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Learning to evaluate sources of science (mis)information on the internet: Assessing students' scientific online reasoning 学会评估互联网上的科学(错误)信息来源:评估学生的网上科学推理能力
IF 4.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-27 DOI: 10.1002/tea.21974
Daniel R. Pimentel
Students frequently turn to the internet for information about a range of scientific issues. However, they can find it challenging to evaluate the credibility of the information they find, which may increase their susceptibility to mis‐ and disinformation. This exploratory study reports findings from an instructional intervention designed to teach high school students to engage in scientific online reasoning (SOR), a set of competencies for evaluating sources of scientific information on the internet. Forty‐three ninth grade students participated in eleven instructional activities. They completed pre and post constructed response tasks designed to assess three constructs: evaluating conflicts of interest, relevant scientific expertise, and alignment with scientific consensus. A subset of students (n = 6) also completed pre and post think‐aloud tasks where they evaluated websites of varying credibility. Students' written responses and screen‐capture recordings were scored, coded, and analyzed using a mixed‐methods approach. Findings from the study demonstrate that after the intervention: (1) students' assessment scores improved significantly on all three tasks, (2) students improved in their ability to distinguish between sources of online scientific information of varying credibility, and (3) more students used online reasoning strategies and outside sources of information. Areas for student growth are also identified, such as improving coordinated use of credibility criteria with online reasoning strategies. These results suggest that teaching criteria for the credibility of scientific information, along with online reasoning strategies, has the potential to help students evaluate scientific information encountered on the internet.
学生经常从互联网上获取有关一系列科学问题的信息。然而,他们可能会发现,评估所发现信息的可信度具有挑战性,这可能会增加他们对错误信息和虚假信息的易感性。这项探索性研究报告了一项教学干预的结果,该干预旨在教导高中学生进行科学在线推理(SOR),这是一套评估互联网上科学信息来源的能力。43 名九年级学生参加了 11 项教学活动。他们完成了旨在评估以下三个方面的前后建构式反应任务:评估利益冲突、相关科学专业知识以及与科学共识的一致性。一部分学生(n = 6)还完成了前后思考-朗读任务,对不同可信度的网站进行评估。采用混合方法对学生的书面回答和屏幕捕捉记录进行评分、编码和分析。研究结果表明,干预后:(1) 学生在所有三项任务中的评估分数都有显著提高;(2) 学生区分不同可信度的在线科学信息来源的能力有所提高;(3) 更多的学生使用了在线推理策略和外部信息来源。此外,还发现了学生有待提高的方面,如改进可信度标准与在线推理策略的协调使用。这些结果表明,教授科学信息可信度标准和在线推理策略有可能帮助学生评估在互联网上遇到的科学信息。
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引用次数: 0
Preparing students for the modern information landscape and navigating science–technology–society issues 培养学生适应现代信息环境和驾驭科学-技术-社会问题的能力
IF 4.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-19 DOI: 10.1002/tea.21972
Jerrid Kruse, Sarah Voss, Jaclyn Easter, Isaiah Kent‐Schneider, Lucas Menke, David Owens, Kean Roberts, Lindsay Woodward
The goals of science education must be sufficiently broad to support learners navigating changing scientific, social, and media landscapes. This position paper builds upon existing scholarship to articulate a set of constructs useful for navigating the modern information landscape including constructs with a long history in science education (e.g., science content knowledge, science practices, nature of science) as well as those still relatively uncommon in science education (e.g., domain‐general epistemological beliefs, science disciplinary literacy, socioscientific reasoning, science media literacy, nature of technology, and critical consciousness). The paper first defines each construct, discusses how each construct supports navigating the modern information landscape, and explores research concerning the teaching and learning of each construct. Then, in the section “Application of Constructs to the Modern Information Landscape”, the paper succinctly explains how the constructs collectively combat particular struggles people may encounter. In addition to defining and articulating the constructs' utility, we explore strategies educators can use to integrate these constructs into their science teaching. Finally, we discuss implications for teaching, teacher education, and future research.
科学教育的目标必须足够宽泛,以支持学习者驾驭不断变化的科学、社会和媒体环境。本立场文件以现有的学术成果为基础,阐述了一系列有助于驾驭现代信息环境的建构,包括在科学教育中历史悠久的建构(如科学内容知识、科学实践、科学本质)以及在科学教育中仍相对少见的建构(如领域一般认识论信念、科学学科素养、社会科学推理、科学媒体素养、技术本质和批判意识)。本文首先定义了每种建构,讨论了每种建构如何支持驾驭现代信息环境,并探讨了有关每种建构的教学研究。然后,在 "建构在现代信息环境中的应用 "部分,本文简明扼要地解释了这些建构如何共同应对人们可能遇到的特殊困难。除了定义和阐明建构的实用性,我们还探讨了教育工作者将这些建构融入科学教学的策略。最后,我们讨论了对教学、教师教育和未来研究的影响。
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引用次数: 0
Stop the spread: Empowering students to address misinformation through community‐engaged, interdisciplinary science communication training 停止传播:通过社区参与的跨学科科学传播培训,增强学生应对错误信息的能力
IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-16 DOI: 10.1002/tea.21971
Shelby M. Cagle, Ashley A. Anderson, Nicole C. Kelp
Teaching science in an age of disinformation and misinformation requires empowering students to address inaccurate information in evidence‐based ways. Science communication scholarship highlights the growing importance of inclusive and relational approaches for addressing misinformation. Thus, we developed, implemented, and evaluated an interdisciplinary, graduate‐level course for students in STEM, journalism/communication, and public health to learn to address misinformation using community‐engaged, evidence‐based approaches. We used the Theory of Planned Behavior as a theoretical framework for our mixed‐methods analysis of the efficacy of this course, assessing both the behaviors that students planned to utilize in community‐engaged science communication to address misinformation, as well as the attitudes, norms, and perceived behavioral control that influenced these planned behaviors. Quantitative self‐report metrics indicated that this curriculum increased students' subjective norms for misinformation correction as well as perceived behavioral control of science communication and science civic engagement. Thematic analysis of qualitative student interview data showed that the course helped students increase their plans for inclusive approaches to addressing misinformation. This study indicates the importance of community‐engaged curriculum to develop the mindset and self‐efficacy necessary for scientists‐in‐training to address misinformation in their communities.
在一个充斥着虚假信息和错误信息的时代,科学教学需要让学生有能力以基于证据的方式处理不准确的信息。科学传播学术研究凸显了包容性和关系性方法在应对误导信息方面日益增长的重要性。因此,我们为科学、技术、工程与数学、新闻/传播和公共卫生专业的学生开发、实施并评估了一门跨学科的研究生水平课程,让他们学会使用社区参与、以证据为基础的方法来处理错误信息。我们将 "计划行为理论"(Theory of Planned Behavior)作为理论框架,对这门课程的效果进行了混合方法分析,评估了学生计划在社区参与科学传播中使用的处理误导信息的行为,以及影响这些计划行为的态度、规范和感知行为控制。定量自我报告指标表明,该课程提高了学生对纠正错误信息的主观规范,以及对科学传播和科学公民参与的行为控制感知。对学生定性访谈数据进行的专题分析表明,该课程帮助学生增加了应对错误信息的包容性方法计划。这项研究表明,社区参与课程对于培养受训科学家应对社区误导所需的心态和自我效能非常重要。
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引用次数: 0
Teacher curricular sensemaking: Revealing salient moments of a science teacher's (un)certainty in relation to opportunities for students' scientific sensemaking 教师的课程感性认识:揭示科学教师与学生科学感知机会相关的(不)确定性的突出时刻
IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-15 DOI: 10.1002/tea.21969
Sage Andersen, María González‐Howard, Karina Méndez Pérez
This study explored a middle school science teacher's curricular sensemaking in interaction with their use of an educative storyline curriculum, aligned to the Next Generation Science Standards, that was intentionally designed for more opportunities for students' scientific sensemaking. Using a phenomenological case study methodology, we examined how the focal teacher perceived and resolved (un)certainties in their understanding that emerged in their interaction with the curriculum (i.e., their curricular sensemaking), and how the teachers' curricular sensemaking impacted opportunities for students' scientific sensemaking. Findings served to expand our notions of how teachers engage in curricular sensemaking, when this sensemaking occurs, and what teachers make sense of as they experience a new, reform‐oriented curriculum for the first time. In particular, the focal teacher found two types of (un)certainty to be salient at various time points during his curriculum use: (un)certainty around students' scientific sensemaking through particular science practices and (un)certainty about how to navigate the storyline curriculum using students' ideas to drive learning forward. Cutting across these types of (un)certainty, our findings suggest the need to (1) support teachers in problematizing their own understandings about particular science practices and the extent to which their previous instruction aligns with reform‐oriented conceptualizations of those practices, (2) build teachers' capacity to differentiate between various causes of student discomfort and uncertainty so that students' needs and scientific sensemaking goals can be attended to simultaneously, and (3) provide teachers with opportunities to consider how they might use a variety of participation structures to move learning forward while preserving students' rights and responsibilities for the scientific sensemaking.
本研究探讨了一名中学科学教师在使用与《下一代科学标准》相一致的教育故事情节课程时的课程感性认识,该课程有意为学生的科学感性认识提供更多机会。利用现象学案例研究方法,我们研究了重点教师如何看待和解决他们在与课程互动过程中出现的理解(不)确定性(即他们的课程感性认识),以及教师的课程感性认识如何影响学生的科学感性认识机会。研究结果拓展了我们的概念,即教师如何参与课程感知,这种感知何时发生,以及教师在首次体验以改革为导向的新课程时有哪些感悟。特别是,在使用课程的不同时间点上,重点教师发现有两类(不)确定感很突出:一是对学生通过特定科学实践进行科学感性认识的(不)确定感,二是对如何利用学生的想法来推动学习的故事情节课程的(不)确定感。针对这些(不)确定的类型,我们的研究结果表明,有必要:(1)支持教师对自己对特定科学实践的理解以及他们以前的教学在多大程度上与这些实践的改革导向概念相一致进行质疑;(2)培养教师区分学生不适和不确定的各种原因的能力,以便同时关注学生的需求和科学感知目标;以及(3)为教师提供机会,让他们考虑如何利用各种参与结构来推动学习,同时维护学生在科学感知方面的权利和责任。
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引用次数: 0
Promoting teachers' advocacy and agency for equity in STEM education through research and reflection 通过研究和反思,促进教师在科学、技术、工程和数学教育中倡导和推动公平
IF 4.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-12 DOI: 10.1002/tea.21970
Nancy M. Holincheck, Terrie M. Galanti, Tiffany N. Butler
Systemic equity challenges in K‐12 STEM education place students from minoritized groups on an uneven footing, restricting access and opportunity for the diverse students who make up the majority population in US public schools. Teachers play a key role in advocating for equity and justice in STEM education. In positioning themselves as agents of change, they have the power to impact their classrooms, schools, and communities. Using a collaborative coding process informed by dominant and critical framings of equity in STEM education, we analyzed equity research presentations and final written reflections from a graduate course for practicing teachers (n = 23) focused on STEM integration. Teacher participants demonstrated one of four advocacy orientations: (a) equity in classroom teaching, (b) STEM education, (c) equity in STEM education, or (d) neither equity nor STEM. Our analysis of teachers' final course reflections led us to develop a rubric using principles of grammar to evaluate the levels of agency evident in teachers' statements. Most teachers were at least minimally agentic for STEM, but fewer teachers were agentic for equity. Only four of 23 teachers were highly agentic for equity in STEM education. We identify a need for more purposeful scaffolding in professional learning to build teacher advocacy and agency for equity in STEM education. Future research should explore the high‐leverage practices in STEM teacher education that foster advocacy and agency.
在 K-12 STEM 教育中,系统性的公平挑战使来自少数群体的学生处于不平等的地位,限制了占美国公立学校大多数学生的多样化学生的入学机会和机遇。教师在倡导 STEM 教育的公平与公正方面发挥着关键作用。通过将自己定位为变革的推动者,他们有能力影响自己的课堂、学校和社区。我们采用协作式编码过程,以 STEM 教育公平的主流和批判性框架为依据,分析了在职教师(n = 23)研究生课程中的公平研究演示文稿和期末书面反思,重点关注 STEM 整合。参加课程的教师有四种主张:(a)课堂教学中的公平;(b)STEM 教育;(c)STEM 教育中的公平;或(d)既不主张公平,也不主张 STEM。通过对教师期末课程反思的分析,我们利用语法原则制定了一个评分标准,以评估教师陈述中明显的代理程度。大多数教师至少在 STEM 方面具有最低限度的能动性,但在公平方面能动性较低。在 23 名教师中,只有 4 名教师对 STEM 教育中的公平具有高度的能动性。我们发现,需要在专业学习中提供更多有目的的支架,以培养教师对 STEM 教育公平的拥护和推动力。未来的研究应探索 STEM 教师教育中促进倡导和代理的高杠杆实践。
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引用次数: 0
The role of achievement goals in productive collaborative argumentation 成就目标在富有成效的合作论证中的作用
IF 4.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-03 DOI: 10.1002/tea.21968
Xiaoshan Li, Chong Peng
Collaborative argumentation has been recognized as a powerful means to facilitate conceptual change of scientific concepts for which students have robust misconceptions. However, eliciting and maintaining collaborative argumentation that yields such productive outcomes is known to be difficult. Specifically, social‐motivational antecedents have not yet been explored. Over 13 weeks, we conducted a controlled experiment to examine the role of achievement goals in productive collaborative argumentation in the context of scientific concept learning while fully considering the effects on conceptual change, argumentative discourse, and perceptions of conflicts. Three types of achievement goals were identified among 94 undergraduates: mastery goal‐dominant (a focus on developing competence and task mastery), two goals‐balanced (pursuing mastery and performance goals simultaneously) and performance goal‐dominant (a focus on demonstrating competence relative to others). Eighteen homogeneous groups participated in four collaborative argumentation activities concerning four scientific topics of varying controversy levels. The results showed that for highly controversial topics, mastery goal‐dominant students and two goals‐balanced students exhibited greater conceptual change than performance goal‐dominant students over a longer period. Dialogue protocol analysis further revealed a combined pattern of argumentative discourse (i.e., both deliberative argumentation and co‐consensual construction frequently occurred, while disputative argumentation rarely occurred) among mastery goal‐dominant students and two goals‐balanced students concerning highly controversial topics. Responses to stimulated recall interviews also indicated that perceptions of conflicts among the three types of students differed in terms of five aspects: their first impression of disagreements, their feelings in response to peer disagreement, their reasons for changing or maintaining to their original ideas, the meaning of group consensus, and the degrees to which they accepted group consensus. This study sheds light on the role of social‐motivational antecedents, deepening our understanding of whether different achievement goals might orient students to different perceptions of conflicts, triggering different argumentative discourse, producing different conceptual change.
合作论证已被公认为是一种强有力的手段,可促进学生对存在严重误解的科学概念进行概念上的改变。然而,众所周知,激发和维持合作论证以产生这种富有成效的结果是很困难的。具体来说,社会动机的前因尚未被探索。在为期 13 周的时间里,我们进行了一项对照实验,以考察成就目标在科学概念学习背景下富有成效的合作论证中的作用,同时充分考虑对概念变化、论证话语和冲突感的影响。在 94 名本科生中确定了三种类型的成就目标:掌握目标主导型(侧重于发展能力和掌握任务)、两种目标平衡型(同时追求掌握目标和绩效目标)和绩效目标主导型(侧重于展示相对于他人的能力)。18 个同质小组参加了四次合作论证活动,涉及四个争议程度不同的科学课题。结果表明,在争议较大的课题上,掌握目标主导型学生和两个目标平衡型学生比成绩目标主导型学生在更长的时间内表现出更大的概念变化。对话协议分析进一步揭示了掌握目标主导型学生和两个目标平衡型学生在高度争议性话题上的综合论证话语模式(即经常出现商议论证和共同协商建构,而很少出现争论论证)。刺激回忆访谈的回答还表明,三类学生对冲突的看法在以下五个方面存在差异:他们对分歧的第一印象、他们对同伴分歧的感受、他们改变或坚持原有想法的原因、小组共识的含义以及他们接受小组共识的程度。这项研究揭示了社会动机前因的作用,加深了我们对不同的成就目标是否会引导学生对冲突产生不同的看法、引发不同的争论话语、产生不同的观念变化的理解。
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引用次数: 0
Patterns of belief and trust in climate change information 对气候变化信息的信仰和信任模式
IF 4.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-06-29 DOI: 10.1002/tea.21967
Victoria Johnson, Reese Butterfuss, Rina Harsch, Panayiota Kendeou
A crucial hurdle to addressing climate change is science denial. While research suggests that science denial is related to judgments individuals make about the credibility of information sources, less is known about how source credibility and characteristics of the individual interact to affect science denial. In the present study, we examined the extent to which individuals' belief in climate change claims and trust in the sources of these claims were influenced by the interaction between the political leaning of information sources (i.e., conservative media vs. liberal media vs. scientific institutions), individuals' political ideologies, and individuals' epistemic beliefs (beliefs about the nature of knowledge and knowing). We found that both individuals' belief in climate change information and trust in sources were predicted by interactions between these variables. For example, participants who believed that facts are not politically constructed were more likely to believe in climate information and trust scientific sources, regardless of the participant's partisanship. These findings suggest that epistemic profiles associated with deference to scientific sources might protect against climate change denial. Therefore, cultivating such epistemic beliefs and the skills to critically evaluate sources could be instrumental to combating climate change denial.
解决气候变化问题的一个关键障碍是对科学的否定。尽管研究表明,科学否定与个人对信息来源可信度的判断有关,但人们对信息来源可信度和个人特征如何相互作用影响科学否定却知之甚少。在本研究中,我们考察了信息来源的政治倾向(即保守派媒体与自由派媒体、科学机构)、个人的政治意识形态和个人的认识论信念(关于知识和认识本质的信念)之间的相互作用对个人对气候变化说法的信念和对这些说法来源的信任的影响程度。我们发现,个人对气候变化信息的信念和对信息来源的信任都会受到这些变量之间相互作用的影响。例如,认为事实不是政治构建的参与者更有可能相信气候信息并信任科学信息来源,而与参与者的党派立场无关。这些研究结果表明,与尊重科学来源相关的认识论特征可能会保护人们免受否认气候变化的影响。因此,培养这种认识论信念和批判性地评估信息来源的技能可能有助于抵制否认气候变化的行为。
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引用次数: 0
The scientific rules, roles, and values that life sciences doctoral students want to see upheld by undergraduate researchers 生命科学博士生希望本科研究人员坚持的科学规则、角色和价值观
IF 4.6 1区 教育学 Q1 Social Sciences Pub Date : 2024-06-11 DOI: 10.1002/tea.21965
Carly A. Busch, Erika M Nadile, Tasneem F. Mohammed, Logan E. Gin, S. Brownell, Katelyn M. Cooper
Articulating the rules, roles, and values that are expected of undergraduate researchers is important as we strive to create a more accessible path into the scientific community. Rules refer to skills required of scientists, roles refer to behaviors consistent with the expectations of a scientist, and values refer to beliefs of the scientific community. Doctoral student mentors have great potential to serve as agents of influence for undergraduate researchers as undergraduates engage in the process of learning to be a scientist through legitimate peripheral participation. As such, we argue that doctoral students are partially responsible for identifying and promoting the rules, roles, and values that undergraduate researchers develop in scientific research. However, few studies have examined what rules, roles, and values are appreciated, or perceived as desirable, by doctoral students and thus expected of undergraduate research mentees. To address this gap, we surveyed 835 life sciences doctoral students who had mentored or would eventually mentor undergraduate researchers. We assessed what qualities and beliefs they appreciate in undergraduate researchers and what advice they would give to undergraduates to maximize their experiences in research. We analyzed their open‐ended responses using inductive coding and identified specific rules (e.g., effectively communicate), roles (e.g., demonstrate a strong work ethic), and values (e.g., be driven by intrinsic passion) that doctoral students wrote about. We used logistic regression to determine whether demographics predicted differences among doctoral student responses. We found that gender, race/ethnicity, and college generation status predicted what rules, roles, and values doctoral students appreciated and advised undergraduates to adopt. This research illuminates what rules, roles, and values undergraduate researchers are expected to uphold and identifies relationships between mentor identities and the advice they pass on to students.
阐明本科生研究人员应遵守的规则、角色和价值观对于我们努力创造一条更容易进入科学界的道路非常重要。规则是指科学家必须具备的技能,角色是指符合科学家期望的行为,价值观是指科学界的信念。在本科生通过合法的外围参与学习成为一名科学家的过程中,博士生导师很有可能成为影响本科生研究人员的媒介。因此,我们认为,博士生对确定和促进本科生研究人员在科学研究中形成的规则、角色和价值观负有部分责任。然而,很少有研究考察过博士生欣赏哪些规则、角色和价值观,或认为哪些规则、角色和价值观是可取的,从而对本科生研究被指导者有所期待。为了填补这一空白,我们对 835 名曾经指导过或最终将指导本科生研究人员的生命科学博士生进行了调查。我们评估了他们欣赏本科生研究人员的哪些品质和信念,以及他们会向本科生提出哪些建议,以最大限度地丰富他们的研究经历。我们使用归纳编码法分析了他们的开放式回答,并确定了博士生所写的具体规则(如有效沟通)、角色(如表现出强烈的职业道德)和价值观(如由内在激情驱动)。我们使用逻辑回归法来确定人口统计学是否能预测博士生回答中的差异。我们发现,性别、种族/民族和大学世代状况预示着博士生欣赏哪些规则、角色和价值观,并建议本科生采纳这些规则、角色和价值观。这项研究揭示了本科生研究人员应坚持的规则、角色和价值观,并确定了导师身份与他们向学生提出的建议之间的关系。
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引用次数: 0
A self‐reported instrument to measure and foster students' science connection to life with the CARE‐KNOW‐DO model and open schooling for sustainability 利用 CARE-KNOW-DO 模式和可持续发展的开放式学校教育来衡量和培养学生与生活的科学联系的自我报告工具
IF 4.6 1区 教育学 Q1 Social Sciences Pub Date : 2024-06-09 DOI: 10.1002/tea.21964
Alexandra Okada
National governments are concerned about the disconnection of young people from science, which hampers the development of a scientifically literate society promoting sustainable development, wellbeing, equity, and a green economy. Introduced in 2015 alongside Agenda 2030, the “open schooling” approach aims at enhancing students' science connections through real‐life problem solving with families and scientists, necessitating solid evidence for scalability and sustainability. This study conceptualizes “science connection,” a term yet underexplored, as the integration of science's meaning and purpose into personal, social, and global actions informed by socioscientific thinking. It details a novel 32‐item self‐report questionnaire developed and validated from insights of 85 teachers into “science connection”‐enhanced learning. A new consensual qualitative analysis method with visual and textual snapshots enabled developing quantitative measures from the qualitative findings with rigor. The multilanguage instrument provided just‐in‐time actionable data, enhancing the immediacy and applicability of the feedback to 2082 underserved students aged 11–18 across five countries participating in open schooling activities using the CARE‐KNOW‐DO model. This innovative feature supports open science and responsible open research, offering real‐time insights and fostering immediate educational impact. Exploratory and confirmatory factor analyses revealed five components of science connection: Confidence and aspiration in science; Fun participatory science with teachers, family, and experts; Active learning approaches; Involvement in‐and‐outside school science activities; and Valuing science's role to life‐and‐society. Many students felt connected to science— Brazil: 80%, Spain: 79%, Romania: 73%, Greece: 70%, UK: 57%— with boys: 75%, girls: 73%, nonbinary students: 56%. These differences need in‐depth research. Results suggest that science connections decline from the primary to secondary education, but the CARE‐KNOW‐DO model may reengage older students. A robust science connection enhances scientific literacy and builds science capital. This instrument aids policymakers, educators, and learners in identifying factors that facilitate or impede students' engagement with science for sustainable development efforts.
各国政府对青少年与科学脱节的问题感到担忧,这阻碍了有科学素养的社会的发展,不利于促进可持续发展、福祉、公平和绿色经济。2015 年,"开放式学校教育 "方法与《2030 年议程》同时推出,旨在通过与家庭和科学家一起解决现实生活中的问题,加强学生与科学的联系,这就需要有确凿的证据来证明其可扩展性和可持续性。本研究将 "科学联系 "这一尚未得到充分探索的术语概念化,将其视为在社会科学思维的指导下,将科学的意义和目的融入个人、社会和全球行动。报告详细介绍了根据 85 位教师对 "科学联系 "促进学习的见解而开发和验证的 32 项新的自我报告问卷。新的共识定性分析方法采用了视觉和文字快照,从而能够从定性研究结果中得出严谨的定量指标。多语言工具提供了及时可操作的数据,增强了反馈的即时性和适用性,反馈对象是五个国家中参加开放式学校教育活动的 2082 名 11-18 岁学生,他们采用的是 CARE-KNOW-DO 模式。这一创新功能支持开放式科学和负责任的开放式研究,提供实时见解并促进即时教育影响。探索性和确认性因子分析揭示了科学联系的五个组成部分:对科学的信心和愿望;与教师、家人和专家一起参与有趣的科学活动;积极的学习方法;参与学校内外的科学活动;以及重视科学对生活和社会的作用。许多学生感到与科学有联系--巴西:80%,西班牙:79%,罗马尼亚:73%,希腊:70%,英国:57%--其中男生:75%,女生:73%,非二元学生:56%:56%.这些差异需要深入研究。研究结果表明,从小学到中学,科学联系有所减少,但 "关爱-KNOW-DO "模式可能会重新吸引高年级学生。强大的科学联系可以提高科学素养,建立科学资本。该工具有助于政策制定者、教育者和学习者确定促进或阻碍学生参与科学促进可持续发展努力的因素。
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引用次数: 0
A methodology to analyze students' intertwined speech and drawings—Aesthetic experiences in science education 分析学生语言与绘画交织的方法--科学教育中的审美体验
IF 4.6 1区 教育学 Q1 Social Sciences Pub Date : 2024-06-06 DOI: 10.1002/tea.21966
Cecilia Caiman, B. Jakobson
The purpose of this article is to introduce a methodology for analyzing the complex configurations emerging in students' speech and drawing activities, having consequences for how and what students learn and make meaning of in science. Accordingly, we launch a methodology to unfold the multidimensional communication as to deepen the analysis of the science epistemic discourse. We present an empirical account of students' explorations through different signs to demonstrate the construction of the methodology step‐by‐step. This methodology, a “seven‐concept‐assemblage,” is rooted in Dewey's pragmatism and Deleuze's experimentalism broadening teachers' and researchers' possibility to target students' science explorations and meaning‐making crosscutting different domains. The methodology diminishes the risk of interpretation when grasping unspoken messages and meanings. Empirical data were collected in an elementary school exemplifying the methodology and consist of audio recordings, photographs, fieldnotes, and students' drawings. The result reveals that the methodology in use exposed what and how students explored and learned cognitively and aesthetically. Imagination fertilized the process throughout. Learning then is suggested as a transductive meaning‐making process shaped through oral and pictorial relations—always from a purpose.
本文旨在介绍一种方法论,用于分析学生在言语和绘画活动中出现的复杂构型,这些构型对学生如何学习科学以及科学的意义产生了影响。因此,我们推出了一种展开多维交流的方法,以深化对科学认识论话语的分析。我们通过对学生探索不同符号的实证研究,逐步展示该方法的构建过程。这种 "七概念组合 "方法源于杜威的实用主义和德勒兹的实验主义,拓宽了教师和研究人员针对学生科学探索和意义建构的可能性,跨越了不同的领域。这种方法降低了在把握未言明的信息和意义时进行解释的风险。实证数据是在一所小学收集的,其中包括录音、照片、现场记录和学生绘画。结果显示,所使用的方法揭示了学生在认知和审美方面探索和学习的内容和方式。想象力贯穿整个过程。因此,学习被认为是一个通过口述和图像关系形成的传导性意义生成过程--始终从目的出发。
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Journal of Research in Science Teaching
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