Cultural Studies of Science Education最新文献

Repeated closures of the world's science museums to stem the spread of COVID-19 have significantly reduced visitors' access to informal science learning opportunities. Interviews with educators and an analysis of the online content of a science museum were used in this case study to examine the impact of this phenomenon on informal science education. We present several education examples to highlight how educators have attempted to adapt. Specifically, we describe and characterize educators' strategies-collaboration, networking, and feedback-to address difficulties involved in developing virtually accessible content that will engage users. In addition, we analyze essential attributes of informal learning in the science museum attributes of interaction, free-choice learning, hands-on experience, and authentic learning that the educators kept in mind while planning and redesigning educational programs and cultural events in response to COVID-19. We conclude by forecasting the future of science museums based on the educators' perceptions of their roles and the nature of informal science learning, assuming that educators are the crucial agents to build a new future direction.

Science education has an important role in educating the public on learning strategies that will generate a scientific literate population. The challenges encountered in this time of crisis calls for individuals to make well-informed decisions, based on reliable information. Understanding scientific basic concepts can inform the population on making informed decisions that will protect and prosper their communities. This study applied a grounded theory approach to propose a framework for meta-learning as a strategy that enhances science understanding and cultivates trust toward science. Meta-learning in science education is contextualized during a time of crisis and four stages are suggested for the meta-learning process. In the first stage, the learner becomes aware of a situation and activates prior knowledge. In the second stage, the learner searches and evaluates reliable information. In the third stage, the learner adjusts their behavior based on the new knowledge. Finally, in the fourth stage, the learner embraces learning as an everlasting process and re-adjusts behavior accordingly. Through meta-learning practices in science education, learners can claim agency of their learning processes and embrace a lifelong learning endeavor that will benefit themselves and those around them.

In today's world, there is too much information pollution and people circulate it without questioning, and the claims on controversial issues often contain fallacies and conspiracy theories. Considering this point of view, it is necessary to create citizens who critically evaluate information. In order to achieve this goal, science educators need to address students' evaluation of fallacies on controversial issues. The aim of the present study, thus, is to explore eighth graders' evaluation of fallacies about vaccination. We used case study in the study in which 29 eighth grade students participated. We adapted a rubric that was developed by Lombardi et al. (Int J Sci Educ 38(8):1393-1414, 2016. https://doi.org/10.1080/09500693.2016.1193912) to assess students' evaluation levels between claims and evidence and used it to analyze students' evaluations of each fallacy in groups and individually. The findings of this study indicate that students were mostly unable to evaluate claims and evidence critically. We advocate that attempts should be made so that students cope with misinformation and disinformation, ensuring that they establish a consistent relationship between claim and the evidence, and the social and cultural factors that affect their evaluation of false claims should be identified. The implications of this study suggest to make deliberate attempts in order to enable middle school students to evaluate claims and evidence critically in various science topics, particularly in health issues, due to the COVID-19 pandemic. Implications of the present research include suggestion of a method including discussions of fallacies about controversial issues and utilizing additional data sources such as interviews to reveal student ideas in-depth and analyze students' decision-making skills.