Pub Date : 2023-04-24DOI: 10.1007/s11251-023-09629-5
Zachary D. Ryan, David DeLiema
{"title":"Reflections on sustained debugging support: conjecture mapping as a point of departure for instructor feedback on design","authors":"Zachary D. Ryan, David DeLiema","doi":"10.1007/s11251-023-09629-5","DOIUrl":"https://doi.org/10.1007/s11251-023-09629-5","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46343281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-20DOI: 10.1007/s11251-023-09630-y
C. Stahl, M. Rau, J. Greenberg
{"title":"Teaching advanced surgical anatomy with visual representations: comparing perceptual fluency and sense making","authors":"C. Stahl, M. Rau, J. Greenberg","doi":"10.1007/s11251-023-09630-y","DOIUrl":"https://doi.org/10.1007/s11251-023-09630-y","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":"51 1","pages":"661 - 686"},"PeriodicalIF":2.5,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45863780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-19DOI: 10.1007/s11251-023-09626-8
Keren Aridor, Michal Dvir, Dina Tsybulsky, Dani Ben-Zvi
Responsible citizenship and sound decision-making in today's information age necessitate an appreciation of the role of uncertainty in the process of generating data-based scientific knowledge. The latter calls for coordinating between different types of uncertainties, related to three types of relevant reasoning: statistical, scientific, and nature of science uncertainties. This article examines separately the uncertainties that young students articulate as they engage in activities designed to concurrently foster all three types of reasoning, and also explores how these different types can interrelate. The context of Citizen Science is particularly suited for this goal, providing a unique pedagogical opportunity for learning scientific content by engaging learners in authentic scientific practices, including data analysis. Based on literature from the three fields of statistics, science and nature of science education, we offer an integrative framework, Deterministic Relativistic and Middle ground (DReaM), which consists of nine sub-categories of uncertainty articulations. We utilize it to analyze an instrumental case study of a pair of middle school students' (ages 13 and 14) participation in a pilot study of an interdisciplinary extended learning sequence, as part of the Radon Citizen Science Project. The results of an interpretative microgenetic analysis identified all nine DReaM uncertainty articulations sub-categories. These are illustrated in the Findings section with key scenes from the pair's participation. The discussion depicts how these sub-categories manifested in this particular case study and suggests interrelations between them in a more extended depiction of the DReaM framework. We conclude with the pedagogical implications of the extended framework.
{"title":"Living the DReaM: The interrelations between statistical, scientific and nature of science uncertainty articulations through citizen science.","authors":"Keren Aridor, Michal Dvir, Dina Tsybulsky, Dani Ben-Zvi","doi":"10.1007/s11251-023-09626-8","DOIUrl":"10.1007/s11251-023-09626-8","url":null,"abstract":"<p><p>Responsible citizenship and sound decision-making in today's information age necessitate an appreciation of the role of uncertainty in the process of generating data-based scientific knowledge. The latter calls for coordinating between different types of uncertainties, related to three types of relevant reasoning: statistical, scientific, and nature of science uncertainties. This article examines separately the uncertainties that young students articulate as they engage in activities designed to concurrently foster all three types of reasoning, and also explores how these different types can interrelate. The context of Citizen Science is particularly suited for this goal, providing a unique pedagogical opportunity for learning scientific content by engaging learners in authentic scientific practices, including data analysis. Based on literature from the three fields of statistics, science and nature of science education, we offer an integrative framework, Deterministic Relativistic and Middle ground (DReaM), which consists of nine sub-categories of uncertainty articulations. We utilize it to analyze an instrumental case study of a pair of middle school students' (ages 13 and 14) participation in a pilot study of an interdisciplinary extended learning sequence, as part of the Radon Citizen Science Project. The results of an interpretative microgenetic analysis identified all nine DReaM uncertainty articulations sub-categories. These are illustrated in the Findings section with key scenes from the pair's participation. The discussion depicts how these sub-categories manifested in this particular case study and suggests interrelations between them in a more extended depiction of the DReaM framework. We conclude with the pedagogical implications of the extended framework.</p>","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":" ","pages":"1-34"},"PeriodicalIF":2.5,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10115378/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9693848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-04DOI: 10.1007/s11251-022-09612-6
Erin Bridges Bird, H. Ballard, Margaret Harte
{"title":"Data to decision-making: how elementary students use their Community and Citizen Science project to reimagine their school campus","authors":"Erin Bridges Bird, H. Ballard, Margaret Harte","doi":"10.1007/s11251-022-09612-6","DOIUrl":"https://doi.org/10.1007/s11251-022-09612-6","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":"1 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42220631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-16DOI: 10.1007/s11251-023-09616-w
Suejin Lim, J. Y. Jung, Slava Kalyuga
{"title":"Effectiveness of invention tasks and explicit instruction in preparing intellectually gifted adolescents for learning","authors":"Suejin Lim, J. Y. Jung, Slava Kalyuga","doi":"10.1007/s11251-023-09616-w","DOIUrl":"https://doi.org/10.1007/s11251-023-09616-w","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45844442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-14DOI: 10.1007/s11251-023-09620-0
Jian-Xin Yao, Yi-xuan Liu, Yuying Guo
{"title":"Learning progression-based design: advancing the synergetic development of energy understanding and scientific explanation","authors":"Jian-Xin Yao, Yi-xuan Liu, Yuying Guo","doi":"10.1007/s11251-023-09620-0","DOIUrl":"https://doi.org/10.1007/s11251-023-09620-0","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":"51 1","pages":"397 - 421"},"PeriodicalIF":2.5,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48637904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-13DOI: 10.1007/s11251-022-09615-3
A. Bopardikar, D. Bernstein, S. McKenney
{"title":"Boundary Crossing in Student-Teacher-Scientist-Partnerships: Designer Considerations and Methods to Integrate Citizen Science with School Science","authors":"A. Bopardikar, D. Bernstein, S. McKenney","doi":"10.1007/s11251-022-09615-3","DOIUrl":"https://doi.org/10.1007/s11251-022-09615-3","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":"1 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52650592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-13DOI: 10.1007/s11251-023-09619-7
Charleen Brand, Christian Hartmann, Katharina Loibl, N. Rummel
{"title":"Do students learn more from failing alone or in groups? Insights into the effects of collaborative versus individual problem solving in productive failure","authors":"Charleen Brand, Christian Hartmann, Katharina Loibl, N. Rummel","doi":"10.1007/s11251-023-09619-7","DOIUrl":"https://doi.org/10.1007/s11251-023-09619-7","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48247549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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