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}
Pub Date : 2022-08-11DOI: 10.1080/03057267.2022.2108644
Markus Sebastian Feser, Inka Haak
ABSTRACT Since 2010, a remarkable number of literature reviews on teacher identity has been published. These literature reviews address a wide range of different foci, e.g., school teachers’ identity, higher education teachers’ identity, or the identity of teachers teaching a specific subject such as science. So far, these literature reviews have not been systematically compared for similarities and differences to gain a deeper understanding of what key features characterise teachers’ identities in general and what key features are specific for the identity of teachers teaching science or science-related subjects. To address this research gap, we conducted a meta-review of 24 literature reviews on teacher identity, which we identified in ERIC and the Web of Science databases. From the 24 reviews we extracted 30 key features of teacher identity. In addition, several of these key features are notably prevalent in literature reviews addressing the identity of teachers teaching science or science-related subjects, while others are less prevalent. Above all, these results strongly indicate that the identity of science teachers significantly differs from the identity of teachers of other subjects or of generalist teachers. Implications of this finding for future research in science education are outlined at the end of this paper.
自2010年以来，关于教师身份认同的文献综述层出不穷。这些文献综述涉及广泛的不同焦点，例如，学校教师的身份，高等教育教师的身份，或教授特定学科(如科学)的教师的身份。到目前为止，这些文献综述还没有系统地比较它们的异同，以更深入地了解教师身份的主要特征是什么，以及教授科学或科学相关学科的教师身份的主要特征是什么。为了解决这一研究缺口，我们对ERIC和Web of Science数据库中关于教师身份认同的24篇文献综述进行了元综述。从24篇评论中，我们提取了教师身份认同的30个关键特征。此外，这些关键特征中有几个在文献综述中非常普遍，这些文献综述涉及教授科学或科学相关学科的教师的身份，而其他的则不那么普遍。最重要的是，这些结果强烈表明，科学教师的认同与其他学科教师或通才教师的认同有显著差异。本文最后概述了这一发现对未来科学教育研究的意义。
{"title":"Key features of teacher identity: a systematic meta-review study with special focus on teachers of science or science-related subjects","authors":"Markus Sebastian Feser, Inka Haak","doi":"10.1080/03057267.2022.2108644","DOIUrl":"https://doi.org/10.1080/03057267.2022.2108644","url":null,"abstract":"ABSTRACT Since 2010, a remarkable number of literature reviews on teacher identity has been published. These literature reviews address a wide range of different foci, e.g., school teachers’ identity, higher education teachers’ identity, or the identity of teachers teaching a specific subject such as science. So far, these literature reviews have not been systematically compared for similarities and differences to gain a deeper understanding of what key features characterise teachers’ identities in general and what key features are specific for the identity of teachers teaching science or science-related subjects. To address this research gap, we conducted a meta-review of 24 literature reviews on teacher identity, which we identified in ERIC and the Web of Science databases. From the 24 reviews we extracted 30 key features of teacher identity. In addition, several of these key features are notably prevalent in literature reviews addressing the identity of teachers teaching science or science-related subjects, while others are less prevalent. Above all, these results strongly indicate that the identity of science teachers significantly differs from the identity of teachers of other subjects or of generalist teachers. Implications of this finding for future research in science education are outlined at the end of this paper.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"59 1","pages":"287 - 320"},"PeriodicalIF":4.9,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45445969","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 : 2022-07-02DOI: 10.1080/03057267.2022.2082680
Henry Matovu, D. Ungu, Mihye Won, Chin-Chung Tsai, D. Treagust, M. Mocerino, R. Tasker
ABSTRACT The advanced visualisation and interactive capabilities make immersive virtual reality (IVR) attractive for educators to investigate its educational benefits. This research reviewed 64 studies published in 2016–2020 to understand how science educators designed, implemented, and evaluated IVR-based learning. The immersive design features (sensory, actional, narrative, and social) originally suggested by Dede provided the framework for the analysis of IVR designs. Educators commonly adopted IVR to better aid visualisation of abstract concepts and enhance learning experience. IVR applications tended to have sensory and actional features, leaving out narrative and social features. Learning theories did not appear to play a strong role in the design, implementation, and evaluation of IVR-based learning. Participants generally reported their IVR experiences as positive on engagement and motivation but the learning outcomes were mixed. No particular immersive design features were identified to result in better learning outcomes. Careful consideration of the immersive design features in alignment with the rationales for adopting IVR and evaluation methods may contribute to more productive investigations of the educational benefits of IVR to improve science teaching and learning.
{"title":"Immersive virtual reality for science learning: Design, implementation, and evaluation","authors":"Henry Matovu, D. Ungu, Mihye Won, Chin-Chung Tsai, D. Treagust, M. Mocerino, R. Tasker","doi":"10.1080/03057267.2022.2082680","DOIUrl":"https://doi.org/10.1080/03057267.2022.2082680","url":null,"abstract":"ABSTRACT The advanced visualisation and interactive capabilities make immersive virtual reality (IVR) attractive for educators to investigate its educational benefits. This research reviewed 64 studies published in 2016–2020 to understand how science educators designed, implemented, and evaluated IVR-based learning. The immersive design features (sensory, actional, narrative, and social) originally suggested by Dede provided the framework for the analysis of IVR designs. Educators commonly adopted IVR to better aid visualisation of abstract concepts and enhance learning experience. IVR applications tended to have sensory and actional features, leaving out narrative and social features. Learning theories did not appear to play a strong role in the design, implementation, and evaluation of IVR-based learning. Participants generally reported their IVR experiences as positive on engagement and motivation but the learning outcomes were mixed. No particular immersive design features were identified to result in better learning outcomes. Careful consideration of the immersive design features in alignment with the rationales for adopting IVR and evaluation methods may contribute to more productive investigations of the educational benefits of IVR to improve science teaching and learning.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"59 1","pages":"205 - 244"},"PeriodicalIF":4.9,"publicationDate":"2022-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47071856","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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