Pub Date : 2015-01-02DOI: 10.1080/03057267.2013.871915
K. D. Tan
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Pub Date : 2015-01-02DOI: 10.1080/03057267.2014.1001629
J. Ryder
The science curriculum is a focus of repeated reform in many countries. However, the enactment of such reforms within schools rarely reflects the intended outcomes of curriculum designers. This review considers what we know about the experiences and reflections of teachers in the enactment of externally driven school science curriculum reform. ‘Externally driven’ signals a focus on studies of teachers who did not make a proactive choice to adopt a particular curriculum reform initiative. This is a very common experience for teachers in many school systems, and one likely to highlight issues of professionalism and authority that are central to the work of teachers. The review analyses 34 relevant studies. These include studies of teachers’ experiences of national curriculum reform, and also studies focusing on more regional or local curriculum reform activities. The studies examine individual teachers’ beliefs, practices and reflections associated with curriculum reform, the response of teacher communities to reform (e.g. within school departments), and teachers’ (and other stakeholders’) experiences across school systems. A wide range of factors influencing teachers’ responses are identified. These are characterised in terms of personal, internal and external contexts of teachers’ work. The review also highlights issues of authority, professionalism and the process of meaning-making in response to external curriculum reform. The discussion section identifies important areas for future research and gives recommendations for the design of curriculum policies that recognise and support the professionalism of science teachers.
{"title":"Being professional: accountability and authority in teachers’ responses to science curriculum reform","authors":"J. Ryder","doi":"10.1080/03057267.2014.1001629","DOIUrl":"https://doi.org/10.1080/03057267.2014.1001629","url":null,"abstract":"The science curriculum is a focus of repeated reform in many countries. However, the enactment of such reforms within schools rarely reflects the intended outcomes of curriculum designers. This review considers what we know about the experiences and reflections of teachers in the enactment of externally driven school science curriculum reform. ‘Externally driven’ signals a focus on studies of teachers who did not make a proactive choice to adopt a particular curriculum reform initiative. This is a very common experience for teachers in many school systems, and one likely to highlight issues of professionalism and authority that are central to the work of teachers. The review analyses 34 relevant studies. These include studies of teachers’ experiences of national curriculum reform, and also studies focusing on more regional or local curriculum reform activities. The studies examine individual teachers’ beliefs, practices and reflections associated with curriculum reform, the response of teacher communities to reform (e.g. within school departments), and teachers’ (and other stakeholders’) experiences across school systems. A wide range of factors influencing teachers’ responses are identified. These are characterised in terms of personal, internal and external contexts of teachers’ work. The review also highlights issues of authority, professionalism and the process of meaning-making in response to external curriculum reform. The discussion section identifies important areas for future research and gives recommendations for the design of curriculum policies that recognise and support the professionalism of science teachers.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2015-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2014.1001629","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315270","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 : 2014-07-03DOI: 10.1080/03057267.2013.831972
Richard C. Jennings
This book consists of 17 chapters grouped into five parts with a sixth part offering ‘Further Exploration’ of the topics addressed in the 17 chapters. The chapters are all scholarly and well referenced, and the further explorations in section six offer, for each chapter, additional reading, topics for discussion, and suggested projects that would lead to deeper understanding of the chapter. The chapters are generally informative about science communication (SciCom), some more than others, and the discussion topics and suggested projects in the sixth part provide material for using the book as a text in a course on SciCom.
{"title":"Theory and practice in science communication","authors":"Richard C. Jennings","doi":"10.1080/03057267.2013.831972","DOIUrl":"https://doi.org/10.1080/03057267.2013.831972","url":null,"abstract":"This book consists of 17 chapters grouped into five parts with a sixth part offering ‘Further Exploration’ of the topics addressed in the 17 chapters. The chapters are all scholarly and well referenced, and the further explorations in section six offer, for each chapter, additional reading, topics for discussion, and suggested projects that would lead to deeper understanding of the chapter. The chapters are generally informative about science communication (SciCom), some more than others, and the discussion topics and suggested projects in the sixth part provide material for using the book as a text in a course on SciCom.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2014-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2013.831972","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315049","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 : 2014-07-03DOI: 10.1080/03057267.2014.937171
Lucy Avraamidou
Over the past 10 years an increasing number of articles have been published in leading science education journals that report on research about teacher identity and describe interventions that support teacher identity development. My purpose in this review paper is to examine how the construct of science teacher identity has been conceptualised and studied in science education. In doing so, I synthesise the findings of 29 empirical studies on teacher identity within the field of science education in an attempt to respond to the following questions: (a) In what ways have researchers used the construct of teacher identity to examine science teacher learning and development? (b) What approaches to supporting science teacher identity development have been documented in the literature? Following that, I identify gaps and limitations in the existing literature and I offer recommendations for future research in the area of science teacher identity and identity development: (a) studying teacher identity as a process; (b) connecting science teacher identity research and reform recommendations; (c) conducting large-scale, longitudinal and life-history studies; and (d) examining teacher identity enactment in school classrooms.
{"title":"Studying science teacher identity: current insights and future research directions","authors":"Lucy Avraamidou","doi":"10.1080/03057267.2014.937171","DOIUrl":"https://doi.org/10.1080/03057267.2014.937171","url":null,"abstract":"Over the past 10 years an increasing number of articles have been published in leading science education journals that report on research about teacher identity and describe interventions that support teacher identity development. My purpose in this review paper is to examine how the construct of science teacher identity has been conceptualised and studied in science education. In doing so, I synthesise the findings of 29 empirical studies on teacher identity within the field of science education in an attempt to respond to the following questions: (a) In what ways have researchers used the construct of teacher identity to examine science teacher learning and development? (b) What approaches to supporting science teacher identity development have been documented in the literature? Following that, I identify gaps and limitations in the existing literature and I offer recommendations for future research in the area of science teacher identity and identity development: (a) studying teacher identity as a process; (b) connecting science teacher identity research and reform recommendations; (c) conducting large-scale, longitudinal and life-history studies; and (d) examining teacher identity enactment in school classrooms.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2014-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2014.937171","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315355","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 : 2014-07-03DOI: 10.1080/03057267.2014.957558
Emily Dawson
Informal science education (ISE) is a popular pursuit, with millions of people visiting science museums, science centres, zoos, botanic gardens, aquaria, science festivals and more around the world. Questions remain, however, about how accessible and inclusive ISE practices are. This article reviews research on participation in ISE through the lens of social inclusion and equity and suggests that, as a field of practice, ISE is exclusive, with relatively little empirical or theoretical research on equity compared to ‘formal’ science education. This article contributes to science education scholarship by exploring equity in ISE, bringing together international research on ISE equity issues to examine what an access and equity framework for ISE might entail. It draws on theoretical perspectives from research on social justice, social reproduction and pedagogy to adapt a three-part access framework, focusing in turn on infrastructure access, literacy and community acceptance, to develop an access and equity framework for ISE.
{"title":"Equity in informal science education: developing an access and equity framework for science museums and science centres","authors":"Emily Dawson","doi":"10.1080/03057267.2014.957558","DOIUrl":"https://doi.org/10.1080/03057267.2014.957558","url":null,"abstract":"Informal science education (ISE) is a popular pursuit, with millions of people visiting science museums, science centres, zoos, botanic gardens, aquaria, science festivals and more around the world. Questions remain, however, about how accessible and inclusive ISE practices are. This article reviews research on participation in ISE through the lens of social inclusion and equity and suggests that, as a field of practice, ISE is exclusive, with relatively little empirical or theoretical research on equity compared to ‘formal’ science education. This article contributes to science education scholarship by exploring equity in ISE, bringing together international research on ISE equity issues to examine what an access and equity framework for ISE might entail. It draws on theoretical perspectives from research on social justice, social reproduction and pedagogy to adapt a three-part access framework, focusing in turn on infrastructure access, literacy and community acceptance, to develop an access and equity framework for ISE.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2014-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2014.957558","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315445","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 : 2014-07-03DOI: 10.1080/03057267.2014.945829
Jan Christoph Hadenfeldt, Xiufeng Liu, K. Neumann
This manuscript presents a systematic review of the research on how students conceptualise matter. Understanding the structure and properties of matter is an essential part of science literacy. Over the last decades the number of studies on students’ conceptions of matter published in peer-reviewed journals has increased significantly. These studies investigated how students conceptualise matter, to what extent students are able to explain everyday phenomena or how students develop an understanding of matter over time. In order to understand how students progress in their understanding of matter, what they understand easily and where they have difficulties, there is a need to identify common patterns across the available studies. The first substantial review of research on students’ conception was provided in the 1990s with the aim to organise students’ understanding of matter into four categories: students’ conceptions about (1) chemical reactions, (2) physical states and their changes, (3) atoms, molecules and particle systems and (4) conservation. The aim of this review and analysis is to identify how subsequent research on students’ conceptions of matter adds to this framework. The last comprehensive review of research on students’ understanding of matter was carried out in the early 2000s. Thus, we analysed studies on students’ conceptions of matter published within the last decade in five peer-reviewed journals of science education. Our findings suggest that research has moved from categorising students’ conceptions to analysing students’ progression in understanding matter. Based on our findings, we also identified typical pathways by which students may develop over time related to the four categories identified in previous reviews. As a conclusion, we present a model describing students’ progression in understanding matter which may contribute to the development of a K-12 learning progression of matter.
{"title":"Framing students’ progression in understanding matter: a review of previous research","authors":"Jan Christoph Hadenfeldt, Xiufeng Liu, K. Neumann","doi":"10.1080/03057267.2014.945829","DOIUrl":"https://doi.org/10.1080/03057267.2014.945829","url":null,"abstract":"This manuscript presents a systematic review of the research on how students conceptualise matter. Understanding the structure and properties of matter is an essential part of science literacy. Over the last decades the number of studies on students’ conceptions of matter published in peer-reviewed journals has increased significantly. These studies investigated how students conceptualise matter, to what extent students are able to explain everyday phenomena or how students develop an understanding of matter over time. In order to understand how students progress in their understanding of matter, what they understand easily and where they have difficulties, there is a need to identify common patterns across the available studies. The first substantial review of research on students’ conception was provided in the 1990s with the aim to organise students’ understanding of matter into four categories: students’ conceptions about (1) chemical reactions, (2) physical states and their changes, (3) atoms, molecules and particle systems and (4) conservation. The aim of this review and analysis is to identify how subsequent research on students’ conceptions of matter adds to this framework. The last comprehensive review of research on students’ understanding of matter was carried out in the early 2000s. Thus, we analysed studies on students’ conceptions of matter published within the last decade in five peer-reviewed journals of science education. Our findings suggest that research has moved from categorising students’ conceptions to analysing students’ progression in understanding matter. Based on our findings, we also identified typical pathways by which students may develop over time related to the four categories identified in previous reviews. As a conclusion, we present a model describing students’ progression in understanding matter which may contribute to the development of a K-12 learning progression of matter.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2014-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2014.945829","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315392","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 : 2014-01-02DOI: 10.1080/03057267.2013.831971
J. Dillon
{"title":"Doing justice to the informal science education community","authors":"J. Dillon","doi":"10.1080/03057267.2013.831971","DOIUrl":"https://doi.org/10.1080/03057267.2013.831971","url":null,"abstract":"","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2014-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2013.831971","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315034","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 : 2014-01-02DOI: 10.1080/03057267.2013.871914
J. M. Clement
{"title":"When the professor spent his sabbatical year teaching high school science","authors":"J. M. Clement","doi":"10.1080/03057267.2013.871914","DOIUrl":"https://doi.org/10.1080/03057267.2013.871914","url":null,"abstract":"","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2014-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2013.871914","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59314684","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 : 2014-01-02DOI: 10.1080/03057267.2013.877694
Rens Gresnigt, R. Taconis, H. van Keulen, K. Gravemeijer, L. Baartman
Integrated curricula seem promising for the increase of attention on science and technology in primary education. A clear picture of the advantages and disadvantages of integration efforts could help curriculum innovation. This review has focused on integrated curricula in primary education from 1994 to 2011. The integrated curricula were categorised according to a taxonomy of integration types synthesised from the literature. The characteristics that we deemed important were related to learning outcomes and success/fail factors. A focus group was formed to facilitate the process of analysis and to test tentative conclusions. We concluded that the levels in our taxonomy were linked to (a) student knowledge and skills, the enthusiasm generated among students and teachers, and the teacher commitment that was generated; and (b) the teacher commitment needed, the duration of the innovation effort, the volume and comprehensiveness of required teacher professional development, the necessary teacher support and the effort needed to overcome tensions with standard curricula. Almost all projects were effective in increasing the time spent on science at school. Our model resolves Czerniac’s definition problem of integrating curricula in a productive manner, and it forms a practical basis for decision-making by making clear what is needed and what output can be expected when plans are being formulated to implement integrated education.
{"title":"Promoting science and technology in primary education: a review of integrated curricula","authors":"Rens Gresnigt, R. Taconis, H. van Keulen, K. Gravemeijer, L. Baartman","doi":"10.1080/03057267.2013.877694","DOIUrl":"https://doi.org/10.1080/03057267.2013.877694","url":null,"abstract":"Integrated curricula seem promising for the increase of attention on science and technology in primary education. A clear picture of the advantages and disadvantages of integration efforts could help curriculum innovation. This review has focused on integrated curricula in primary education from 1994 to 2011. The integrated curricula were categorised according to a taxonomy of integration types synthesised from the literature. The characteristics that we deemed important were related to learning outcomes and success/fail factors. A focus group was formed to facilitate the process of analysis and to test tentative conclusions. We concluded that the levels in our taxonomy were linked to (a) student knowledge and skills, the enthusiasm generated among students and teachers, and the teacher commitment that was generated; and (b) the teacher commitment needed, the duration of the innovation effort, the volume and comprehensiveness of required teacher professional development, the necessary teacher support and the effort needed to overcome tensions with standard curricula. Almost all projects were effective in increasing the time spent on science at school. Our model resolves Czerniac’s definition problem of integrating curricula in a productive manner, and it forms a practical basis for decision-making by making clear what is needed and what output can be expected when plans are being formulated to implement integrated education.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2014-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2013.877694","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59314742","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 : 2014-01-02DOI: 10.1080/03057267.2013.869039
J. Plummer
The big idea of celestial motion, observational astronomy phenomena explained by the relative position and motion of objects in the solar system and beyond, is central to astronomy in primary and secondary education. In this paper, I argue that students’ progress in developing productive, scientific explanations for this class of astronomical phenomena can be defined by the increasing sophistication of spatial knowledge and reasoning in the domain. Drawing upon literature on children’s ideas about celestial motion, instruction that supports progress in that domain and literature on spatial thinking, I developed a learning progression (LP) framework that integrates cognition, instruction and assessment to understand student learning in this domain. This framework was applied to a study of children learning to explain the daily celestial motion of the Sun, Moon and stars, and the phases of the Moon. The application of the LP framework to analyse teaching sequences in astronomy extends this review by illustrating how progress within these phenomena is shaped by students’ ability to visualise the appearance of objects and their motions across moving frames of reference.
{"title":"Spatial thinking as the dimension of progress in an astronomy learning progression","authors":"J. Plummer","doi":"10.1080/03057267.2013.869039","DOIUrl":"https://doi.org/10.1080/03057267.2013.869039","url":null,"abstract":"The big idea of celestial motion, observational astronomy phenomena explained by the relative position and motion of objects in the solar system and beyond, is central to astronomy in primary and secondary education. In this paper, I argue that students’ progress in developing productive, scientific explanations for this class of astronomical phenomena can be defined by the increasing sophistication of spatial knowledge and reasoning in the domain. Drawing upon literature on children’s ideas about celestial motion, instruction that supports progress in that domain and literature on spatial thinking, I developed a learning progression (LP) framework that integrates cognition, instruction and assessment to understand student learning in this domain. This framework was applied to a study of children learning to explain the daily celestial motion of the Sun, Moon and stars, and the phases of the Moon. The application of the LP framework to analyse teaching sequences in astronomy extends this review by illustrating how progress within these phenomena is shaped by students’ ability to visualise the appearance of objects and their motions across moving frames of reference.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2014-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2013.869039","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59314669","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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