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International Journal of Stem Education最新文献

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Responding to incorrect ideas: science graduate teaching assistants’ operationalization of error framing and undergraduate students’ perception 应对错误观念:理学研究生助教对错误框架的操作与本科生的感知
IF 6.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-19 DOI: 10.1186/s40594-023-00398-8
Tong Wan, Constance M. Doty, Ashley A. Geraets, Erin K. H. Saitta, Jacquelyn J. Chini
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引用次数: 1
Leveraging national laboratories to increase Black representation in STEM: recommendations within the Department of Energy 利用国家实验室增加黑人在STEM中的代表性:能源部内部的建议
IF 6.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-18 DOI: 10.1186/s40594-022-00394-4
Jarrad Hampton-Marcell, Tasia C. Bryson, J. Larson, Taylor Childers, Spencer L. Pasero, Cortez Watkins, Thomas Reed, Dorletta Flucas-Payton, M. Papka
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引用次数: 1
Integration of computational thinking in K-12 mathematics education: a systematic review on CT-based mathematics instruction and student learning 计算思维在中小学数学教育中的整合:基于ct的数学教学与学生学习的系统回顾
IF 6.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-18 DOI: 10.1186/s40594-023-00396-w
Huiyan Ye, Biyao Liang, Oi-Lam Ng, C. Chai
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引用次数: 16
Inclusion in practice: a systematic review of diversity-focused STEM programming in the United States 实践中的包容:对美国以多样性为重点的STEM项目的系统回顾
IF 6.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-06 DOI: 10.1186/s40594-022-00387-3
Olivia Palid, Sarah Cashdollar, Sarah Deangelo, Chu-Lin Chu, Meg Bates
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引用次数: 7
The computational thinking for science (CT-S) framework: operationalizing CT-S for K–12 science education researchers and educators 科学计算思维(CT-S)框架:为K-12科学教育研究人员和教育工作者实施CT-S
IF 6.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-05 DOI: 10.1186/s40594-022-00391-7
Timothy Hurt, E. Greenwald, Sara Allan, M. Cannady, A. Krakowski, L. Brodsky, M. Collins, Ryan Montgomery, R. Dorph
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引用次数: 13
A content analysis of research on technology use for teaching mathematics to students with disabilities: word networks and topic modeling. 对残疾学生数学教学中技术应用研究的内容分析:词网络和主题建模。
IF 5.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 Epub Date: 2023-03-26 DOI: 10.1186/s40594-023-00414-x
Mikyung Shin, Min Wook Ok, Sam Choo, Gahangir Hossain, Diane P Bryant, Eunyoung Kang

The purpose of this study was to conduct a content analysis of research on technology use for teaching mathematics to students with disabilities. We applied word networks and structural topic modeling of 488 studies published from 1980 to 2021. Results showed that the words "computer" and "computer-assisted instruction" had the highest degree of centrality in the 1980s and 1990s, and "learning disability" was another central word in the 2000s and 2010s. The associated word probability for 15 topics also represented technology use within different instructional practices, tools, and students with either high- or low-incidence disabilities. A piecewise linear regression with knots in 1990, 2000, and 2010 demonstrated decreasing trends for the topics of computer-assisted instruction, software, mathematics achievement, calculators, and testing. Despite some fluctuations in the prevalence in the 1980s, the support for visual materials, learning disabilities, robotics, self-monitoring tools, and word problem-solving instruction topics showed increasing trends, particularly after 1990. Some research topics, including apps and auditory support, have gradually increased in topic proportions since 1980. Topics including fraction instruction, visual-based technology, and instructional sequence have shown increasing prevalence since 2010; this increase was statistically significant for the instructional sequence topic over the past decade.

本研究旨在对有关残疾学生数学教学中技术应用的研究进行内容分析。我们对 1980 年至 2021 年间发表的 488 篇研究报告进行了词网络和结构主题建模。结果显示,"计算机 "和 "计算机辅助教学 "这两个词在 20 世纪 80 年代和 90 年代的中心度最高,而 "学习障碍 "则是 2000 年代和 2010 年代的另一个中心词。15 个主题的相关词概率也代表了不同教学实践中的技术使用、工具以及高发或低发残疾学生。1990 年、2000 年和 2010 年的分段线性回归结果显示,计算机辅助教学、软件、数学成绩、计算器和测试等主题呈下降趋势。尽管 20 世纪 80 年代的流行率有所波动,但对视觉材料、学习障碍、机器人、自我监控工具和单词问题解决教学主题的支持呈上升趋势,尤其是在 1990 年之后。一些研究课题,包括应用程序和听觉支持,自 1980 年以来课题比例逐渐增加。自 2010 年以来,分数教学、基于视觉的技术和教学顺序等主题的流行率呈上升趋势;在过去十年中,教学顺序主题的流行率呈显著上升趋势。
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引用次数: 0
Promoting engineering students' social responsibility and willingness to act on socioscientific issues. 提高工科学生的社会责任感和就社会科学问题采取行动的意愿。
IF 5.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 Epub Date: 2023-02-09 DOI: 10.1186/s40594-023-00402-1
Yohan Hwang, Yeonjoo Ko, Sungok Serena Shim, Seung-Yong Ok, Hyunju Lee

Background: Despite increasing awareness of the importance of promoting the social responsibility of science, technology, engineering, and mathematics (STEM) professionals, few intervention programs have been developed to enhance the social responsibility of college students or adults in the STEM fields. In this paper, we introduced a new instructional program, called ENACT (engage, navigate, anticipate, conduct, and take action) and examined whether the program increased the social responsibility among safety engineering students (N = 46) recruited from a university located in a southern metropolitan area of South Korea.

Results: In the ENACT program, the college students selected and explored socioscientific issues (SSIs) of their own interest then autonomously engaged in scientific and engineering group projects spanning a semester where they developed solutions to the SSIs and shared them with their communities. At the conclusion of the intervention in this study, they displayed an increased social responsibility regarding the consideration of societal needs and demands, civic engagement and services, and participation in policy decision-making. Social responsibility scores measured after the intervention (post-test) correlated with students' willingness to voluntarily participate in projects involving SSIs. In addition, the intervention effects were more pronounced for the students who initially had medium and low social responsibility scores.

Conclusions: We have shown that social responsibility can be nurtured by systemic instructional approaches, and increased social responsibility can lead to greater commitment to resolving SSIs. Mastering engineering content knowledge and skills is the key element of engineering curricula. However, we are compelled to incorporate social responsibility into the STEM curriculum. We believe that the ENACT model contributes toward this end.

背景:尽管人们越来越意识到提高科学、技术、工程和数学(STEM)专业人员的社会责任感的重要性,但很少有干预项目是为了提高 STEM 领域的大学生或成年人的社会责任感而开发的。在本文中,我们引入了一个名为ENACT(参与、导航、预测、行为和行动)的新教学计划,并研究了该计划是否提高了从韩国南部都市区一所大学招募的安全工程专业学生(N = 46)的社会责任感:在 ENACT 项目中,大学生们选择并探索自己感兴趣的社会科学问题(SSIs),然后自主参与科学和工程小组项目,时间跨度为一个学期,在此过程中,他们制定了解决 SSIs 的方案,并与社区分享。在本研究的干预结束时,他们在考虑社会需要和需求、公民参与和服务以及参与政策决策方面表现出了更强的社会责任感。干预(后测试)后测得的社会责任感分数与学生自愿参与涉及社会安全倡议的项目的意愿相关。此外,干预效果对最初社会责任感得分中等和较低的学生更为明显:我们的研究表明,社会责任感可以通过系统的教学方法培养出来,而社会责任感的增强可以使学生更加致力于解决 SSI 问题。掌握工程学内容知识和技能是工程学课程的关键要素。然而,我们不得不将社会责任纳入 STEM 课程。我们相信 ENACT 模式有助于实现这一目标。
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引用次数: 0
Knowledge Organisers for learning: Examples, non-examples and concept maps in university mathematics 知识组织者学习:例子,非例子和概念图在大学数学
IF 6.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.3934/steme.2023008
I. Jeong, T. Evans
Finding effective ways to engage students in sense-making while learning is one of the central challenges discussed in mathematics education literature. One of the big issues is the prevalence of summative assessment tasks prompting students to demonstrate procedural knowledge only, which is a common problem at the tertiary level. In this study, in a large university classroom setting (N = 355), an instructional innovation was designed, developed, implemented and evaluated involving novel tasks–Knowledge Organisers. The tasks comprised prompts for students to generate examples/non-examples and construct a concept map of the key mathematical concepts in the course. The initiative's design was based on the current understanding of human cognitive architecture. A concept map is a visualisation of a group of related abstract concepts with their relationships identified by connections using directed arrows, which can be viewed as an externalisation of a schema stored in a learner's long-term memory. As such, we argue for a distinction between a local conceptual understanding (e.g., example space) versus a global conceptual understanding, manifesting through a high-quality concept map linking a group of related concepts. By utilising a mixed-methods approach and triangulation of the findings from qualitative and quantitative analyses, we were able to discern critical aspects pertaining to the feasibility of implementation and evaluate learners' perceptions. Students' performance on concept mapping is positively correlated with their perceptions of the novel tasks and the time spent completing them. Qualitative analysis showed that students' perceptions are demonstrably insightful about the key mechanisms that supposedly make the tasks beneficial to their learning. Based on the results of the data analyses and their theoretical interpretations, we propose pedagogical strategies for the effective use of Knowledge Organisers.
在数学教育文献中讨论的核心挑战之一是,找到有效的方法让学生在学习过程中参与意义建构。其中一个大问题是总结性评估任务的盛行,促使学生只展示程序性知识,这是高等教育的一个普遍问题。在本研究中,在一个大型大学课堂环境中(N = 355),设计、开发、实施和评估了一项涉及新任务的教学创新——知识组织者。任务包括提示学生生成示例/非示例,并构建课程中关键数学概念的概念图。该倡议的设计基于当前对人类认知架构的理解。概念图是一组相关的抽象概念的可视化,它们之间的关系通过有向箭头的连接来确定,这可以被视为存储在学习者长期记忆中的图式的外化。因此,我们主张区分局部概念理解(例如,示例空间)与全局概念理解,通过链接一组相关概念的高质量概念图来表现。通过使用混合方法和对定性和定量分析结果的三角测量,我们能够辨别与实施可行性有关的关键方面,并评估学习者的看法。学生在概念映射上的表现与他们对新任务的感知和完成任务所花费的时间呈正相关。定性分析表明,学生的看法明显深刻的关键机制,据称使任务有利于他们的学习。基于数据分析的结果及其理论解释,我们提出了有效使用知识组织者的教学策略。
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引用次数: 0
Enhancing technology leaders' instructional leadership through a project-based learning online course 通过基于项目的在线学习课程提高技术领导者的教学领导力
IF 6.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.3934/steme.2023007
M. Wu, Lan Li, Yuchun Zhou
This study detailed the course design principles and implementation of project-based learning (PBL) in a technology-themed graduate-level online course. Students were trained to develop knowledge and skills in instructional leadership, such as the capability to design, deliver, and evaluate educational technology professional development programs. Pre- and post- survey data were collected to examine any change in students' knowledge and skills in instructional leadership by completing this course (N = 18). Quantitative findings revealed positive learning outcomes, and there was statistical significance regarding student improvement in knowledge and skills of instructional leadership, rendering the PBL approach viable.
本研究在一门以科技为主题的研究生线上课程中,详细探讨专案式学习的课程设计原则与实施。学生们接受培训,以发展教学领导方面的知识和技能,例如设计、交付和评估教育技术专业发展计划的能力。本研究收集调查前及调查后的资料,以检验学生在完成本课程后,对教学领导的知识及技能有何改变。定量研究结果显示,学生在教学领导的知识和技能方面有显著的提高,表明PBL方法是可行的。
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引用次数: 0
Birth of the Taklamakan Desert: When and How? 塔克拉玛干沙漠的诞生:何时、如何?
1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.3934/steme.2023005
Hongbo Zheng, Bihui Zhang, Huan Xu, Xiaochun Wei, Ryuji Tada, Qing Yang, Wanshu Yang

The Taklimakan Desert is one of the largest deserts and sand seas in the world and plays a critical role in the global aerosol (eolian dust) system, impacting both climate and ecosystems on continents and over oceans. Geological evidence suggests that much of the western part of the Tarim Basin, which is now covered by the vast sandy desert, was once the eastern fringe of the Paratethys Sea. After the retreat of the sea, the area transformed into a fluvial system before becoming an mountain front alluvial fan system due to the uplift of the northern Tibetan Plateau. Deserts developed during this period, as sand dunes and eolian loess deposits were formed and buried to become part of the sedimentary sequence. Dating of these sequences suggests that the Taklimakan Desert, in a similar form to what we observe today, came into existence no later than 25 million years ago. Taklimakan Desert was formed as a response to a combination of widespread regional aridification due to the rain shadow effect and increased erosion in the surrounding mountain fronts, both of which are closely linked to the tectonic uplift of the Tibetan-Pamir Plateau and Tian Shan, which had reached a climatically sensitive threshold at this time.

& lt; abstract>塔克拉玛干沙漠是世界上最大的沙漠和沙海之一,在全球气溶胶(风沙)系统中起着关键作用,影响着大陆和海洋的气候和生态系统。地质证据表明,塔里木盆地西部的大部分地区,现在被广阔的沙漠覆盖,曾经是帕拉提提斯海的东部边缘。海退后,由于青藏高原北部的隆升,该地区先由河流体系转变为山前冲积扇体系。这一时期沙漠发育,沙丘和风成黄土沉积形成并埋藏,成为沉积层序的一部分。这些序列的年代测定表明,塔克拉玛干沙漠的形成时间不晚于2500万年前,其形式与我们今天所看到的类似。塔克拉玛干沙漠的形成是由于雨影效应引起的大面积区域干旱化和周围山锋侵蚀加剧共同作用的结果,这两者都与西藏-帕米尔高原和天山的构造隆升密切相关,这一时期的构造隆升已达到气候敏感阈值。& lt; / abstract>
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引用次数: 0
期刊
International Journal of Stem Education
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