-test and post-test control group design with a sample of 49 seventh-grade students. The experimental group used SSI-based instruction with argumentation, while the control group used SSI-based instruction. The data collection instruments used were the scientific literacy scale, the open-ended questions on scientific literacy, the views and attitudes towards SSI scale, and the open-ended questions on SSI knowledge. The research findings indicate a difference in the pre-test and post-test scientific literacy scores between the experimental and control groups. The experimental group did not show a statistically significant difference in views and attitudes to SSI between the pre and post-tests. However, the control group showed a statistically significant difference in Favor of the post-test compared to the pre-test. The SSI knowledge questions showed an increase in both groups because of the interventions. It is recommended that SSI-based instruction with argumentation assists learners in recognising diverse viewpoints, researching existing issues in society, and making decisions regarding the ethical, environmental, and financial effects of them. It is, therefore, recommended that science education programmes more readily incorporate socio-scientific issues. ","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"165 1","pages":""},"PeriodicalIF":4.3,"publicationDate":"2024-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139461955","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

HPS for All in Journal's Metrics 期刊指标中的全民保健计划

IF 3.1 1区教育学

Science & Education Pub Date : 2024-01-11 DOI: 10.1007/s11191-023-00491-y

Sibel Erduran

引用次数: 0

Performative Bundles: How Teaching Narratives and Academic Language Build Mental Models of Mechanisms 表演性捆绑：教学叙事和学术语言如何建立机制的心理模型

IF 4.3 1区教育学

Science & Education Pub Date : 2024-01-10 DOI: 10.1007/s11191-023-00488-7

Joseph Salve, Pranshi Upadhyay, K. K. Mashood, Sanjay Chandrasekharan

{"title":"Performative Bundles: How Teaching Narratives and Academic Language Build Mental Models of Mechanisms","authors":"Joseph Salve, Pranshi Upadhyay, K. K. Mashood, Sanjay Chandrasekharan","doi":"10.1007/s11191-023-00488-7","DOIUrl":"https://doi.org/10.1007/s11191-023-00488-7","url":null,"abstract":"Science learning requires students to build new mental models of imperceptible mechanisms (photosynthesis, circadian rhythms, atmospheric pressure, etc.). Since mechanisms are structurally complex and dynamic, building such mental models requires mentally simulating novel structures, their state changes, and higher-order transformations (transpiration, oscillation, liquid levels, etc.). These mental simulations also need to be intertwined with a series of external representations (ERs), including formal terms (stomata, guard cells, mass points, damping, etc.), schematic structures (figures, graphs, etc.), and mathematical notations (equations, vectors, etc.). Students’ later encounters with these ERs activate the dynamic mental model of the mechanism. To help learners build such many-layered and dynamic mental models of mechanisms, teachers narrate, and act out, the structures, state changes, transformations, and related ERs. These cohere together to constitute (bring into being) the mechanism models. Based on classroom teaching data, we present a theoretical account of the cognitive mechanisms involved in this complex teaching-to-build process, extending the enactive simulation theory of language and distributed cognition theory. Since teaching narratives seek to approximate scientific mechanisms presented in textbooks, we extend this account to academic language, to understand how textbook descriptions embed mechanisms. We close with some theoretical and pedagogical implications of these two accounts.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"10 1","pages":""},"PeriodicalIF":4.3,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139422638","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

Under pressure: How do science teachers use capital to achieve agency during turbulent times? 压力之下：在动荡时期，科学教师如何利用资本实现代理？

IF 4.3 1区教育学

Science & Education Pub Date : 2024-01-06 DOI: 10.1002/sce.21852

Elizabeth D. Diaz-Clark, Josie L. Otto, Diane S. Wright, Danielle E. Lin Hunter, Laura B. Sample McMeeking, Andrea E. Weinberg, Meena M. Balgopal

{"title":"Under pressure: How do science teachers use capital to achieve agency during turbulent times?","authors":"Elizabeth D. Diaz-Clark, Josie L. Otto, Diane S. Wright, Danielle E. Lin Hunter, Laura B. Sample McMeeking, Andrea E. Weinberg, Meena M. Balgopal","doi":"10.1002/sce.21852","DOIUrl":"10.1002/sce.21852","url":null,"abstract":"Disruptions to education systems (e.g., the COVID-19 pandemic) evoke a range of responses from teachers. Teachers are required to learn new skills, attend to students' social emotional needs, modify their instructional approaches, and discover innovative ways to engage their students in science, technology, and engineering courses, all while managing their own professional and personal needs. Although teachers of all disciplines adjust their instructional and curricular approaches in response to disruptions, the impetus for this study was to explore the unique challenges of science teachers during the COVID-19 pandemic that affected their sense of agency (sense of control). To understand how science teachers acquired, used, and invested in capital (i.e., available resources with the potential to meet identified challenges) to achieve professional agency, we studied 113 science teachers in 2020−2021 when they experienced disruptions associated with the pandemic. An analysis of open-ended responses from 60 teachers indicates that teachers who achieved agency shared four attributes. They (i) demonstrated an awareness of needed capital, (ii) acquired capital, (iii) used capital, and (iv) dedicated effort toward capital-building for future use. Our findings inform science teacher educators and schools that are committed to mitigating science teacher attrition by understanding how teachers respond to personal and professional stresses.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 3","pages":"680-700"},"PeriodicalIF":4.3,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139375676","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

“I think of it that way and it helps me understand”: Anthropomorphism in elementary students' mechanistic stories "我是这样想的，这有助于我理解"：小学生机械故事中的拟人手法

IF 4.3 1区教育学

Science & Education Pub Date : 2024-01-03 DOI: 10.1002/sce.21851

Xiaowei Tang, David Hammer

引用次数: 0

Visual resources and interaction in Grade 4 science teaching—Moving in and out of discourse when exploring concepts of evolution and adaption 四年级科学教学中的视觉资源和互动--探索进化和适应概念时的话语进出

IF 4.3 1区教育学

Science & Education Pub Date : 2023-12-07 DOI: 10.1002/sce.21849

Robert Walldén, Pia N. Larsson

{"title":"Visual resources and interaction in Grade 4 science teaching—Moving in and out of discourse when exploring concepts of evolution and adaption","authors":"Robert Walldén, Pia N. Larsson","doi":"10.1002/sce.21849","DOIUrl":"10.1002/sce.21849","url":null,"abstract":"Although visual aids are widely considered a valuable source of scaffolding, the nature and active utilization of these aids in current science classrooms are not well understood. This qualitative study explores interaction in the teaching of concepts related to evolution, with a specific focus on a teacher's use of different visual support material. Based on a classroom study in a linguistically diverse Grade 4 classroom, we employed the perspective of discourse-bridging interaction to develop three broad categories of interactional examples, which we related to three kinds of visual support material used in the instruction: generic visual support images, naturalistic images, and disciplinary images showing examples of natural selection. The findings show that the interaction moved in and out of science discourse in a way that reflected the images' properties. A generic visual support image illustrated the concept of “adaption” as puzzle pieces fitting together, which promoted everyday and anthropomorphic examples of animals and people striving to fit in. When the teacher used naturalistic images, the discourse shifted between a range of perspectives, while visual aids and whiteboard drawings showing the classic examples of giraffes evolving (a disciplinary image) were employed to clarify the notion of natural selection. We discuss the study's implications for using visual support material in a planned way that supports disciplinary understanding.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 2","pages":"608-636"},"PeriodicalIF":4.3,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21849","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138546506","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

The Contributions of Philosophy of Science in Science Education Research: a Literature Review 科学哲学在科学教育研究中的贡献:文献综述

IF 4.3 1区教育学

Science & Education Pub Date : 2023-11-30 DOI: 10.1007/s11191-023-00485-w

Wencheng Liu, Xiaofei Li, Gaofeng Li

{"title":"The Contributions of Philosophy of Science in Science Education Research: a Literature Review","authors":"Wencheng Liu, Xiaofei Li, Gaofeng Li","doi":"10.1007/s11191-023-00485-w","DOIUrl":"https://doi.org/10.1007/s11191-023-00485-w","url":null,"abstract":"The philosophy of science (POS) has gained recognition for its contributions to science education, particularly in integrating the history and philosophy of science (HPS). However, the existing literature lacks a comprehensive review that systematically investigates the implications and limitations of POS in science education research. This study conducted a systematic literature review of 54 studies published in internationally reputed journals between 2000 and 2021. The aim is to understand the implications and limitations of integrating POS into science education. The findings revealed that POS has a significant positive impact on science education, specifically in enhancing conceptual understanding and knowledge of the nature of science (NOS). It went beyond singular epistemological influences and changed teachers’ beliefs about teaching methods. However, implementing POS in science education faced challenges such as unclear teaching objectives, a lack of POS perspective in textbooks, curriculum constraints, and insufficient specialized training for teachers. The study offers a comprehensive review of the contributions of POS to science education, filling a gap in the existing literature. It highlights the positive impacts and critically examines the limitations and challenges, providing a balanced view for future research and practice.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"176 5 1","pages":""},"PeriodicalIF":4.3,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138517683","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 student hat in professional development: Building epistemic empathy to support teacher learning 专业发展中的学生帽:建立认知共情以支持教师学习

IF 4.3 1区教育学

Science & Education Pub Date : 2023-11-30 DOI: 10.1002/sce.21848

Benjamin R. Lowell

{"title":"The student hat in professional development: Building epistemic empathy to support teacher learning","authors":"Benjamin R. Lowell","doi":"10.1002/sce.21848","DOIUrl":"10.1002/sce.21848","url":null,"abstract":"Professional development (PD) can support science teachers to learn about instructional reforms, but more work needs to be done on broadening our understanding of how specific PD activities support teacher learning. One understudied PD activity is the student hat: when teachers engage in student learning activities while considering ideas, language, and feelings students might have to build their empathy for how student experience reform instruction. Little is known about if and how student hat activities support teacher learning. I conducted a single embedded case study of a 2.5-day PD for middle school science teachers using the OpenSciEd curriculum. I interviewed 12 participants to understand how they perceived the student hat activities and analyzed 36 hours of PD video, focusing specifically on moments in which participants struggled to act in student hat, to gain insights on how it helped them to learn. Teachers found student hat difficult, but it helped them better understand science ideas, their students, and the instructional approach. These learning outcomes likely occurred because of two mechanisms: creating a safe environment to be wrong and building epistemic empathy with students. By allowing teachers to feel safe expressing confusion with content ideas, the student hat helped teachers to build their science understanding. Developing teachers' epistemic empathy for students helped them to understand how students might think and feel while engaging in reform instruction.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 2","pages":"581-607"},"PeriodicalIF":4.3,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514645","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

Children's exposure to STEM instruction in preschool and how they respond to it 儿童在学龄前接触STEM教学以及他们对此的反应

IF 4.3 1区教育学

Science & Education Pub Date : 2023-11-29 DOI: 10.1002/sce.21846

Charles R. Greenwood, Dwight W. Irvin, Alana G. Schnitz, Jay Buzhardt

{"title":"Children's exposure to STEM instruction in preschool and how they respond to it","authors":"Charles R. Greenwood, Dwight W. Irvin, Alana G. Schnitz, Jay Buzhardt","doi":"10.1002/sce.21846","DOIUrl":"10.1002/sce.21846","url":null,"abstract":"Early childhood is an opportune time to begin teaching STEM, and preschool education provides the opportunity. How children experience and respond to STEM in community-based preschools is our focus. Using the CIRCLE classroom observation system, we examined how frequently and in what contexts preschool teachers provided STEM learning opportunities, and how children responded using quantitative–descriptive methods. Data were collected in 39 low-socioeconomic status (SES), community-based preschool classrooms on a stratified sample of 117 children that included mono-English speaking children, dual language learners, and children with a diagnosed disability. Results indicated that children were exposed to nonacademic content 71% of the observed time. In contrast, STEM instruction occurred only 7% of the time, or about 6 min of our 90 min observation on a given day. When teachers provided STEM content, the probability that children were academically engaged was 0.57 compared with only 0.08 during nonacademic content. There were no statistically significant differences in STEM academic content received between girls and boys, children with versus without an Individualized Education Program (IEP), and English-only speakers versus dual language learners. However, dual language learners were significantly less engaged during STEM than English-only speakers. Implications are discussed.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 2","pages":"524-545"},"PeriodicalIF":4.3,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514661","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

Elementary preservice teachers' responsiveness while eliciting students' initial arguments and encouraging critique in online simulated argumentation discussions 初等职前教师在线上模拟辩论讨论中引发学生初步争论及鼓励批评时的反应

IF 4.3 1区教育学

Science & Education Pub Date : 2023-11-29 DOI: 10.1002/sce.21847

Pamela S. Lottero-Perdue, Heidi L. Masters, Jamie N. Mikeska, Meredith Thompson, Meredith Park Rogers, Dionne Cross Francis

{"title":"Elementary preservice teachers' responsiveness while eliciting students' initial arguments and encouraging critique in online simulated argumentation discussions","authors":"Pamela S. Lottero-Perdue, Heidi L. Masters, Jamie N. Mikeska, Meredith Thompson, Meredith Park Rogers, Dionne Cross Francis","doi":"10.1002/sce.21847","DOIUrl":"10.1002/sce.21847","url":null,"abstract":"Engaging children in argumentation-focused discussions is essential to helping them collaboratively make sense of scientific phenomena. To support this effort, teachers must listen and be responsive to students' ideas to move the discussion forward with the goal of reaching consensus. Given the complexity of this ambitious science teaching practice, in lieu of traditional field experiences, online simulated teaching experiences provide opportunities for preservice teachers to practice implementing these strategies in a low-risk, high-support environment. Limited research has explored elementary preservice teachers' responsiveness while navigating an argumentation-focused discussion, particularly in an online simulated teaching experience. The purpose of this study was to examine preservice teachers' responsiveness to students' ideas while eliciting students' initial constructed arguments and encouraging argument critique in two online simulated teaching experiences. Findings showed that preservice teachers' responsiveness to students' ideas was high in both online simulated teaching experiences when asking students to share evidence as well as engage in critique. However, their responsiveness varied when prompting for reasoning and was often low when eliciting students' claims. These findings provide empirical evidence that such online simulated teaching experiences can be used as productive spaces for PSTs to practice being responsive to students' ideas during argumentation-focused discussions.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 2","pages":"546-580"},"PeriodicalIF":4.3,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514650","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