International Journal of Science and Mathematics Education最新文献

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Comparing Socioscientific Teacher Roles, Communicative Approaches, and Discourse Patterns While Teaching Socioscientific Issues as well as Standard Science Subjects 比较社会科学教师在教授社会科学问题和标准科学科目时的角色、交际方法和话语模式

IF 2.2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Science and Mathematics Education

Pub Date : 2023-11-21 DOI: 10.1007/s10763-023-10432-4

Leyla Yildirim, Esra Uçak, Murat Genç

The purpose of the current study is to investigate the roles preferred by science teachers in the teaching of socioscientific issues (SSIs) in relation to the communicative approach and discourse patterns in the context of SSI and non-SSI. In this qualitative study, the holistic multiple case study design was used. The study group consisted of three science teachers and their students. Video recordings of lessons, semi-structured interviews, and vignettes about teacher roles on socioscientific issues were used as data sources. The communicative approach and discourse patterns of the teachers were analysed by discourse analysis in the context of the roles they preferred. At the beginning of the study, two teachers seemed to prefer the same role, whereas one preferred a different role. As a result of the analysis of the video recordings of the teachers’ classes, it was determined that one of the teachers enacted a different role from the one stated as her preferred role. The results of this study can provide a basis for professional development activities for teachers who are interested in improving the use of the dialogic interactive communicative approach and the discourse patterns based on this approach in their teaching.

本研究的目的是探讨科学教师在社会科学问题(SSI)教学中的角色偏好与交际方法和话语模式在SSI和非SSI背景下的关系。本质性研究采用整体多个案研究设计。学习小组由三位科学老师和他们的学生组成。课程录像、半结构化访谈和关于教师在社会科学问题上的角色的小插曲被用作数据来源。通过语篇分析，分析了教师的交际方式和语篇模式。在研究开始时，两位老师似乎更喜欢同样的角色，而一位更喜欢不同的角色。通过对教师课堂录像的分析，我们确定其中一名教师扮演了不同于她所喜欢的角色。本研究的结果可以为有意在教学中改进对话互动交际法和基于对话互动交际法的话语模式的教师提供专业发展活动的基础。

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引用次数: 0

Using Notebooks to Explicitly Distinguish Multiple Perspectives in the Elementary Science Methods Course 在基础科学方法课程中使用笔记明确区分多重视角

IF 2.2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Science and Mathematics Education

Pub Date : 2023-11-21 DOI: 10.1007/s10763-023-10430-6

Ingrid S. Carter, Valarie L. Akerson

The purpose of this study was to explore an approach to an elementary science methods course that utilized a science notebook to physically distinguished multiple perspectives of science teaching and learning. We conceptualized teacher candidates’ (TCs’) thinking within a framework titled Exploring Multiple Perspectives in the Methods Course, focusing on a student perspective and a teacher perspective. We examined the pre/post drawings of a science teacher, which included reflections on the drawings, and end-of-semester focus group responses of 30 TCs from two sections of the methods course. Nineteen TCs either included notebooks in their post-drawings or indicated their value in their reflections. Focus group responses suggested the impact of taking the student perspective and the teacher perspective in the methods course. Furthermore, TCs discussed the notebook as a reference and reflection tool for students and teachers, as a tool for assessment and recording thinking, and notebook use as an elementary teacher. The findings of this study add to the literature by examining how TCs perceive and talk about using the science notebook when it serves as a tool to support explicit attention to student and teacher perspectives in the methods course.

本研究的目的是探索一种利用科学笔记来区分科学教与学的多重视角的方法。我们将教师候选人(tc)的思维概念化在一个名为“探索方法课程中的多个视角”的框架内，重点关注学生视角和教师视角。我们检查了一位科学老师的前后图纸，其中包括对图纸的反思，以及学期末30名tc的焦点小组回应，这些tc来自方法课程的两个部分。19个tc要么在后期绘图中包含笔记本，要么在反思中表明其价值。焦点小组的反应显示了在方法课程中采取学生视角和教师视角的影响。此外，tc还讨论了笔记本作为学生和教师的参考和反思工具，作为评估和记录思维的工具，以及笔记本作为小学教师的使用。本研究的发现补充了文献，研究了教师如何看待和谈论使用科学笔记本，当它作为一种工具，支持在方法课程中明确关注学生和教师的观点。

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引用次数: 0

“Is the Moon Self- or Hetero-luminous?”: an Investigation of Primary School Students’ Ideas on the Luminosity of the Moon “月亮是自发光还是异光?”——小学生对月球亮度观念的调查

3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Science and Mathematics Education

Pub Date : 2023-11-10 DOI: 10.1007/s10763-023-10427-1

Rigas Neofotistos, Ioannis Starakis, Krystallia Halkia

引用次数: 0

Collective pedagogical content knowledge for teaching sustainable development 集体教学内容知识促进教学可持续发展

3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Science and Mathematics Education

Pub Date : 2023-11-04 DOI: 10.1007/s10763-023-10421-7

Annika Forsler, Pernilla Nilsson, Susanne Walan

Abstract It is vital that upper secondary students gain a rich and deep knowledge of sustainability issues, as they will enter adulthood and working life within a short time. The students belong to a generation that will be intensely involved in managing several environmental issues to achieve sustainable development for our Earth. However, earlier research indicates that many teachers have a low self-efficacy for teaching sustainability issues. This study aimed to explore how science teacher teams in Swedish upper secondary schools can develop their knowledge and expertise in sustainable development (SD) through collective reflections with the support of the reflective tool Content Representation (CoRe). Science teachers’ pedagogical content knowledge (PCK) development in teaching SD was examined. Twelve in-service science teachers participated in the study. The qualitative research design included semi-structured interviews and science teacher teams’ collective meetings. The findings covered four themes about how the collective reflections with support of the CoRe tool stimulated teachers’ PCK development: (1) creating structure and a focus for learning conversations, (2) modification of the teaching approach, (3) development of new content knowledge and pedagogical knowledge in SD, and (4) shared language to stimulate equal opportunities for students to learn SD. The conclusion is that with the support of CoRe, the teacher team’s collective PCK in SD was developed; therefore, we recommend that decision-makers within the school system organize regular meetings in science teacher teams and introduce CoRe to the teachers.

高中学生获得丰富而深入的可持续发展问题知识至关重要，因为他们将在短时间内进入成年期和工作生活。学生们属于将积极参与管理若干环境问题以实现地球可持续发展的一代人。然而，早期的研究表明，许多教师对教学可持续性问题的自我效能感较低。本研究旨在探讨瑞典高中科学教师团队如何在反思工具内容表示(CoRe)的支持下，通过集体反思来发展他们在可持续发展(SD)方面的知识和专业知识。对科学教师的教学内容知识(PCK)发展进行了研究。12名在职科学教师参与了这项研究。质性研究设计包括半结构化访谈和科学教师团队集体会议。研究结果涵盖了四个主题，即在CoRe工具支持下的集体反思如何促进教师的PCK发展:(1)为学习对话创造结构和焦点;(2)修改教学方法;(3)开发新的内容知识和教学知识;(4)共享语言以促进学生学习可持续语言的平等机会。结论:在CoRe的支持下，教师团队在SD的集体PCK得以开发;因此，我们建议学校系统内的决策者在科学教师团队中组织定期会议，并向教师介绍CoRe。

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引用次数: 0

Polygon Class Learning Opportunities: Interplay Between Teacher’s Moves, Children’s Geometrical Thinking, and Geometrical Task 多边形课堂学习机会:教师动作、儿童几何思维和几何任务之间的相互作用

3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Science and Mathematics Education

Pub Date : 2023-10-28 DOI: 10.1007/s10763-023-10425-3

Melania Bernabeu, Mar Moreno, Salvador Llinares

Abstract This study identifies characteristics of polygon class learning opportunities for 8–9-year-old children during the whole-class instruction. We consider the interplay between the geometrical tasks demanding different ways of reasoning, features of children’s geometrical thinking, and the teacher’s moves to identify characteristics of learning opportunities. We identified 3 types of learning opportunities during whole-class instruction: (a) recognizing (initiating the deconstruction dimensional), (b) supporting children’s analytical reasoning, and (c) encouraging children to establish relations between attributes of the figures. Our findings highlight the holistic facet of the learning opportunities of geometry in primary education that connect the students’ geometrical arguments generated by solving enriching geometrical tasks and the teacher’s moves drawing on children’s geometrical thinking during the whole-class instruction. We conjectured that weaving these 3 aspects together supported the emergence of relevant geometric learning opportunities for children.

摘要本研究探讨了8 - 9岁儿童在全班教学中多边形课堂学习机会的特点。我们考虑几何任务之间的相互作用，需要不同的推理方式，儿童的几何思维的特点，和教师的行动，以确定学习机会的特点。我们在整个课堂教学中确定了三种类型的学习机会:(a)识别(启动解构维度)，(b)支持儿童的分析推理，(c)鼓励儿童建立数字属性之间的关系。我们的研究结果突出了小学几何学习机会的整体方面，将学生通过解决丰富的几何任务产生的几何论证与教师在课堂教学中利用儿童几何思维的动作联系起来。我们推测，将这三个方面结合在一起，可以为儿童提供相关的几何学习机会。

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引用次数: 0

Integrating Computational Thinking into Geoscientific Inquiry About Volcanic Eruption Hazards and Risks 将计算思维融入火山喷发危害与风险地学探究

3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Science and Mathematics Education

Pub Date : 2023-10-27 DOI: 10.1007/s10763-023-10426-2

Christopher Lore, Hee-Sun Lee, Amy Pallant, Charles Connor, Jie Chao

引用次数: 0

Correction to: Exploring Computational Thinking in the Context of Mathematics Learning in Secondary Schools: Dispositions, Engagement and Learning Performance 修正:在中学数学学习的背景下探索计算思维:倾向、参与和学习表现

3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Science and Mathematics Education

Pub Date : 2023-10-23 DOI: 10.1007/s10763-023-10428-0

Chee‑Kit Looi, Shiau‑Wei Chan, Longkai Wu, Wendy Huang, Mi Song Kim, Daner Sun

引用次数: 0

Correction to: Students Do Not Always Mean What We Think They Mean: A Questioning Strategy to Elicit the Reasoning Behind Unexpected Causal Patterns in Student System Models 更正:学生并不总是我们认为的那样:一种提问策略，以引出学生系统模型中意外因果模式背后的推理

3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Science and Mathematics Education

Pub Date : 2023-10-14 DOI: 10.1007/s10763-023-10422-6

A. Lynn Stephens, Steven Roderick, Namsoo Shin, Daniel Damelin

引用次数: 0

Middle School Students’ Problem Solving Performance: Identifying the Factors that Influence It 中学生问题解决能力的影响因素

3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Science and Mathematics Education

Pub Date : 2023-10-14 DOI: 10.1007/s10763-023-10423-5

Mesut Öztürk, İsmail Sarikaya, Kübra Ada Yıldız

引用次数: 0

Current Trends in Math Anxiety Research: a Bibliometric Approach 数学焦虑研究的当前趋势:文献计量学方法

3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Science and Mathematics Education

Pub Date : 2023-10-14 DOI: 10.1007/s10763-023-10424-4

Luna Radević, Ilija Milovanović

引用次数: 0

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