Pub Date : 2024-09-05DOI: 10.1080/03057267.2024.2395206
Sarah Wildbichler, Claudia Haagen-Schützenhöfer, Thomas Schubatzky
Climate change understanding is an important factor in responding to the climate crisis. Although students’ ideas about the scientific underpinnings of climate change constitute an important field ...
{"title":"Students’ ideas about the scientific underpinnings of climate change: a systematic review of the literature","authors":"Sarah Wildbichler, Claudia Haagen-Schützenhöfer, Thomas Schubatzky","doi":"10.1080/03057267.2024.2395206","DOIUrl":"https://doi.org/10.1080/03057267.2024.2395206","url":null,"abstract":"Climate change understanding is an important factor in responding to the climate crisis. Although students’ ideas about the scientific underpinnings of climate change constitute an important field ...","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"19 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142185171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research has shown how several groups of people such as women and certain racial groups have been consistently underrepresented and discriminated in STEM. However, little is known about the LGBTQIA...
{"title":"Queer individuals’ experiences in STEM learning and working environments","authors":"Nelly K.M. Marosi, Lucy Avraamidou, Mónica López López","doi":"10.1080/03057267.2024.2313903","DOIUrl":"https://doi.org/10.1080/03057267.2024.2313903","url":null,"abstract":"Research has shown how several groups of people such as women and certain racial groups have been consistently underrepresented and discriminated in STEM. However, little is known about the LGBTQIA...","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"79 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140043954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1080/03057267.2023.2207147
John Willison, Claire Draper, Laura Fornarino, Menghua Li, Tala Sabri, Yan Shi, Xinshuo Zhao
{"title":"Metacognitively ALERT in science: literature synthesis of a hierarchical framework for metacognition and preliminary evidence of its viability","authors":"John Willison, Claire Draper, Laura Fornarino, Menghua Li, Tala Sabri, Yan Shi, Xinshuo Zhao","doi":"10.1080/03057267.2023.2207147","DOIUrl":"https://doi.org/10.1080/03057267.2023.2207147","url":null,"abstract":"","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48072522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.1080/03057267.2023.2207148
Tonje Tomine Seland Strat, E. K. Henriksen, K. Jegstad
{"title":"Inquiry-based science education in science teacher education: a systematic review","authors":"Tonje Tomine Seland Strat, E. K. Henriksen, K. Jegstad","doi":"10.1080/03057267.2023.2207148","DOIUrl":"https://doi.org/10.1080/03057267.2023.2207148","url":null,"abstract":"","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"1 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42196176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-10DOI: 10.1080/03057267.2023.2188703
Christa Haverly, E. Davis
{"title":"Unpacking readiness for elementary science teaching: what preservice teachers bring and how that can be shaped through teacher education","authors":"Christa Haverly, E. Davis","doi":"10.1080/03057267.2023.2188703","DOIUrl":"https://doi.org/10.1080/03057267.2023.2188703","url":null,"abstract":"","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45449220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-10DOI: 10.1080/03057267.2023.2188704
Jack K. H. Pun, Xuehua Fu, Kason Ka Ching Cheung
{"title":"Language challenges and coping strategies in English Medium Instruction (EMI) science classrooms: a critical review of literature","authors":"Jack K. H. Pun, Xuehua Fu, Kason Ka Ching Cheung","doi":"10.1080/03057267.2023.2188704","DOIUrl":"https://doi.org/10.1080/03057267.2023.2188704","url":null,"abstract":"","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42305621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-22DOI: 10.1080/03057267.2022.2154997
James Deehan, A. MacDonald, Christopher Morris
{"title":"A scoping review of interventions in primary science education","authors":"James Deehan, A. MacDonald, Christopher Morris","doi":"10.1080/03057267.2022.2154997","DOIUrl":"https://doi.org/10.1080/03057267.2022.2154997","url":null,"abstract":"","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49508574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-13DOI: 10.1080/03057267.2022.2138151
J. Kranz, Armin Baur, A. Möller
ABSTRACT In today’s world shaped by technology and the natural sciences, knowledge and skills related to experimentation are crucial, especially given growing public debates about science-related topics. Despite a strong emphasis on experimentation in science curricula worldwide, learners still encounter diverse challenges when experimenting. This paper provides a systematic review of empirical research on learners’ challenges during the following inquiry phases: stating research questions, generating hypotheses, planning and conducting an experiment, analysing data and drawing conclusions. A database search and an analysis of two prior narrative literature reviews identified 368 studies, of which 66 were used for further analyses after screening for eligibility using specific inclusion criteria. The analyses revealed 43 challenges at the conceptual, procedural and epistemic level that not only elementary but even university students face during experimentation. Additionally, cognitive biases and preconceptions are identified as a source of such challenges. Overall, the findings demonstrate a lack of in-depth research on stating research questions despite its importance for experimentation, whilst learners’ abilities in the other inquiry phases have been intensively investigated. The results offer valuable information for science education research and provide a basis for tailored scaffolding in the science classroom or the design of effective instructional interventions.
{"title":"Learners’ challenges in understanding and performing experiments: a systematic review of the literature","authors":"J. Kranz, Armin Baur, A. Möller","doi":"10.1080/03057267.2022.2138151","DOIUrl":"https://doi.org/10.1080/03057267.2022.2138151","url":null,"abstract":"ABSTRACT In today’s world shaped by technology and the natural sciences, knowledge and skills related to experimentation are crucial, especially given growing public debates about science-related topics. Despite a strong emphasis on experimentation in science curricula worldwide, learners still encounter diverse challenges when experimenting. This paper provides a systematic review of empirical research on learners’ challenges during the following inquiry phases: stating research questions, generating hypotheses, planning and conducting an experiment, analysing data and drawing conclusions. A database search and an analysis of two prior narrative literature reviews identified 368 studies, of which 66 were used for further analyses after screening for eligibility using specific inclusion criteria. The analyses revealed 43 challenges at the conceptual, procedural and epistemic level that not only elementary but even university students face during experimentation. Additionally, cognitive biases and preconceptions are identified as a source of such challenges. Overall, the findings demonstrate a lack of in-depth research on stating research questions despite its importance for experimentation, whilst learners’ abilities in the other inquiry phases have been intensively investigated. The results offer valuable information for science education research and provide a basis for tailored scaffolding in the science classroom or the design of effective instructional interventions.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"59 1","pages":"321 - 367"},"PeriodicalIF":4.9,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43946554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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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