Pub Date : 2021-01-02DOI: 10.1080/03057267.2020.1755803
K. Chan, Lihua Xu, Rebecca Cooper, A. Berry, J. V. van Driel
ABSTRACT In recent years, teacher noticing has emerged as a construct to capture the dynamic and situational aspects of teaching expertise that underlies teachers’ in-the-moment teaching decisions and actions. In mathematics education research, in particular, teacher noticing has been studied to understand how teachers attend to, and make sense of, students’ mathematical thinking and reasoning. This construct has recently found its way into the science education literature. This paper reviews how the construct of teacher noticing has been understood and empirically investigated in the science education literature. We reviewed 29 empirical studies that focused on science teachers’ noticing and analysed how teacher noticing was defined and conceptualised in terms of its constituent components in these studies as well as the range of approaches used to investigate teacher noticing. Our analysis highlights how the original understanding of, and underlying assumptions about, teacher noticing have shifted as the construct has been imported into the science education literature. This review raises issues related to the investigation of teacher noticing and discusses how the findings of these studies can advance our existing knowledge of science teaching expertise. Finally, we propose directions for future research in this emerging field of research.
{"title":"Teacher noticing in science education: do you see what I see?","authors":"K. Chan, Lihua Xu, Rebecca Cooper, A. Berry, J. V. van Driel","doi":"10.1080/03057267.2020.1755803","DOIUrl":"https://doi.org/10.1080/03057267.2020.1755803","url":null,"abstract":"ABSTRACT In recent years, teacher noticing has emerged as a construct to capture the dynamic and situational aspects of teaching expertise that underlies teachers’ in-the-moment teaching decisions and actions. In mathematics education research, in particular, teacher noticing has been studied to understand how teachers attend to, and make sense of, students’ mathematical thinking and reasoning. This construct has recently found its way into the science education literature. This paper reviews how the construct of teacher noticing has been understood and empirically investigated in the science education literature. We reviewed 29 empirical studies that focused on science teachers’ noticing and analysed how teacher noticing was defined and conceptualised in terms of its constituent components in these studies as well as the range of approaches used to investigate teacher noticing. Our analysis highlights how the original understanding of, and underlying assumptions about, teacher noticing have shifted as the construct has been imported into the science education literature. This review raises issues related to the investigation of teacher noticing and discusses how the findings of these studies can advance our existing knowledge of science teaching expertise. Finally, we propose directions for future research in this emerging field of research.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2020.1755803","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46926266","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 : 2020-10-05DOI: 10.1080/03057267.2020.1824472
Raoul Sommeillier, Kathleen M. Quinlan, F. Robert
ABSTRACT We propose a new instructional theory, the Domain of Validity (DoV) Framework, which offers a new way forward for designing teaching for conceptual change, while also resolving conflicts between existing theories related to common, difficult-to-change conceptions students have about particular scientific topics. We propose that knowledge consists of two connected elements: a model and a domain of validity (or DoV). Foregrounding the notion of DoV for given models allows us to reconceptualise and diagnose many problematic preconceptions as examples of an oversized DoV. Mapping the different elements of knowledge – both the model and its domain of validity – allows teachers to pinpoint precisely the cognitive conflict that students need to confront in a conceptual change approach to teaching. We highlight the instructional implications related to these scientific learning difficulties and conclude by proposing particular teaching strategies based on this new framework, emphasising the domains of validity of particular scientific models.
本文提出了一种新的教学理论——效度域框架(Domain of Validity Framework, DoV)，它为概念转变的教学设计提供了新的思路，同时也解决了现有理论之间的冲突，这些理论涉及学生对特定科学主题的常见的、难以改变的概念。我们提出知识由两个相连的元素组成:一个模型和一个有效域(DoV)。在给定模型中突出DoV的概念使我们能够重新定义和诊断许多有问题的先入为主的概念，例如超大DoV。绘制知识的不同元素——既包括模型，也包括它的有效性领域——允许教师精确地指出学生在概念改变的教学方法中需要面对的认知冲突。我们强调了与这些科学学习困难相关的教学含义，并在此基础上提出了特定的教学策略，强调了特定科学模型的有效性领域。
{"title":"Domain of validity framework: a new instructional theory for addressing students’ preconceptions in science and engineering","authors":"Raoul Sommeillier, Kathleen M. Quinlan, F. Robert","doi":"10.1080/03057267.2020.1824472","DOIUrl":"https://doi.org/10.1080/03057267.2020.1824472","url":null,"abstract":"ABSTRACT We propose a new instructional theory, the Domain of Validity (DoV) Framework, which offers a new way forward for designing teaching for conceptual change, while also resolving conflicts between existing theories related to common, difficult-to-change conceptions students have about particular scientific topics. We propose that knowledge consists of two connected elements: a model and a domain of validity (or DoV). Foregrounding the notion of DoV for given models allows us to reconceptualise and diagnose many problematic preconceptions as examples of an oversized DoV. Mapping the different elements of knowledge – both the model and its domain of validity – allows teachers to pinpoint precisely the cognitive conflict that students need to confront in a conceptual change approach to teaching. We highlight the instructional implications related to these scientific learning difficulties and conclude by proposing particular teaching strategies based on this new framework, emphasising the domains of validity of particular scientific models.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2020-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2020.1824472","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42818758","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 : 2020-09-27DOI: 10.1080/03057267.2020.1824473
Svein Sjøberg, E. Jenkins
ABSTRACT PISA (Programme for International Student Assessment) is one of two large scale international comparative projects of student assessment that now exert considerable influence upon school science education policy, the other being TIMSS (Trends in International Mathematics and Science Study). This paper focuses on PISA, now the most influential study. This article outlines the origins of PISA, identifies some of the challenges in its construction and the claims made for it. It argues that while the statistical and methodological aspects of PISA have received much research attention, other elements of PISA have been largely ignored. In particular, there are several outcomes of PISA testing that point towards a significant research agenda. In addition, the political, ideological and economic assumptions underpinning the PISA project have implications for school science curriculum policy that deserve closer scrutiny and debate.
{"title":"PISA: a political project and a research agenda","authors":"Svein Sjøberg, E. Jenkins","doi":"10.1080/03057267.2020.1824473","DOIUrl":"https://doi.org/10.1080/03057267.2020.1824473","url":null,"abstract":"ABSTRACT PISA (Programme for International Student Assessment) is one of two large scale international comparative projects of student assessment that now exert considerable influence upon school science education policy, the other being TIMSS (Trends in International Mathematics and Science Study). This paper focuses on PISA, now the most influential study. This article outlines the origins of PISA, identifies some of the challenges in its construction and the claims made for it. It argues that while the statistical and methodological aspects of PISA have received much research attention, other elements of PISA have been largely ignored. In particular, there are several outcomes of PISA testing that point towards a significant research agenda. In addition, the political, ideological and economic assumptions underpinning the PISA project have implications for school science curriculum policy that deserve closer scrutiny and debate.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2020-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2020.1824473","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42991338","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 : 2020-07-28DOI: 10.1080/03057267.2020.1799621
E. Rushton, M. Reiss
ABSTRACT Studies which consider science teacher identity continue to be a focus for education researchers, particularly given the persistent challenges to retain specialist science teachers. The proliferation of research in this area, without a unifying theoretical framework, has meant the literature is diverse, methodologies are varied, and coverage is patchy. This review article considers to what extent and in which ways the social identity approach (SIA) might provide a useful lens through which to consider middle and/or high school science teacher identity. In doing so, we synthesise the findings from 79 empirical and theoretical publications on science teacher identity in middle and/or high school settings, published since 2000. This review highlights the important role that shared identity and group membership play in developing and sustaining positive identities. We argue that the SIA provides education researchers with a greater understanding of how and why some middle and/or high school science teachers are able to form positive professional identities, whilst others are not. This understanding of both the importance of group membership in the social construction of identities and the processes through which memberships form could helpfully inform teacher education and professional development programmes.
{"title":"Middle and high school science teacher identity considered through the lens of the social identity approach: a systematic review of the literature","authors":"E. Rushton, M. Reiss","doi":"10.1080/03057267.2020.1799621","DOIUrl":"https://doi.org/10.1080/03057267.2020.1799621","url":null,"abstract":"ABSTRACT Studies which consider science teacher identity continue to be a focus for education researchers, particularly given the persistent challenges to retain specialist science teachers. The proliferation of research in this area, without a unifying theoretical framework, has meant the literature is diverse, methodologies are varied, and coverage is patchy. This review article considers to what extent and in which ways the social identity approach (SIA) might provide a useful lens through which to consider middle and/or high school science teacher identity. In doing so, we synthesise the findings from 79 empirical and theoretical publications on science teacher identity in middle and/or high school settings, published since 2000. This review highlights the important role that shared identity and group membership play in developing and sustaining positive identities. We argue that the SIA provides education researchers with a greater understanding of how and why some middle and/or high school science teachers are able to form positive professional identities, whilst others are not. This understanding of both the importance of group membership in the social construction of identities and the processes through which memberships form could helpfully inform teacher education and professional development programmes.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2020-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2020.1799621","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47182401","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 : 2020-07-20DOI: 10.1080/03057267.2020.1792678
Till Bruckermann, Daniela Fiedler, U. Harms
ABSTRACT Difficulties in understanding evolution are often rooted in early childhood, arising from naïve assumptions and cognitive biases. However, literature reviews mainly focus on school and university students’ understanding of evolution, with only limited comprehensive reviews on children in early childhood aged up to 7 years. This systematic review aims to capture precursory concepts in evolution and influencing cognitive biases as documented in the empirical literature. Searches of three databases identified 204 articles, of which 26 were used for further analyses after screening for eligibility. The analyses revealed that even young children are capable of understanding the basic mechanisms of core concepts in evolution, such as variation, inheritance, and natural selection. However, while children’s understanding of the inheritance concept has been investigated intensively, their understanding of variation lacks in-depth research despite its probable influence on natural selection. Existing evidence is contradictory concerning the usefulness of children’s cognitive biases for learning core concepts in evolution: These can serve as stepping stones for learning evolutionary principles, but their usefulness is questioned if children have already developed scientifically correct explanations. More research is clearly needed concerning the reciprocal effects of children’s precursory core concepts in evolution in order to develop effective learning interventions for children.
{"title":"Identifying precursory concepts in evolution during early childhood – a systematic literature review","authors":"Till Bruckermann, Daniela Fiedler, U. Harms","doi":"10.1080/03057267.2020.1792678","DOIUrl":"https://doi.org/10.1080/03057267.2020.1792678","url":null,"abstract":"ABSTRACT Difficulties in understanding evolution are often rooted in early childhood, arising from naïve assumptions and cognitive biases. However, literature reviews mainly focus on school and university students’ understanding of evolution, with only limited comprehensive reviews on children in early childhood aged up to 7 years. This systematic review aims to capture precursory concepts in evolution and influencing cognitive biases as documented in the empirical literature. Searches of three databases identified 204 articles, of which 26 were used for further analyses after screening for eligibility. The analyses revealed that even young children are capable of understanding the basic mechanisms of core concepts in evolution, such as variation, inheritance, and natural selection. However, while children’s understanding of the inheritance concept has been investigated intensively, their understanding of variation lacks in-depth research despite its probable influence on natural selection. Existing evidence is contradictory concerning the usefulness of children’s cognitive biases for learning core concepts in evolution: These can serve as stepping stones for learning evolutionary principles, but their usefulness is questioned if children have already developed scientifically correct explanations. More research is clearly needed concerning the reciprocal effects of children’s precursory core concepts in evolution in order to develop effective learning interventions for children.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2020-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2020.1792678","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41967974","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 : 2020-05-18DOI: 10.1080/03057267.2020.1766826
R. Tytler
{"title":"The role of visualisation in science: a response to “Science teachers’ use of visual representations”","authors":"R. Tytler","doi":"10.1080/03057267.2020.1766826","DOIUrl":"https://doi.org/10.1080/03057267.2020.1766826","url":null,"abstract":"","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2020-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2020.1766826","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42523717","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 : 2020-05-12DOI: 10.1080/03057267.2020.1755802
M. Takeuchi, P. Sengupta, Marie‐Claire Shanahan, Jennifer D. Adams, Maryam Hachem
ABSTRACT Science, Technology, Engineering and Mathematics (STEM) education garnered significant attention in recent years and has emerged as a key field of research globally. The goal of this article is to offer a critical review of how STEM education and its transdisciplinarity were defined and/or positioned in empirical studies published during the early formulation of the field. In particular, we sought to identify how these studies conceptualise learners and learning and portray the underlying assumptions in light of the macrosystemic discourses that often serve as ideological forces in shaping research and practice of STEM education. We examined 154 peer-reviewed articles published between January 2007 and March 2018 and analysed them along several emergent dimensions: their geospatial focus, focal disciplinary areas, methodological and theoretical assumptions, and major findings. Grounded in a critical transdisciplinary perspective, we used critical discourse analysis to identify how macrosystemic and institutionalised forces – overtly and implicitly – shape what counts as STEM education research, including its goals and conceptualisations of learners and learning. Our analysis highlights the need for aesthetic expansion and diversification of STEM education research by challenging the disciplinary hegemonies and calls for reorienting the focus away from human capital discourse.
{"title":"Transdisciplinarity in STEM education: a critical review","authors":"M. Takeuchi, P. Sengupta, Marie‐Claire Shanahan, Jennifer D. Adams, Maryam Hachem","doi":"10.1080/03057267.2020.1755802","DOIUrl":"https://doi.org/10.1080/03057267.2020.1755802","url":null,"abstract":"ABSTRACT Science, Technology, Engineering and Mathematics (STEM) education garnered significant attention in recent years and has emerged as a key field of research globally. The goal of this article is to offer a critical review of how STEM education and its transdisciplinarity were defined and/or positioned in empirical studies published during the early formulation of the field. In particular, we sought to identify how these studies conceptualise learners and learning and portray the underlying assumptions in light of the macrosystemic discourses that often serve as ideological forces in shaping research and practice of STEM education. We examined 154 peer-reviewed articles published between January 2007 and March 2018 and analysed them along several emergent dimensions: their geospatial focus, focal disciplinary areas, methodological and theoretical assumptions, and major findings. Grounded in a critical transdisciplinary perspective, we used critical discourse analysis to identify how macrosystemic and institutionalised forces – overtly and implicitly – shape what counts as STEM education research, including its goals and conceptualisations of learners and learning. Our analysis highlights the need for aesthetic expansion and diversification of STEM education research by challenging the disciplinary hegemonies and calls for reorienting the focus away from human capital discourse.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2020.1755802","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46765195","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 : 2020-05-12DOI: 10.1080/03057267.2020.1757244
M. M. Hull, Alexandra Jansky, M. Hopf
ABSTRACT In this literature review, we survey student naïve ideas (frequently referred to as ‘misconceptions’) that plausibly relate, at least in part, to difficulty in understanding probability. We collected diverse naïve ideas from a range of topics in physics: Non-linear Dynamics; Cosmology; Thermal Physics; Atomic, Nuclear, and Particle Physics; Elementary Particle Physics; Quantum Physics; and Measurements and Uncertainties. With rare exception, these naïve ideas are treated in the literature to be topic-specific. For example, the idea that ‘only one measurement is needed because successive measurements will always yield the same result’ is treated to be a misconception in Measurements and Uncertainties. In our review, however, we raise the possibility that these diverse naïve ideas have something in common: they are enabled, to varying degrees, by the stance that ‘random is incompatible with predictions and laws’ that researchers in mathematics education have documented. This is important, as it may inform instruction. Namely, it may be the case that it is more effective to treat this underlying cause of student difficulty, rather than the individual naïve ideas themselves.
{"title":"Probability-related naïve ideas across physics topics","authors":"M. M. Hull, Alexandra Jansky, M. Hopf","doi":"10.1080/03057267.2020.1757244","DOIUrl":"https://doi.org/10.1080/03057267.2020.1757244","url":null,"abstract":"ABSTRACT In this literature review, we survey student naïve ideas (frequently referred to as ‘misconceptions’) that plausibly relate, at least in part, to difficulty in understanding probability. We collected diverse naïve ideas from a range of topics in physics: Non-linear Dynamics; Cosmology; Thermal Physics; Atomic, Nuclear, and Particle Physics; Elementary Particle Physics; Quantum Physics; and Measurements and Uncertainties. With rare exception, these naïve ideas are treated in the literature to be topic-specific. For example, the idea that ‘only one measurement is needed because successive measurements will always yield the same result’ is treated to be a misconception in Measurements and Uncertainties. In our review, however, we raise the possibility that these diverse naïve ideas have something in common: they are enabled, to varying degrees, by the stance that ‘random is incompatible with predictions and laws’ that researchers in mathematics education have documented. This is important, as it may inform instruction. Namely, it may be the case that it is more effective to treat this underlying cause of student difficulty, rather than the individual naïve ideas themselves.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2020.1757244","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49364929","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 : 2020-04-17DOI: 10.1080/03057267.2020.1744796
Patrice Potvin, Lucian Nenciovici, Guillaume Malenfant-Robichaud, Françoise Thibault, Ousmane Sy, Mohamed Amine Mahhou, A. Bernard, Geneviève Allaire-Duquette, J. Sarrasin, Lorie-Marlène Brault Foisy, Nancy Brouillette, Audrey-Anne St-Aubin, Patrick Charland, Steve Masson, Martin Riopel, Chin-Chung Tsai, Michel Bélanger, Pierre Chastenay
ABSTRACT In this article, we propose an analysis of the state of, and trends in, the field of conceptual change research in science education through the lens of its models. Using a quantitative approach, we reviewed all conceptual change articles (n = 245) published in five major journals in the field of science education in search of the support that their authors give to conceptual change models (CC models). We looked for support in the form of explicit or implicit mentions, favourable and unfavourable position statements and empirical confirmations and refutations. The results present a thorough description of all types of support, as well as their evolution from the early days of the field to today. We also propose a hierarchical list of the 86 CC models that we have recorded, appearing in decreasing order by the support they received from the literature. General comments are formulated in order to provide an interpretation of the field and its evolution.
{"title":"Models of conceptual change in science learning: establishing an exhaustive inventory based on support given by articles published in major journals","authors":"Patrice Potvin, Lucian Nenciovici, Guillaume Malenfant-Robichaud, Françoise Thibault, Ousmane Sy, Mohamed Amine Mahhou, A. Bernard, Geneviève Allaire-Duquette, J. Sarrasin, Lorie-Marlène Brault Foisy, Nancy Brouillette, Audrey-Anne St-Aubin, Patrick Charland, Steve Masson, Martin Riopel, Chin-Chung Tsai, Michel Bélanger, Pierre Chastenay","doi":"10.1080/03057267.2020.1744796","DOIUrl":"https://doi.org/10.1080/03057267.2020.1744796","url":null,"abstract":"ABSTRACT In this article, we propose an analysis of the state of, and trends in, the field of conceptual change research in science education through the lens of its models. Using a quantitative approach, we reviewed all conceptual change articles (n = 245) published in five major journals in the field of science education in search of the support that their authors give to conceptual change models (CC models). We looked for support in the form of explicit or implicit mentions, favourable and unfavourable position statements and empirical confirmations and refutations. The results present a thorough description of all types of support, as well as their evolution from the early days of the field to today. We also propose a hierarchical list of the 86 CC models that we have recorded, appearing in decreasing order by the support they received from the literature. General comments are formulated in order to provide an interpretation of the field and its evolution.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2020-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2020.1744796","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41713275","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 : 2020-01-02DOI: 10.1080/03057267.2020.1736379
Wendy Simms
ABSTRACT A theoretical review of the literature was conducted to understand how environmental identity is currently being interpreted and applied so the construct can be extended to the classroom context appropriately. The review found three key foundational philosophies contributing to the interpretation of environmental identity in the field of education: Eriksonian identity theories, Meadian identity theories, and those grounded in the conservation movement that revolve around understanding and promoting environmentally responsible behaviours. As expected, these foundational theories were inconsistent in the emphasis given to the social versus physical context within which environmental identities develop. Social network analysis was used to analyse the network of literature reviewed. This revealed that Susan Clayton’s interpretation of environmental identity had greatly influenced the educational research reviewed. However, her definition of environmental identity and the environmental identity scale she developed greatly emphasise the physical context. This commonly referenced interpretation recognises nature as the social ‘other’ and leaves little room to recognise the human social ‘other’ in environmental identity development. The author calls for the consideration of both social and physical contexts in environmental identity research, as well as transparency in the interpretation of the construct for research purposes.
{"title":"Bringing environmental identity research into the classroom context: examining the theoretical foundations influencing its current use in the literature","authors":"Wendy Simms","doi":"10.1080/03057267.2020.1736379","DOIUrl":"https://doi.org/10.1080/03057267.2020.1736379","url":null,"abstract":"ABSTRACT A theoretical review of the literature was conducted to understand how environmental identity is currently being interpreted and applied so the construct can be extended to the classroom context appropriately. The review found three key foundational philosophies contributing to the interpretation of environmental identity in the field of education: Eriksonian identity theories, Meadian identity theories, and those grounded in the conservation movement that revolve around understanding and promoting environmentally responsible behaviours. As expected, these foundational theories were inconsistent in the emphasis given to the social versus physical context within which environmental identities develop. Social network analysis was used to analyse the network of literature reviewed. This revealed that Susan Clayton’s interpretation of environmental identity had greatly influenced the educational research reviewed. However, her definition of environmental identity and the environmental identity scale she developed greatly emphasise the physical context. This commonly referenced interpretation recognises nature as the social ‘other’ and leaves little room to recognise the human social ‘other’ in environmental identity development. The author calls for the consideration of both social and physical contexts in environmental identity research, as well as transparency in the interpretation of the construct for research purposes.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2020.1736379","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47534442","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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