首页 > 最新文献

Journal of Research in Science Teaching最新文献

英文 中文
Assessing concept mapping competence using item expansion-based diagnostic classification analysis 使用基于项目扩展的诊断分类分析评估概念图能力
IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-29 DOI: 10.1002/tea.21897
Shulan Xia, Peida Zhan, Kennedy Kam Ho Chan, Lijun Wang

Concept mapping is widely used as a tool for assessing students' understanding of science. To fully realize the diagnostic potential of concept mapping, a scoring method that not only provides an objective and accurate assessment of students' drawn concept maps but also provides a detailed understanding of students' proficiency and deficiencies in knowledge is necessary. However, few of the existing scoring methods focus on the latent constructs (e.g., knowledge, skills, and cognitive processes) that guide the creation of concept maps. Instead, they focus on the completeness of the concept map by assigning a composite score, which makes it difficult to generate targeted diagnostic feedback information for advancing students' learning. To apply the diagnostic classification model to the quantitative analysis of concept maps, this study introduced the novel application of the item expansion-based diagnostic classification analysis (IE-DCA) for this purpose. The IE-DCA can not only assess students' concept mapping abilities along a continuum but also classify students according to their concept mapping attributes when constructing the concept maps. The application and benefits of this approach were illustrated using a physics concept-mapping item related to particle and rigid body. Results showed that the estimated attribute profiles via the IE-DCA provided more detailed information about students' latent constructs than the composite score. Overall, this study illustrates the feasibility and potential of applying IE-DCA to analyze concept maps. Future applications of IE-DCS in other assessments in science education are discussed.

概念图被广泛用作评估学生对科学理解的工具。为了充分发挥概念图的诊断潜力,有必要采用一种评分方法,既能客观准确地评估学生绘制的概念图,又能详细了解学生的熟练程度和知识不足。然而,现有的评分方法很少关注指导概念图创建的潜在结构(如知识、技能和认知过程)。相反,他们通过分配综合分数来关注概念图的完整性,这使得很难生成有针对性的诊断反馈信息来促进学生的学习。为了将诊断分类模型应用于概念图的定量分析,本研究引入了基于项目扩展的诊断分类分析(IE‐DCA)的新应用。IE‐DCA不仅可以评估学生在连续体上的概念映射能力,而且在构建概念图时可以根据学生的概念映射属性对学生进行分类。使用与粒子和刚体相关的物理概念映射项目说明了该方法的应用和优点。结果表明,通过IE‐DCA估计的属性档案比综合得分提供了更多关于学生潜在结构的详细信息。总体而言,本研究说明了应用IE‐DCA分析概念图的可行性和潜力。讨论了IE‐DCS在科学教育其他评估中的未来应用。
{"title":"Assessing concept mapping competence using item expansion-based diagnostic classification analysis","authors":"Shulan Xia,&nbsp;Peida Zhan,&nbsp;Kennedy Kam Ho Chan,&nbsp;Lijun Wang","doi":"10.1002/tea.21897","DOIUrl":"10.1002/tea.21897","url":null,"abstract":"<p>Concept mapping is widely used as a tool for assessing students' understanding of science. To fully realize the diagnostic potential of concept mapping, a scoring method that not only provides an objective and accurate assessment of students' drawn concept maps but also provides a detailed understanding of students' proficiency and deficiencies in knowledge is necessary. However, few of the existing scoring methods focus on the latent constructs (e.g., knowledge, skills, and cognitive processes) that guide the creation of concept maps. Instead, they focus on the completeness of the concept map by assigning a composite score, which makes it difficult to generate targeted diagnostic feedback information for advancing students' learning. To apply the diagnostic classification model to the quantitative analysis of concept maps, this study introduced the novel application of the item expansion-based diagnostic classification analysis (IE-DCA) for this purpose. The IE-DCA can not only assess students' concept mapping abilities along a continuum but also classify students according to their concept mapping attributes when constructing the concept maps. The application and benefits of this approach were illustrated using a physics concept-mapping item related to particle and rigid body. Results showed that the estimated attribute profiles via the IE-DCA provided more detailed information about students' latent constructs than the composite score. Overall, this study illustrates the feasibility and potential of applying IE-DCA to analyze concept maps. Future applications of IE-DCS in other assessments in science education are discussed.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 7","pages":"1516-1542"},"PeriodicalIF":3.6,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46218901","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
Isolation, resilience, and faith: Experiences of Black Christian students in biology graduate programs 孤立、恢复力和信仰:黑人基督徒学生在生物学研究生课程中的经历
IF 4.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-28 DOI: 10.1002/tea.21898
Angela N. Google, Chloe D. Bowen, Sara E. Brownell, M. Elizabeth Barnes

To increase participation of students of color in science graduate programs, research has focused on illuminating student experiences to inform ways to improve them. In biology, Black students are vastly underrepresented, and while religion has been shown to be a particularly important form of cultural wealth for Black students, Christianity is stigmatized in biology. Very few studies have explored the intersection of race/ethnicity and Christianity for Black students in biology where there is high documented tension between religion and science. Since graduate school is important for socialization and Black students are likely to experience stigmatization of their racial and religious identity, it is important to understand their experiences and how we might be able to improve them. Thus, we interviewed 13 Black Christian students enrolled in biology graduate programs and explored their experiences using the theoretical lens of stigmatized identities. Through thematic content analysis, we revealed that students negotiated experiences of cultural isolation, devaluation of intelligence, and acts of bias like other racially minoritized students in science. However, by examining these experiences at the intersection of race/ethnicity and religion, we shed light on interactions students have had with faculty and peers within the biology community that cultivated perceptions of mistrust, conflict, and stigma. Our study also revealed ways in which students' religious/spiritual capital has positively supported their navigation through biology graduate school. These results contribute to a deeper understanding of why Black Christian graduate students are more likely to leave or not pursue advanced degrees in biology with implications for research and practice that help facilitate their success.

为了提高有色人种学生在科学研究生课程中的参与度,研究的重点是启发学生的经历,以告知改善他们的方法。在生物学上,黑人学生的比例远远不足,虽然宗教已经被证明是黑人学生特别重要的文化财富形式,但基督教在生物学上却被污名化。很少有研究为黑人学生探索种族/民族和基督教在生物学中的交集,因为宗教和科学之间存在着高度的紧张关系。由于研究生院对社会化很重要,黑人学生很可能经历种族和宗教身份的耻辱,了解他们的经历以及我们如何能够改善他们的经历是很重要的。因此,我们采访了13名就读于生物学研究生课程的黑人基督徒学生,并从被污名化身份的理论角度探讨了他们的经历。通过主题内容分析,我们发现学生与其他少数族裔学生一样,在科学领域经历了文化隔离、智力贬值和偏见行为。然而,通过在种族/民族和宗教的交叉点检查这些经历,我们揭示了学生与生物界的教师和同龄人之间的互动,这些互动培养了不信任、冲突和耻辱的观念。我们的研究还揭示了学生的宗教/精神资本如何积极地支持他们通过生物学研究生院。这些结果有助于更深入地理解为什么黑人基督徒研究生更有可能离开或不追求生物学的高级学位,这对帮助他们成功的研究和实践有影响。
{"title":"Isolation, resilience, and faith: Experiences of Black Christian students in biology graduate programs","authors":"Angela N. Google,&nbsp;Chloe D. Bowen,&nbsp;Sara E. Brownell,&nbsp;M. Elizabeth Barnes","doi":"10.1002/tea.21898","DOIUrl":"10.1002/tea.21898","url":null,"abstract":"<p>To increase participation of students of color in science graduate programs, research has focused on illuminating student experiences to inform ways to improve them. In biology, Black students are vastly underrepresented, and while religion has been shown to be a particularly important form of cultural wealth for Black students, Christianity is stigmatized in biology. Very few studies have explored the intersection of race/ethnicity and Christianity for Black students in biology where there is high documented tension between religion and science. Since graduate school is important for socialization and Black students are likely to experience stigmatization of their racial and religious identity, it is important to understand their experiences and how we might be able to improve them. Thus, we interviewed 13 Black Christian students enrolled in biology graduate programs and explored their experiences using the theoretical lens of stigmatized identities. Through thematic content analysis, we revealed that students negotiated experiences of cultural isolation, devaluation of intelligence, and acts of bias like other racially minoritized students in science. However, by examining these experiences at the intersection of race/ethnicity and religion, we shed light on interactions students have had with faculty and peers within the biology community that cultivated perceptions of mistrust, conflict, and stigma. Our study also revealed ways in which students' religious/spiritual capital has positively supported their navigation through biology graduate school. These results contribute to a deeper understanding of why Black Christian graduate students are more likely to leave or not pursue advanced degrees in biology with implications for research and practice that help facilitate their success.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 3","pages":"591-624"},"PeriodicalIF":4.6,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45452385","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
A hypothetico-deductive theory of science and learning 科学与学习的假设-演绎理论
IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-22 DOI: 10.1002/tea.21892
Steven T. Kalinowski, Avital Pelakh

This article presents a simple, cognitive theory of science and learning. The first section of the paper develops the theory's two main propositions: (i) A wide range of scientific activities rely heavily on one type of reasoning, hypothetical thinking, and (ii) This type of reasoning is also useful to students for learning science content. The second section of the paper presents a taxonomy of multiple-choice questions that use hypothetical thinking and the third section of the paper tests the theory using data from a college biology course. As expected by the theory, student responses to 24 scientific reasoning questions were consistent with a one-dimensional psychometric construct. Student responses to the scientific reasoning questions explained 36% of the variance in exam grades. Several directions for additional research are identified, including studying the psychometric structure of scientific thinking in more detail, performing randomized, controlled experiments to demonstrate a causal relationship between scientific thinking and learning, and identifying the relative contribution of other factors to success in college.

这篇文章提出了一个简单的科学和学习的认知理论。论文的第一部分发展了该理论的两个主要命题:(i)广泛的科学活动严重依赖于一种类型的推理,假设思维,以及(ii)这种类型的推理对学生学习科学内容也很有用。论文的第二部分介绍了使用假设思维的多项选择题的分类,论文的第三部分使用大学生物学课程的数据测试了这一理论。正如理论所预期的那样,学生对24个科学推理问题的回答与一维心理测量结构一致。学生对科学推理问题的回答解释了36%的考试成绩差异。本文确定了几个进一步研究的方向,包括更详细地研究科学思维的心理测量结构,进行随机对照实验以证明科学思维与学习之间的因果关系,以及确定其他因素对大学成功的相对贡献。
{"title":"A hypothetico-deductive theory of science and learning","authors":"Steven T. Kalinowski,&nbsp;Avital Pelakh","doi":"10.1002/tea.21892","DOIUrl":"10.1002/tea.21892","url":null,"abstract":"<p>This article presents a simple, cognitive theory of science and learning. The first section of the paper develops the theory's two main propositions: (i) A wide range of scientific activities rely heavily on one type of reasoning, hypothetical thinking, and (ii) This type of reasoning is also useful to students for learning science content. The second section of the paper presents a taxonomy of multiple-choice questions that use hypothetical thinking and the third section of the paper tests the theory using data from a college biology course. As expected by the theory, student responses to 24 scientific reasoning questions were consistent with a one-dimensional psychometric construct. Student responses to the scientific reasoning questions explained 36% of the variance in exam grades. Several directions for additional research are identified, including studying the psychometric structure of scientific thinking in more detail, performing randomized, controlled experiments to demonstrate a causal relationship between scientific thinking and learning, and identifying the relative contribution of other factors to success in college.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 6","pages":"1362-1388"},"PeriodicalIF":3.6,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21892","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47312118","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 glue that makes it “hang together”: A framework for identifying how metadiscourse facilitates uncertainty navigation during knowledge building discussions 使它“挂在一起”的粘合剂:用于识别元话语如何在知识构建讨论中促进不确定性导航的框架
IF 4.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-18 DOI: 10.1002/tea.21893
Mon-Lin Monica Ko, Melissa J. Luna

Classroom discussions have become a centerpiece of reform efforts in science education because talk mediates the joint co-constructing of knowledge in science classrooms. Although decades of research underscore the importance of talk in supporting science learning, the science education community continues to grapple with how to support teachers and students in navigating the uncertainty that is associated with doing knowledge building work. To address these challenges, we must examine not just what gets constructed (the scientific ideas), but how knowledge is co-constructed by teachers and students (the process of building those ideas) amidst uncertainty. In this study, we propose a conceptual tool for identifying organizational, epistemic, and interpretive metadiscourse markers (MDMs) in science talk. We highlight how teachers and students use these three types of MDMs as they navigate uncertainty while connecting ideas within and across multiple turns of talk, leveraging resources for knowledge building, and making interpretations about one another's ideas. We conclude with a set of suggestions for how researchers and teachers can utilize this framework to attend to the ways that MDMs index the organizational, epistemic, and interpretive dimensions of uncertainty in the knowledge building process.

课堂讨论已经成为科学教育改革的核心,因为谈话在科学课堂中调解了知识的共同建构。尽管几十年的研究强调了谈话在支持科学学习中的重要性,但科学教育界仍在努力解决如何支持教师和学生在进行知识构建工作时导航不确定性的问题。为了应对这些挑战,我们不仅要研究构建了什么(科学思想),还要研究教师和学生如何在不确定性中共同构建知识(构建这些思想的过程)。在这项研究中,我们提出了一个概念性工具,用于识别科学谈话中的组织、认知和解释元话语标记(mdm)。我们强调了教师和学生如何使用这三种类型的mdm,因为他们在不确定性中导航,同时将多个谈话中的想法联系起来,利用资源进行知识构建,并对彼此的想法进行解释。最后,我们对研究人员和教师如何利用这一框架来关注MDMs在知识构建过程中对不确定性的组织、认知和解释维度进行索引的方式提出了一系列建议。
{"title":"The glue that makes it “hang together”: A framework for identifying how metadiscourse facilitates uncertainty navigation during knowledge building discussions","authors":"Mon-Lin Monica Ko,&nbsp;Melissa J. Luna","doi":"10.1002/tea.21893","DOIUrl":"10.1002/tea.21893","url":null,"abstract":"<p>Classroom discussions have become a centerpiece of reform efforts in science education because talk mediates the joint co-constructing of knowledge in science classrooms. Although decades of research underscore the importance of talk in supporting science learning, the science education community continues to grapple with how to support teachers and students in navigating the uncertainty that is associated with doing knowledge building work. To address these challenges, we must examine not just <i>what</i> gets constructed (the scientific ideas), but <i>how</i> knowledge is co-constructed by teachers and students (the process of building those ideas) amidst uncertainty. In this study, we propose a conceptual tool for identifying organizational, epistemic, and interpretive metadiscourse markers (MDMs) in science talk. We highlight how teachers and students use these three types of MDMs as they navigate uncertainty while connecting ideas within and across multiple turns of talk, leveraging resources for knowledge building, and making interpretations about one another's ideas. We conclude with a set of suggestions for how researchers and teachers can utilize this framework to attend to the ways that MDMs index the organizational, epistemic, and interpretive dimensions of uncertainty in the knowledge building process.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 2","pages":"457-486"},"PeriodicalIF":4.6,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47558185","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
Exposing the hazards of teaching 19th century genetic science 揭露19世纪基因科学教学的危害
IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-11 DOI: 10.1002/tea.21895
Jason McCartney

Science should provide students an accurate and contemporary education on genetic influence, particularly how it impacts trait variability and developmental norms. Stories involving familial, racial, and sexual differences routinely appear in the popular media and sales of over-the-counter genetic tests are mounting. Unfortunately, research suggests genetic curricula in secondary education and university courses have little impact on genetic literacy; instead they appear to amplify genetic essentialism. This position paper reports on genetic essentialism, the impact of three components of science education (teachers, students, curriculum), and critiques existing genetic lessons in two prevalent scientific disciplines, biology and psychology. Two entrenched 19th century genetic paradigms (e.g., Mendelian inheritance and behavioral genetics) are specifically examined. The paper closes with specific recommendations for improving students' genetic literacy including important contemporary genetic science (e.g., epigenetics) and instructional approaches (e.g., learning progression, refutational teaching).

科学应该为学生提供关于基因影响的准确和现代的教育,特别是它如何影响特质变异性和发展规范。涉及家庭、种族和性别差异的故事经常出现在流行媒体上,非常规基因检测的销量也在增加。不幸的是,研究表明,中等教育和大学课程中的基因课程对基因素养几乎没有影响;相反,它们似乎放大了基因本质主义。本文报告了遗传本质主义,科学教育的三个组成部分(教师、学生、课程)的影响,并批评了生物学和心理学这两个流行科学学科中现有的遗传课程。两种根深蒂固的19世纪遗传学范式(如孟德尔遗传和行为遗传学)被专门研究。论文最后提出了提高学生遗传素养的具体建议,包括重要的当代遗传科学(如表观遗传学)和教学方法(如学习进展、反驳教学)。
{"title":"Exposing the hazards of teaching 19th century genetic science","authors":"Jason McCartney","doi":"10.1002/tea.21895","DOIUrl":"10.1002/tea.21895","url":null,"abstract":"<p>Science should provide students an accurate and contemporary education on genetic influence, particularly how it impacts trait variability and developmental norms. Stories involving familial, racial, and sexual differences routinely appear in the popular media and sales of over-the-counter genetic tests are mounting. Unfortunately, research suggests genetic curricula in secondary education and university courses have little impact on genetic literacy; instead they appear to amplify genetic essentialism. This position paper reports on genetic essentialism, the impact of three components of science education (teachers, students, curriculum), and critiques existing genetic lessons in two prevalent scientific disciplines, biology and psychology. Two entrenched 19th century genetic paradigms (e.g., Mendelian inheritance and behavioral genetics) are specifically examined. The paper closes with specific recommendations for improving students' genetic literacy including important contemporary genetic science (e.g., epigenetics) and instructional approaches (e.g., learning progression, refutational teaching).</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 6","pages":"1427-1448"},"PeriodicalIF":3.6,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47640589","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
Black Lives Matter and other signs of solidarity: Perspectives from Black STEM graduate students 黑人的命也很重要和其他团结的迹象:来自黑人STEM研究生的观点
IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-10 DOI: 10.1002/tea.21896
Steven Stone-Sabali, Kristen J. Mills, Allen B. Mallory, E. Alexander

Creating inclusive and supportive environments in science, technology, engineering, and mathematics (STEM) educational settings are important tools for countering racially hostile academic spaces and attracting and retaining talented Black and African American students. STEM faculty and other university members may display Black Lives Matter and similar signs of solidarity to express their support for Black students. However, how Black students perceive such signs is unknown. On the one hand, the identity safety cue literature suggests such signs relate to increased comfort and a sense of belonging among individuals from minoritized groups. On the other hand, some contemporary perspectives toward Black Lives Matter and other signs of solidarity have been criticized for lacking substance and impact. Given the extant literature's omission of Black students' perspectives about signs of solidarity, the current study employed semi-structured interviews and qualitative analytic methods to solicit and analyze the perspectives of 12 Black STEM graduate students. The findings revealed a general preference for some signs over others, as well as nuanced perspectives toward each sign of solidarity. Implications for STEM researchers and faculty who aspire to support Black students are discussed. Further, recommendations for adopting an informed ally approach are provided.

在科学、技术、工程和数学(STEM)教育环境中创造包容性和支持性的环境是对抗种族敌对学术空间、吸引和留住有才华的黑人和非裔美国学生的重要工具。STEM教员和其他大学成员可能会表现出“黑人的命也是命”和类似的团结迹象,以表达他们对黑人学生的支持。然而,黑人学生是如何看待这些迹象的还不得而知。一方面,身份安全提示文献表明,这些迹象与来自少数族裔群体的个人的舒适感和归属感增加有关。另一方面,一些当代人对“黑人的命也是命”和其他团结迹象的看法被批评缺乏实质性和影响力。鉴于现有文献遗漏了黑人学生对团结迹象的看法,目前的研究采用了半结构化访谈和定性分析方法来征求和分析12名黑人STEM研究生的看法。研究结果揭示了人们对某些迹象的普遍偏好,以及对每一种团结迹象的微妙看法。讨论了对渴望支持黑人学生的STEM研究人员和教师的影响。此外,还提出了采取知情盟友方法的建议。
{"title":"Black Lives Matter and other signs of solidarity: Perspectives from Black STEM graduate students","authors":"Steven Stone-Sabali,&nbsp;Kristen J. Mills,&nbsp;Allen B. Mallory,&nbsp;E. Alexander","doi":"10.1002/tea.21896","DOIUrl":"10.1002/tea.21896","url":null,"abstract":"<p>Creating inclusive and supportive environments in science, technology, engineering, and mathematics (STEM) educational settings are important tools for countering racially hostile academic spaces and attracting and retaining talented Black and African American students. STEM faculty and other university members may display Black Lives Matter and similar <i>signs of solidarity</i> to express their support for Black students. However, how Black students perceive such signs is unknown. On the one hand, the <i>identity safety cue</i> literature suggests such signs relate to increased comfort and a sense of belonging among individuals from minoritized groups. On the other hand, some contemporary perspectives toward Black Lives Matter and other signs of solidarity have been criticized for lacking substance and impact. Given the extant literature's omission of Black students' perspectives about signs of solidarity, the current study employed semi-structured interviews and qualitative analytic methods to solicit and analyze the perspectives of 12 Black STEM graduate students. The findings revealed a general preference for some signs over others, as well as nuanced perspectives toward each sign of solidarity. Implications for STEM researchers and faculty who aspire to support Black students are discussed. Further, recommendations for adopting an <i>informed ally approach</i> are provided.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 6","pages":"1449-1477"},"PeriodicalIF":3.6,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48244073","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
Epistemological beliefs and values as predictors of preservice science teachers' environmental moral reasoning 认识论信念和价值观对职前科学教师环境道德推理的预测作用
IF 4.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-29 DOI: 10.1002/tea.21889
Büşra Tuncay-Yüksel, Özgül Yılmaz-Tüzün, Dana L. Zeidler

The purpose of this study was to test predictability of environmental moral reasoning patterns of preservice science teachers (PSTs) by their epistemological beliefs and values. Four environmental moral dilemma scenarios that reflect different environmental moral dilemma situations taking place in four outdoor recreation contexts (i.e., hiking, picnicking, fishing, camping) were used to trigger and examine environmental moral reasoning of PSTs. Centers of moral concerns (i.e., ecocentric, anthropocentric, egocentric) and underlying reasons of environmental moral considerations (e.g., aesthetical concerns, justice issues) were used to investigate PSTs' environmental moral reasoning patterns. Data were collected from 1524 PSTs enrolled in six universities located in Central Anatolia region of Türkiye. A path model was proposed to test relationships of PSTs' epistemological beliefs and values to their environmental moral reasoning for each environmental moral dilemma scenario. Results indicated good-fit between study data and the path model tested for each environmental moral reasoning scenario. Variances in environmental moral reasoning scores that were explained by the path models had small to medium effect size values of 0.06 to 0.26. Statistical significance and direction of the tested relationships showed changes depending on the moral dilemma scenario context and focus of environmental moral reasoning. Nevertheless, path analyses consistently revealed positively significant relationships between environmental moral reasoning categories and epistemological beliefs in omniscient authority and self-transcendence and tradition values. Implications for science education policy and practice are discussed.

本研究旨在考察职前科学教师的认识论信仰和价值观对其环境道德推理模式的可预测性。本研究采用四个环境道德困境情境,反映了发生在四种户外娱乐情境(远足、野餐、钓鱼、露营)中的不同环境道德困境情境,以触发和检验志愿者的环境道德推理。利用道德关注中心(生态中心、人类中心、自我中心)和环境道德考虑的潜在原因(审美关注、正义问题)来研究PSTs的环境道德推理模式。数据收集自在基耶省中部安纳托利亚地区6所大学注册的1524名pst。在不同的环境道德困境情境下,提出了一个路径模型来检验pst的认识论信念和价值观与其环境道德推理的关系。结果表明,在每个环境道德推理场景中,研究数据与路径模型之间的拟合良好。由路径模型解释的环境道德推理得分的方差具有小到中等的效应值,为0.06至0.26。被测关系的统计显著性和方向随道德困境情境情境和环境道德推理焦点的变化而变化。然而,路径分析一致地揭示了环境道德推理类别与全知权威、自我超越和传统价值观的认识论信仰之间的正显著关系。讨论了对科学教育政策和实践的启示。
{"title":"Epistemological beliefs and values as predictors of preservice science teachers' environmental moral reasoning","authors":"Büşra Tuncay-Yüksel,&nbsp;Özgül Yılmaz-Tüzün,&nbsp;Dana L. Zeidler","doi":"10.1002/tea.21889","DOIUrl":"10.1002/tea.21889","url":null,"abstract":"<p>The purpose of this study was to test predictability of environmental moral reasoning patterns of preservice science teachers (PSTs) by their epistemological beliefs and values. Four environmental moral dilemma scenarios that reflect different environmental moral dilemma situations taking place in four outdoor recreation contexts (i.e., hiking, picnicking, fishing, camping) were used to trigger and examine environmental moral reasoning of PSTs. Centers of moral concerns (i.e., ecocentric, anthropocentric, egocentric) and underlying reasons of environmental moral considerations (e.g., aesthetical concerns, justice issues) were used to investigate PSTs' environmental moral reasoning patterns. Data were collected from 1524 PSTs enrolled in six universities located in Central Anatolia region of Türkiye. A path model was proposed to test relationships of PSTs' epistemological beliefs and values to their environmental moral reasoning for each environmental moral dilemma scenario. Results indicated good-fit between study data and the path model tested for each environmental moral reasoning scenario. Variances in environmental moral reasoning scores that were explained by the path models had small to medium effect size values of 0.06 to 0.26. Statistical significance and direction of the tested relationships showed changes depending on the moral dilemma scenario context and focus of environmental moral reasoning. Nevertheless, path analyses consistently revealed positively significant relationships between environmental moral reasoning categories and epistemological beliefs in omniscient authority and self-transcendence and tradition values. Implications for science education policy and practice are discussed.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"60 9","pages":"2111-2144"},"PeriodicalIF":4.6,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21889","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43817257","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
Designing a framework for teachers' integration of computational thinking into elementary science 设计一个教师将计算思维融入基础科学的框架
IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-29 DOI: 10.1002/tea.21888
Lautaro Cabrera, Diane Jass Ketelhut, Kelly Mills, Heather Killen, Merijke Coenraad, Virginia L. Byrne, Jandelyn Dawn Plane

As professional science becomes increasingly computational, researchers and educators are advocating for the integration of computational thinking (CT) into science education. Researchers and policymakers have argued that CT learning opportunities should begin in elementary school and span across the K-12 grades. While researchers and policymakers have specified how students should engage in CT for science learning, the success of CT integration ultimately depends on how elementary teachers implement CT in their science lessons. This new demand for teachers who can integrate CT has created a need for effective conceptual tools that teacher educators and professional development designers can use to develop elementary teachers' understanding and operationalization of CT for their classrooms. However, existing frameworks for CT integration have limitations. Existing frameworks either overlook the elementary grades, conceptualize CT in isolation and not integrated into science, and/or have not been tested in teacher education contexts. After reviewing existing CT integration frameworks and detailing an important gap in the science teacher education literature, we present our framework for the integration of CT into elementary science education, with a special focus on how to use this framework with teachers. Situated within our design-based research study, we (a) explain the decision-making process of designing the framework; (b) describe the pedagogical affordances and challenges it provided as we implemented it with a cohort of pre- and in-service teachers; (c) provide suggestions for its use in teacher education contexts; and (d) theorize possible pathways to continue its refinement.

随着专业科学的计算性越来越强,研究人员和教育工作者正在倡导将计算思维(CT)融入科学教育。研究人员和政策制定者认为,计算思维学习机会应从小学开始,贯穿 K-12 年级。虽然研究人员和政策制定者已经明确了学生应如何参与计算思维的科学学习,但计算思维整合的成功与否最终取决于小学教师如何在科学课中实施计算思维。对能够整合 CT 的教师的这一新需求催生了对有效概念工具的需求,教师教育者和专业发展设计者可以利用这些工具来培养小学教师对课堂 CT 的理解和操作能力。然而,现有的 CT 整合框架有其局限性。现有的框架要么忽略了小学年级,要么将 CT 孤立地概念化,没有与科学相结合,要么没有在师范教育背景下进行过测试。在回顾了现有的 CT 整合框架并详细介绍了科学教师教育文献中的一个重要空白之后,我们提出了将 CT 整合到小学科学教育中的框架,并特别关注如何与教师一起使用这一框架。在我们以设计为基础的研究中,我们(a)解释了设计该框架的决策过程;(b)描述了当我们在一批职前和在职教师中实施该框架时,它所提供的教学能力和挑战;(c)提供了在教师教育背景下使用该框架的建议;以及(d)从理论上提出了继续完善该框架的可能途径。
{"title":"Designing a framework for teachers' integration of computational thinking into elementary science","authors":"Lautaro Cabrera,&nbsp;Diane Jass Ketelhut,&nbsp;Kelly Mills,&nbsp;Heather Killen,&nbsp;Merijke Coenraad,&nbsp;Virginia L. Byrne,&nbsp;Jandelyn Dawn Plane","doi":"10.1002/tea.21888","DOIUrl":"10.1002/tea.21888","url":null,"abstract":"<p>As professional science becomes increasingly computational, researchers and educators are advocating for the integration of computational thinking (CT) into science education. Researchers and policymakers have argued that CT learning opportunities should begin in elementary school and span across the K-12 grades. While researchers and policymakers have specified how students should engage in CT for science learning, the success of CT integration ultimately depends on how elementary teachers implement CT in their science lessons. This new demand for teachers who can integrate CT has created a need for effective conceptual tools that teacher educators and professional development designers can use to develop elementary teachers' understanding and operationalization of CT for their classrooms. However, existing frameworks for CT integration have limitations. Existing frameworks either overlook the elementary grades, conceptualize CT in isolation and not integrated into science, and/or have not been tested in teacher education contexts. After reviewing existing CT integration frameworks and detailing an important gap in the science teacher education literature, we present our framework for the integration of CT into elementary science education, with a special focus on how to use this framework with teachers. Situated within our design-based research study, we (a) explain the decision-making process of designing the framework; (b) describe the pedagogical affordances and challenges it provided as we implemented it with a cohort of pre- and in-service teachers; (c) provide suggestions for its use in teacher education contexts; and (d) theorize possible pathways to continue its refinement.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 6","pages":"1326-1361"},"PeriodicalIF":3.6,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21888","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46873463","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
Understanding how student-constructed stop-motion animations promote mechanistic reasoning: A theoretical framework and empirical evidence 理解学生构建的定格动画如何促进机械推理:理论框架和经验证据
IF 4.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-18 DOI: 10.1002/tea.21891
Rayendra Wahyu Bachtiar, Ralph F. G. Meulenbroeks, Wouter R. van Joolingen

Previous studies have documented the promising results from student-constructed representations, including stop-motion animation (SMA), in supporting mechanistic reasoning (MR), which is considered an essential thinking skill in science education. Our current study presents theoretically and empirically how student-constructed SMA contributes to promoting MR. As a theoretical perspective, we propose a framework hypothesizing the link between elements of MR and the construction nature of SMA, that is, chunking and sequencing. We then examined the extent to which this framework was consistent with a multiple-case study in the domain of static electricity involving five secondary school students constructing and using their own SMA creation for reasoning. In addition, students' reasoning in pre- and postconstruction of an SMA was examined. Our empirical findings confirmed our framework by showing that all students identified the basic elements of MR, that is, entities and activities of entities, when engaging in chunking and sequencing. Chunking played a role in facilitating students to identify entities responsible for electrostatic phenomena, and sequencing seemed to elicit students to specify activities of these entities. The analysis of students' reasoning in pre- and postconstruction of SMA found that student-generated SMA has a potential effect on students' retention of the use of MR. Implications for instruction with SMA construction to support MR are discussed.

以往的研究已经证明,学生构建的表征(包括定格动画(SMA))在支持机械推理(MR)方面具有良好的效果,而机械推理被认为是科学教育中的一项基本思维技能。我们目前的研究从理论和实证角度介绍了学生构建的定格动画如何有助于促进机械推理。作为一个理论视角,我们提出了一个框架,假设MR要素与SMA的构建性质(即分块和排序)之间存在联系。然后,我们考察了这一框架与一项静电领域的多案例研究的一致性程度,该研究涉及五名中学生构建并使用自己的 SMA 作品进行推理。此外,我们还考察了学生在构建 SMA 前后的推理过程。实证研究结果表明,所有学生在进行分块和排序时,都能识别 MR 的基本要素,即实体和实体的活动。分块在促进学生确定静电现象的实体方面发挥了作用,而排序似乎能激发学生明确这些实体的活动。通过分析学生在构建 SMA 前后的推理,发现学生生成的 SMA 对学生保持 MR 的使用有潜在影响。本文还讨论了通过构建SMA来支持MR教学的意义。
{"title":"Understanding how student-constructed stop-motion animations promote mechanistic reasoning: A theoretical framework and empirical evidence","authors":"Rayendra Wahyu Bachtiar,&nbsp;Ralph F. G. Meulenbroeks,&nbsp;Wouter R. van Joolingen","doi":"10.1002/tea.21891","DOIUrl":"10.1002/tea.21891","url":null,"abstract":"<p>Previous studies have documented the promising results from student-constructed representations, including stop-motion animation (SMA), in supporting mechanistic reasoning (MR), which is considered an essential thinking skill in science education. Our current study presents theoretically and empirically how student-constructed SMA contributes to promoting MR. As a theoretical perspective, we propose a framework hypothesizing the link between elements of MR and the construction nature of SMA, that is, chunking and sequencing. We then examined the extent to which this framework was consistent with a multiple-case study in the domain of static electricity involving five secondary school students constructing and using their own SMA creation for reasoning. In addition, students' reasoning in pre- and postconstruction of an SMA was examined. Our empirical findings confirmed our framework by showing that all students identified the basic elements of MR, that is, entities and activities of entities, when engaging in chunking and sequencing. Chunking played a role in facilitating students to identify entities responsible for electrostatic phenomena, and sequencing seemed to elicit students to specify activities of these entities. The analysis of students' reasoning in pre- and postconstruction of SMA found that student-generated SMA has a potential effect on students' retention of the use of MR. Implications for instruction with SMA construction to support MR are discussed.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 2","pages":"289-318"},"PeriodicalIF":4.6,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21891","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41960007","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
Connected by emotion: Teacher agency in an online science education course during COVID-19 情感连接:2019冠状病毒病期间在线科学教育课程中的教师代理
IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-14 DOI: 10.1002/tea.21886
Guopeng Fu, Anthony Clarke

Taking on an agentic perspective, this study employed a digital ethnographic approach to examine a science teacher's emotional experiences in an online graduate science education course during the COVID-19 pandemic. Veronika, the teacher, revealed her feelings of grievance and loss to the graduate course cohort at the advent of large-scale school closures. Her emotions, shared through the online course, connected the members of the cohort to overcome emotional and pedagogical difficulties caused by the pandemic. She received both emotional and professional support from the cohort and designed an environmental related learning activity that centered on fun and connection in science learning. The activity stimulated students’ positive emotions and simultaneously served to reset Veronika's emotions. This study underlined that emotions connect teachers during a social crisis in ways that address obstacles encountered in teaching and learning. Lessons for teacher education include providing space for and acknowledging emotions in teaching, especially in times of stress and the importance of fostering agentic actions, collegiality, and collaboration by explicitly connecting an individual's emotions and beliefs to their professional practice.

本研究从代理视角出发,采用数字人种学方法考察了一名科学教师在 COVID-19 大流行期间在线研究生科学教育课程中的情感体验。维罗妮卡老师向研究生课程的同学们透露了她在学校大规模关闭时的委屈和失落感。她通过在线课程分享了自己的情感,并将学员们联系在一起,共同克服大流行病造成的情感和教学困难。她得到了同学们的情感和专业支持,并设计了一个与环境相关的学习活动,以科学学习中的乐趣和联系为中心。这项活动激发了学生的积极情绪,同时也重新调整了 Veronika 的情绪。这项研究强调,在社会危机中,情绪会将教师联系在一起,从而解决教学中遇到的障碍。对教师教育的启示包括:为教学中的情感提供空间并承认情感,尤其是在压力时期;通过明确地将个人情感和信念与其专业实践联系起来,促进代理行动、同事关系和合作的重要性。
{"title":"Connected by emotion: Teacher agency in an online science education course during COVID-19","authors":"Guopeng Fu,&nbsp;Anthony Clarke","doi":"10.1002/tea.21886","DOIUrl":"10.1002/tea.21886","url":null,"abstract":"<p>Taking on an agentic perspective, this study employed a digital ethnographic approach to examine a science teacher's emotional experiences in an online graduate science education course during the COVID-19 pandemic. Veronika, the teacher, revealed her feelings of grievance and loss to the graduate course cohort at the advent of large-scale school closures. Her emotions, shared through the online course, connected the members of the cohort to overcome emotional and pedagogical difficulties caused by the pandemic. She received both emotional and professional support from the cohort and designed an environmental related learning activity that centered on fun and connection in science learning. The activity stimulated students’ positive emotions and simultaneously served to reset Veronika's emotions. This study underlined that emotions connect teachers during a social crisis in ways that address obstacles encountered in teaching and learning. Lessons for teacher education include providing space for and acknowledging emotions in teaching, especially in times of stress and the importance of fostering agentic actions, collegiality, and collaboration by explicitly connecting an individual's emotions and beliefs to their professional practice.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 6","pages":"1237-1262"},"PeriodicalIF":3.6,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42450233","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
期刊
Journal of Research in Science Teaching
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1