Science & Education最新文献_第9页

Organizational sensemaking during curriculum implementation: The dilemma of agency, role of collaboration, and importance of discipline-specific leadership 课程实施过程中的组织意识形成：机构的困境、合作的作用以及学科领导力的重要性

IF 3.1 1区教育学

Science & Education Pub Date : 2024-05-23 DOI: 10.1002/sce.21885

Benjamin R. Lowell, Sarah E. Fogelman, Katherine L. McNeill

{"title":"Organizational sensemaking during curriculum implementation: The dilemma of agency, role of collaboration, and importance of discipline-specific leadership","authors":"Benjamin R. Lowell, Sarah E. Fogelman, Katherine L. McNeill","doi":"10.1002/sce.21885","DOIUrl":"10.1002/sce.21885","url":null,"abstract":"<p>Adopting new instructional materials is an important way to support reform in science education, but implementation can be challenging and complex. Therefore, we conducted a contrasting case study of two middle schools implementing new curricular materials. We conducted semi-structured interviews with teachers and leaders and collected instructional artifacts and reflections from teachers. Using an organizational sensemaking framework, we investigated the tensions that came up during implementation, the resources leveraged to address those tensions, and resulting instructional and leadership practices. One school focused on implementing the materials with fidelity, relying on networking and past practices, which led to a more traditionalized teaching approach. The other school centered the curricular materials, prioritizing understanding the instructional model and customizing for their students, resulting in more aligned instructional practices. Looking across the two cases highlights three key takeaways. First, we discuss the dilemma of agency, which is how can leaders balance teachers' professional agency with the push for instructional reform, especially when teachers may not fully understand the reform approach. We propose that a focus on understanding the goals of instructional reform might help resolve this dilemma. Second, we discuss the role of collaboration as potentially supporting or inhibiting teacher learning and propose that when teachers collaborate about high quality instructional materials they may be more likely to learn about the reforms inherent in them. Finally, we highlight the importance of discipline-specific leadership in helping teachers to understand and implement the complexities inherent in new science instructional materials.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 5","pages":"1448-1473"},"PeriodicalIF":3.1,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21885","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141103317","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 on the Use of Large Language Models as Virtual Tutors 将大型语言模型用作虚拟导师的综述

IF 3.1 1区教育学

Science & Education Pub Date : 2024-05-18 DOI: 10.1007/s11191-024-00530-2

Silvia García-Méndez, Francisco de Arriba-Pérez, María del Carmen Somoza-López

{"title":"A Review on the Use of Large Language Models as Virtual Tutors","authors":"Silvia García-Méndez, Francisco de Arriba-Pérez, María del Carmen Somoza-López","doi":"10.1007/s11191-024-00530-2","DOIUrl":"10.1007/s11191-024-00530-2","url":null,"abstract":"<div><p>Transformer architectures contribute to managing long-term dependencies for natural language processing, representing one of the most recent changes in the field. These architectures are the basis of the innovative, cutting-edge large language models (LLMs) that have produced a huge buzz in several fields and industrial sectors, among the ones education stands out. Accordingly, these generative artificial intelligence-based solutions have directed the change in techniques and the evolution in educational methods and contents, along with network infrastructure, towards high-quality learning. Given the popularity of LLMs, this review seeks to provide a comprehensive overview of those solutions designed specifically to generate and evaluate educational materials and which involve students and teachers in their design or experimental plan. To the best of our knowledge, this is the first review of educational applications (e.g., student assessment) of LLMs. As expected, the most common role of these systems is as virtual tutors for automatic question generation. Moreover, the most popular models are GPT-3 and BERT. However, due to the continuous launch of new generative models, new works are expected to be published shortly.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 2","pages":"877 - 892"},"PeriodicalIF":3.1,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-024-00530-2.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141125645","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

Collaborative Learning with Artificial Intelligence Speakers 人工智能协作学习演讲者

IF 3.1 1区教育学

Science & Education Pub Date : 2024-05-18 DOI: 10.1007/s11191-024-00526-y

Gyeong-Geon Lee, Seonyeong Mun, Myeong-Kyeong Shin, Xiaoming Zhai

{"title":"Collaborative Learning with Artificial Intelligence Speakers","authors":"Gyeong-Geon Lee, Seonyeong Mun, Myeong-Kyeong Shin, Xiaoming Zhai","doi":"10.1007/s11191-024-00526-y","DOIUrl":"10.1007/s11191-024-00526-y","url":null,"abstract":"<div><p>This research aims to demonstrate that artificial intelligence (AI) can function not only as a tool for learning, but also as an intelligent agent with which humans can engage in collaborative learning (CL) to change epistemic practices in science classrooms. We adopted a design and development research approach, following the Analysis, Design, Development, Implementation and Evaluation (ADDIE) model, to prototype a tangible instructional system called Collaborative Learning with AI Speakers (CLAIS). The CLAIS system is designed to have 3–4 human learners join an AI speaker to form a small group, where humans and AI are considered peers participating in the Jigsaw learning process. The development was carried out using the NUGU AI speaker platform. The CLAIS system was successfully implemented in a <i>Science Education</i> course session with 15 pre-service elementary science teachers. The participants evaluated the CLAIS system through mixed methods surveys as teachers, learners, peers, and users. Quantitative data showed that the participants’ Intelligent-Technological, Pedagogical, and Content Knowledge was significantly increased after the CLAIS session, the perception of the CLAIS learning experience was positive, the peer assessment on AI speakers and human peers was different, and the user experience was ambivalent. Qualitative data showed that the participants came to anticipate future changes in the epistemic process in science classrooms, while acknowledging technical issues such as speech recognition and response latency. This study highlights the potential of human-AI collaboration for knowledge co-construction in authentic classroom settings and exemplifies how AI could shape the future landscape of epistemic practices in the classroom.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 2","pages":"847 - 875"},"PeriodicalIF":3.1,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141125552","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

Extending science instruction beyond the CER: Use of critical questions in the argumentation of middle school science students 将科学教学扩展到 CER 之外：在初中科学学生的论证中使用批判性问题

IF 3.1 1区教育学

Science & Education Pub Date : 2024-05-11 DOI: 10.1002/sce.21877

E. Michael Nussbaum, Michael S. Van Winkle, Lixian Tian, LeAnn G. Putney, Margarita Huerta, Harsha N. Perera, Ian J. Dove, Alicia N. Herrera, Kristoffer R. Carroll

{"title":"Extending science instruction beyond the CER: Use of critical questions in the argumentation of middle school science students","authors":"E. Michael Nussbaum, Michael S. Van Winkle, Lixian Tian, LeAnn G. Putney, Margarita Huerta, Harsha N. Perera, Ian J. Dove, Alicia N. Herrera, Kristoffer R. Carroll","doi":"10.1002/sce.21877","DOIUrl":"10.1002/sce.21877","url":null,"abstract":"<p>Critiquing arguments is important for K-12 science students to learn but not emphasized by the predominant claim-evidence-reasoning (CER) argumentation model. Drawing on the work of Yu and Zenker (2020), and Dove and Nussbaum (2018), we developed a tool for supplementing CER with critical questions (CQs) from philosophy that cover most, if not all, the logical dimensions of argument critique. Six middle school science teachers designed lessons involving argumentation, including the use of CQs. We assessed the effects on student self-efficacy for engaging in argument critique, teacher self-efficacy for using argument pedagogy, and teachers’ perceptions of the value of CQs. Qualitative data included teacher interviews, lesson transcripts, and student work samples. Quantitative data included surveys of student self-efficacy administered at the beginning and end of the school year. There was evidence suggesting an increase over time in students’ confidence for engaging in argument critique and teachers’ confidence with argument pedagogy. However, only four of the six teachers were confident and skilled enough to include CQs in their lessons. Those who did use CQs tended to perceive them as providing a helpful structure for critique, prompts for deeper thinking, and a tool for fostering critical classroom norms. Discussion of CQs may have benefitted students’ writing by promoting peer critique and encouragement to elaborate. Overall, CQs afford students with a framework for judging argument strength. Scientific argumentation involving CQs provides a more contemporary philosophical basis for scientific argumentation than CER or the Toulmin model as it emphasizes the critical and dialogic nature of science.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 5","pages":"1420-1447"},"PeriodicalIF":3.1,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140931229","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

Characterizing engagement in the science practices: A study of preservice elementary teachers 参与科学实践的特点：对职前小学教师的研究

IF 3.1 1区教育学

Science & Education Pub Date : 2024-05-08 DOI: 10.1002/sce.21876

Adam Bennion, Elizabeth A. Davis

{"title":"Characterizing engagement in the science practices: A study of preservice elementary teachers","authors":"Adam Bennion, Elizabeth A. Davis","doi":"10.1002/sce.21876","DOIUrl":"10.1002/sce.21876","url":null,"abstract":"<p>Preservice elementary teachers enter their science methods courses with a range of prior experience with science practice. Those prior experiences likely inform much of their science pedagogy and goals. In this study, the authors examine how a cohort of preservice elementary teachers engaged in science practice as they learned content in a physics course. Drawing on course documents, videorecords, and artifacts from in-class lab work and interviews with nine participants, the authors used an asset-based, mixed methods approach. The authors developed rubrics to assess the level of sophistication the participants used while engaging in science practice on a scale of 1 (pre-novice) to 4 (experienced). They used descriptive statistics and ANOVA's to interpret the performance of the participants in addition to grounded theory open coding of interviews to determine the participants' level of prior experience with science practice. The findings suggest that these preservice teachers primarily engaged in science practices at a novice level. In general, their sophistication scores on the rubric aligned with their prior experience. The findings suggest that while one content course steeped in science practice was not enough to significantly change preservice teachers' engagement, it can provide a needed starting place and that it likely takes time to develop these skills. The findings have implications for both teacher educators and researchers who hope to increase the use of science practice as a method of learning science content.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 5","pages":"1392-1419"},"PeriodicalIF":3.1,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21876","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140931232","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

About birds and bees, snails and trees: Children's ideas on animal and plant evolution 关于鸟类和蜜蜂、蜗牛和树木：儿童对动植物进化的看法

IF 3.1 1区教育学

Science & Education Pub Date : 2024-05-07 DOI: 10.1002/sce.21873

Isabell K. Adler, Daniela Fiedler, Ute Harms

{"title":"About birds and bees, snails and trees: Children's ideas on animal and plant evolution","authors":"Isabell K. Adler, Daniela Fiedler, Ute Harms","doi":"10.1002/sce.21873","DOIUrl":"10.1002/sce.21873","url":null,"abstract":"<p>Evolution is the integrative framework of the life sciences. Even though the topic is often not formally introduced before high school, young children already have various ideas about evolutionary principles (variation, inheritance, and selection) and their underlying key concepts (e.g., differential fitness, reproduction, and speciation). Describing and refining those ideas has increasingly received attention over the last two decades. However, we see two scopes of improvement in the field: (1) There is a need to examine children's ideas about evolutionary concepts holistically rather than focusing at specific aspects. (2) Although research has shown that older students have different ideas about animal and plant evolution, there is little data on children's ideas about plant evolution to compare with their ideas about animal evolution. All of this results in an incomplete record of children's pre-existing ideas that would help to design assessments or interventions. Consequently, we developed a set of questions, about the evolutionary principles and interviewed 24 kindergarten children. Most children had basic ideas about individual variation in animals and plants but experienced a lack of knowledge about the origin of variation. Most children seemed to acknowledge plants as living beings and reasoned equally about animals and plants for most concepts. However, many children failed to reason about reproduction and inheritance in plants because they believed plants would not reproduce sexually. Confronted with a selection scenario, most children struggled applying concepts previously shown on an individual level to a population level. Considering our findings, we propose ideas about how to measure and foster children's pre-existing ideas about evolution.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"108 5","pages":"1356-1391"},"PeriodicalIF":3.1,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21873","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140931378","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 Influence of Extended Reality on Climate Change Education 扩展现实对气候变化教育的影响

IF 3.1 1区教育学

Science & Education Pub Date : 2024-05-07 DOI: 10.1007/s11191-024-00518-y

Mark H. Newton, Leonard A. Annetta

{"title":"The Influence of Extended Reality on Climate Change Education","authors":"Mark H. Newton, Leonard A. Annetta","doi":"10.1007/s11191-024-00518-y","DOIUrl":"10.1007/s11191-024-00518-y","url":null,"abstract":"<div><p>Climate change is a nuanced global issue with a scope that is often difficult to fully appreciate. This study examined an undergraduate course focused on the impacts and responses to climate change on the Outer Banks of North Carolina, USA. The course utilized a socioscientific issues (SSI) approach to examine global climate change in a local context that allowed for a deeper understanding of the inequitable impacts on humans and the environment. As part of the class, students were immersed in a 6-day field experience in the Outer Banks to investigate the challenges facing the barrier islands where they visited five sites and used augmented reality (AR) to learn about the impact of climate change at those respected locations. After each experience, the course instructors debriefed with the students to help make sense of the experiences and promote deeper understanding of the issue. Four weeks later, the class immersed in virtual reality (VR) to revisit the same five sites using the same information provided in the AR. Using a constant comparative and inductive analyzes using keywords in context, results suggest both AR and VR enhanced learning experiences. Findings indicated that the students generally felt that the VR experience was a suitable alternative, with the caveat that it cannot replace being immersed in the location, that both technologies increased their engagement, and increased their learning. Conversely, some students reported that the technology impeded their learning.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 2","pages":"825 - 845"},"PeriodicalIF":3.1,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-024-00518-y.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140887959","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

Breaking Free from Laplace’s Chains 挣脱拉普拉斯的枷锁

IF 3.1 1区教育学

Science & Education Pub Date : 2024-05-07 DOI: 10.1007/s11191-024-00528-w

Olivia Levrini, Mauricio Pietrocola, Sibel Erduran

引用次数: 0

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":"<p>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.</p>","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":"<p>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.</p>","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