首页 > 最新文献

Studies in Science Education最新文献

英文 中文
Applying machine learning in science assessment: a systematic review 机器学习在科学评估中的应用:系统综述
IF 4.9 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-01-02 DOI: 10.1080/03057267.2020.1735757
X. Zhai, Y. Yin, J. Pellegrino, Kevin C. Haudek, Lehong Shi
ABSTRACT Machine learning (ML) is an emergent computerised technology that relies on algorithms built by ‘learning’ from training data rather than ‘instruction’, which holds great potential to revolutionise science assessment. This study systematically reviewed 49 articles regarding ML-based science assessment through a triangle framework with technical, validity, and pedagogical features on three vertices. We found that a majority of the studies focused on the validity vertex, as compared to the other two vertices. The existing studies primarily involve text recognition, classification, and scoring with an emphasis on constructing scientific explanations, with a vast range of human-machine agreement measures. To achieve the agreement measures, most of the studies employed a cross-validation method, rather than self- or split-validation. ML allows complex assessments to be used by teachers without the burden of human scoring, saving both time and cost. Most studies used supervised ML, which relies on extraction of attributes from student work that was first coded by humans to achieve automaticity, rather than semi- or unsupervised ML. We found that 24 studies were explicitly embedded in science learning activities, such as scientific inquiry and argumentation, to provide feedback or learning guidance. This study identifies existing research gaps and suggests that all three vertices of the ML triangle should be addressed in future assessment studies, with an emphasis on the pedagogy and technology features.
摘要机器学习(ML)是一种新兴的计算机化技术,它依赖于从训练数据中“学习”而不是“指令”构建的算法,这在彻底改变科学评估方面具有巨大潜力。本研究系统地回顾了49篇关于通过三角框架进行基于ML的科学评估的文章,该框架在三个顶点上具有技术、有效性和教学特征。我们发现,与其他两个顶点相比,大多数研究都集中在有效性顶点上。现有的研究主要涉及文本识别、分类和评分,重点是构建科学的解释,并采用广泛的人机一致性措施。为了实现一致性度量,大多数研究采用了交叉验证方法,而不是自我验证或分割验证。ML允许教师在没有人为评分负担的情况下使用复杂的评估,节省了时间和成本。大多数研究使用有监督的ML,它依赖于从学生作业中提取属性,这些属性首先由人类编码,以实现自动化,而不是半监督或无监督的ML。我们发现,有24项研究明确嵌入了科学学习活动中,如科学探究和论证,以提供反馈或学习指导。这项研究确定了现有的研究差距,并建议在未来的评估研究中解决ML三角的所有三个顶点,重点是教育学和技术特征。
{"title":"Applying machine learning in science assessment: a systematic review","authors":"X. Zhai, Y. Yin, J. Pellegrino, Kevin C. Haudek, Lehong Shi","doi":"10.1080/03057267.2020.1735757","DOIUrl":"https://doi.org/10.1080/03057267.2020.1735757","url":null,"abstract":"ABSTRACT Machine learning (ML) is an emergent computerised technology that relies on algorithms built by ‘learning’ from training data rather than ‘instruction’, which holds great potential to revolutionise science assessment. This study systematically reviewed 49 articles regarding ML-based science assessment through a triangle framework with technical, validity, and pedagogical features on three vertices. We found that a majority of the studies focused on the validity vertex, as compared to the other two vertices. The existing studies primarily involve text recognition, classification, and scoring with an emphasis on constructing scientific explanations, with a vast range of human-machine agreement measures. To achieve the agreement measures, most of the studies employed a cross-validation method, rather than self- or split-validation. ML allows complex assessments to be used by teachers without the burden of human scoring, saving both time and cost. Most studies used supervised ML, which relies on extraction of attributes from student work that was first coded by humans to achieve automaticity, rather than semi- or unsupervised ML. We found that 24 studies were explicitly embedded in science learning activities, such as scientific inquiry and argumentation, to provide feedback or learning guidance. This study identifies existing research gaps and suggests that all three vertices of the ML triangle should be addressed in future assessment studies, with an emphasis on the pedagogy and technology features.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"56 1","pages":"111 - 151"},"PeriodicalIF":4.9,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2020.1735757","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43534576","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}
引用次数: 90
A systematic review of trends and findings in research employing drawing assessment in science education 对科学教育中使用绘画评估的研究趋势和结果的系统回顾
IF 4.9 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-01-02 DOI: 10.1080/03057267.2020.1735822
Hsin‐Yi Chang, Tzung-Jin Lin, Min‐Hsien Lee, Silvia Wen‐Yu Lee, Tzu-Chiang Lin, Aik-Ling Tan, Chin-Chung Tsai
ABSTRACT In this study, we reviewed 76 journal articles on employing drawing assessment as a research tool in science education. Findings from the systematic review suggest four justifications for using drawing as a type of research tool, including assessment via drawing as (a) an alternative method considering young participants’ verbal or writing abilities, and affective or economic reasons, (b) a unique method that can reveal aspects not easily measured by other methods, (c) a major method that reflects characteristics of science subjects, and (d) a formative assessment to diagnose students’ ideas to benefit their learning. Furthermore, five research trends of studies using drawing as assessment tools are identified, including: (a) students’ conceptions of scientists from the Draw-a-Scientist-Test (DAST) and evolving studies, (b) students’ understanding or mental models of science concepts, (c) participants’ conceptions of science learning or teaching, (d) students’ inquiry abilities and modelling skills via drawing, and (e) technology to support drawing. For each trend, we synthesised and commented on the current findings. A framework conceptualising phases and issues when designing research and instruments employing drawing assessments is proposed. The review provides insights into the design and future direction of research employing drawing assessments in science education.
摘要:在本研究中,我们回顾了76篇关于将绘画评估作为科学教育研究工具的期刊文章。系统评价的结果提出了使用绘画作为一种研究工具的四个理由,包括通过绘画进行评估(a)考虑到年轻参与者的口头或写作能力以及情感或经济原因的替代方法,(b)可以揭示其他方法不易测量的方面的独特方法,(c)反映科学学科特征的主要方法。(d)形成性评估,以诊断学生的想法,以有利于他们的学习。此外,还确定了使用绘图作为评估工具的研究的五种研究趋势,包括:(a)学生从绘图科学家测试(DAST)和不断发展的研究中对科学家的概念,(b)学生对科学概念的理解或心理模型,(c)参与者对科学学习或教学的概念,(d)学生通过绘图的探究能力和建模技能,以及(e)支持绘图的技术。对于每个趋势,我们综合并评论了当前的发现。在设计采用绘图评估的研究和工具时,提出了一个概念化阶段和问题的框架。这篇综述为科学教育中使用绘画评估的研究设计和未来方向提供了见解。
{"title":"A systematic review of trends and findings in research employing drawing assessment in science education","authors":"Hsin‐Yi Chang, Tzung-Jin Lin, Min‐Hsien Lee, Silvia Wen‐Yu Lee, Tzu-Chiang Lin, Aik-Ling Tan, Chin-Chung Tsai","doi":"10.1080/03057267.2020.1735822","DOIUrl":"https://doi.org/10.1080/03057267.2020.1735822","url":null,"abstract":"ABSTRACT In this study, we reviewed 76 journal articles on employing drawing assessment as a research tool in science education. Findings from the systematic review suggest four justifications for using drawing as a type of research tool, including assessment via drawing as (a) an alternative method considering young participants’ verbal or writing abilities, and affective or economic reasons, (b) a unique method that can reveal aspects not easily measured by other methods, (c) a major method that reflects characteristics of science subjects, and (d) a formative assessment to diagnose students’ ideas to benefit their learning. Furthermore, five research trends of studies using drawing as assessment tools are identified, including: (a) students’ conceptions of scientists from the Draw-a-Scientist-Test (DAST) and evolving studies, (b) students’ understanding or mental models of science concepts, (c) participants’ conceptions of science learning or teaching, (d) students’ inquiry abilities and modelling skills via drawing, and (e) technology to support drawing. For each trend, we synthesised and commented on the current findings. A framework conceptualising phases and issues when designing research and instruments employing drawing assessments is proposed. The review provides insights into the design and future direction of research employing drawing assessments in science education.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"56 1","pages":"110 - 77"},"PeriodicalIF":4.9,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2020.1735822","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42803425","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}
引用次数: 39
A categorisation of the terminological sources of student difficulties when learning chemistry 学生在学习化学时遇到困难的术语来源的分类
IF 4.9 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-12-11 DOI: 10.1080/03057267.2019.1694792
Juan Quílez
This study consists of a categorisation of the vocabulary of chemistry, focusing on the terminological difficulties student face when learning this subject. Therefore, this classification intends t...
本研究包括化学词汇的分类,重点是学生在学习这门学科时面临的术语困难。因此,这种分类意在…
{"title":"A categorisation of the terminological sources of student difficulties when learning chemistry","authors":"Juan Quílez","doi":"10.1080/03057267.2019.1694792","DOIUrl":"https://doi.org/10.1080/03057267.2019.1694792","url":null,"abstract":"This study consists of a categorisation of the vocabulary of chemistry, focusing on the terminological difficulties student face when learning this subject. Therefore, this classification intends t...","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"1 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2019-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2019.1694792","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41798868","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}
引用次数: 20
Moving beyond the agency-structure dialectic in pre-collegiate science education: positionality, engagement, and emergence 超越大学前科学教育中的代理结构辩证法:定位、参与和涌现
IF 4.9 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-07-03 DOI: 10.1080/03057267.2020.1735756
Guopeng Fu, A. Clarke
Agency and structure postulate a dialectic relationship: agents’ actions shape and are shaped by social structure in a spiral and dynamic manner. Empirical studies in pre-collegiate science educati...
代理和结构假定了一种辩证关系:代理的行为以螺旋式和动态的方式形成并被社会结构所塑造。大学前科学教育的实证研究。。。
{"title":"Moving beyond the agency-structure dialectic in pre-collegiate science education: positionality, engagement, and emergence","authors":"Guopeng Fu, A. Clarke","doi":"10.1080/03057267.2020.1735756","DOIUrl":"https://doi.org/10.1080/03057267.2020.1735756","url":null,"abstract":"Agency and structure postulate a dialectic relationship: agents’ actions shape and are shaped by social structure in a spiral and dynamic manner. Empirical studies in pre-collegiate science educati...","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2020.1735756","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46471812","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}
引用次数: 7
Impact of serious games on science learning achievement compared with more conventional instruction: an overview and a meta-analysis 与传统教学相比,严肃游戏对科学学习成绩的影响:综述和荟萃分析
IF 4.9 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-07-03 DOI: 10.1080/03057267.2019.1722420
Martin Riopel, Lucian Nenciovici, Patrice Potvin, Pierre Chastenay, Patrick Charland, J. Sarrasin, Steve Masson
Serious games have become increasingly available to educators. Empirical studies and meta-analyses have examined their impact on learning achievement. However, natural sciences could have a special...
严肃的游戏越来越多地提供给教育工作者。实证研究和荟萃分析考察了它们对学习成绩的影响。然而,自然科学可能有一个特殊的。。。
{"title":"Impact of serious games on science learning achievement compared with more conventional instruction: an overview and a meta-analysis","authors":"Martin Riopel, Lucian Nenciovici, Patrice Potvin, Pierre Chastenay, Patrick Charland, J. Sarrasin, Steve Masson","doi":"10.1080/03057267.2019.1722420","DOIUrl":"https://doi.org/10.1080/03057267.2019.1722420","url":null,"abstract":"Serious games have become increasingly available to educators. Empirical studies and meta-analyses have examined their impact on learning achievement. However, natural sciences could have a special...","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2019.1722420","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42520556","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}
引用次数: 43
Self-concept research in science and technology education – theoretical foundation, measurement instruments, and main findings 科技教育中的自我概念研究——理论基础、测量工具和主要发现
IF 4.9 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-01-02 DOI: 10.1080/03057267.2019.1645533
Lilith Rüschenpöhler, S. Markic
ABSTRACT This article gives an overview of the current state of science and technology self-concept research. Following a defined selection process, we analysed 74 peer-reviewed journal articles published from 1998 to 2017, which are indexed in the ERIC database and that deal with science and technology self-concepts (STSC) of school children and adolescents. In our analysis, we focus on the theoretical foundations, measurement instruments, and main findings from this area. (i) Theoretical foundations: today’s research on STSC is mainly based on the Shavelson and Marsh models of self-concept, i.e. it follows the tradition of educational psychology. (ii) Measurement instruments: a number of established and validated measurement instruments are available. However, the existing methodological resources should be employed more rigorously. (iii) Main findings: Some findings are well documented, such as the positive relation with achievement, the gender gap, and the fact that students of non-dominant ethnic groups tend to have lower STSCs. Recommendations: in order to gain a deeper understanding of these phenomena, it could be fruitful to further elaborate connections with science identity research and to enrich STSC research with qualitative data.
摘要本文综述了科技自我概念研究的现状。在经过明确的筛选过程后,我们分析了1998年至2017年发表的74篇同行评审期刊文章,这些文章被编入ERIC数据库,涉及在校儿童和青少年的科学和技术自我概念(STSC)。在我们的分析中,我们重点关注这一领域的理论基础、测量工具和主要发现。(i) 理论基础:目前对STSC的研究主要基于Shavelson和Marsh的自我概念模型,即遵循教育心理学的传统。(ii)测量仪器:有许多已建立和验证的测量仪器。但是,应当更加严格地利用现有的方法资源。(iii)主要调查结果:一些调查结果得到了充分的证明,例如与成绩的正相关关系、性别差距,以及非优势种族群体的学生往往STSC较低的事实。建议:为了更深入地了解这些现象,进一步阐述与科学身份研究的联系,并用定性数据丰富STSC的研究,可能会富有成效。
{"title":"Self-concept research in science and technology education – theoretical foundation, measurement instruments, and main findings","authors":"Lilith Rüschenpöhler, S. Markic","doi":"10.1080/03057267.2019.1645533","DOIUrl":"https://doi.org/10.1080/03057267.2019.1645533","url":null,"abstract":"ABSTRACT This article gives an overview of the current state of science and technology self-concept research. Following a defined selection process, we analysed 74 peer-reviewed journal articles published from 1998 to 2017, which are indexed in the ERIC database and that deal with science and technology self-concepts (STSC) of school children and adolescents. In our analysis, we focus on the theoretical foundations, measurement instruments, and main findings from this area. (i) Theoretical foundations: today’s research on STSC is mainly based on the Shavelson and Marsh models of self-concept, i.e. it follows the tradition of educational psychology. (ii) Measurement instruments: a number of established and validated measurement instruments are available. However, the existing methodological resources should be employed more rigorously. (iii) Main findings: Some findings are well documented, such as the positive relation with achievement, the gender gap, and the fact that students of non-dominant ethnic groups tend to have lower STSCs. Recommendations: in order to gain a deeper understanding of these phenomena, it could be fruitful to further elaborate connections with science identity research and to enrich STSC research with qualitative data.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"55 1","pages":"37 - 68"},"PeriodicalIF":4.9,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2019.1645533","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47459551","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}
引用次数: 13
Experimental research into teaching innovations: responding to methodological and ethical challenges 教学创新的实验研究:应对方法论和伦理挑战
IF 4.9 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-01-02 DOI: 10.1080/03057267.2019.1658058
K. Taber
ABSTRACT Experimental studies are often employed to test the effectiveness of teaching innovations such as new pedagogy, curriculum, or learning resources. This article offers guidance on good practice in developing research designs, and in drawing conclusions from published reports. Random control trials potentially support the use of statistical inference, but face a number of potential threats to validity. Research in educational contexts often employs quasi-experiments or natural experiments rather than true experiments, and these types of designs raise additional questions about the equivalence between experimental and control groups and the potential influence of confounding variables. Where it is impractical for experimental studies to employ samples that fully reflect diverse populations, generalisation is limited. Series of small-scale replication studies may be useful here, especially if these are conceptualised as being akin to multiple case studies, and complemented by qualitative studies. Control conditions for experimental studies need to be carefully selected to provide the most appropriate test for a particular intervention, and considering the interests of all participants. Control groups in studies that replicate innovations that have been widely shown to be effective in other settings should experience teaching conditions that reflect good practice and meet expected teaching standards in the research context.
实验研究通常用于测试教学创新的有效性,如新的教学法、课程或学习资源。本文为开发研究设计以及从已发表的报告中得出结论的良好实践提供了指导。随机对照试验可能支持使用统计推断,但其有效性面临许多潜在威胁。教育背景下的研究通常采用准实验或自然实验,而不是真正的实验,这些类型的设计提出了关于实验组和对照组之间的等效性以及混杂变量的潜在影响的额外问题。在实验研究无法充分反映不同人群的样本的情况下,推广是有限的。一系列小规模的复制研究在这里可能很有用,特别是如果这些研究被概念化为类似于多个案例研究,并辅以定性研究。实验研究的对照条件需要仔细选择,为特定干预提供最合适的测试,并考虑到所有参与者的利益。在复制已被广泛证明在其他环境中有效的创新的研究中,对照组应体验反映良好实践并符合研究背景下预期教学标准的教学条件。
{"title":"Experimental research into teaching innovations: responding to methodological and ethical challenges","authors":"K. Taber","doi":"10.1080/03057267.2019.1658058","DOIUrl":"https://doi.org/10.1080/03057267.2019.1658058","url":null,"abstract":"ABSTRACT Experimental studies are often employed to test the effectiveness of teaching innovations such as new pedagogy, curriculum, or learning resources. This article offers guidance on good practice in developing research designs, and in drawing conclusions from published reports. Random control trials potentially support the use of statistical inference, but face a number of potential threats to validity. Research in educational contexts often employs quasi-experiments or natural experiments rather than true experiments, and these types of designs raise additional questions about the equivalence between experimental and control groups and the potential influence of confounding variables. Where it is impractical for experimental studies to employ samples that fully reflect diverse populations, generalisation is limited. Series of small-scale replication studies may be useful here, especially if these are conceptualised as being akin to multiple case studies, and complemented by qualitative studies. Control conditions for experimental studies need to be carefully selected to provide the most appropriate test for a particular intervention, and considering the interests of all participants. Control groups in studies that replicate innovations that have been widely shown to be effective in other settings should experience teaching conditions that reflect good practice and meet expected teaching standards in the research context.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"55 1","pages":"119 - 69"},"PeriodicalIF":4.9,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2019.1658058","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46487984","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}
引用次数: 28
Student-question-based inquiry in science education 科学教育中的学生问题探究
IF 4.9 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-01-02 DOI: 10.1080/03057267.2019.1658059
Jaana Herranen, M. Aksela
ABSTRACT Students’ questions have an important function in science learning, and in inquiry-based approaches. Inquiry teaching in which the students’ own questions are used is promising, but a holistic view of the research and practice is lacking. A systematic review was conducted on 30 articles, both research report articles as well as descriptive and evaluative report articles on the use of students’ questions as a starting point for inquiry-based science education. The review was carried out using deductive content analysis. This review concentrates especially on the formulation and utilisation of students’ questions in inquiry, the benefits of the reported approaches, and the roles that the teacher and the students take during student-question-based inquiry approaches. This review shows that there are various ways to obtain and use students’ questions. The results also highlight the teacher’s important role in inquiry teaching already in the planning phase. Moreover, the teacher’s role is affected by how much emphasise is placed on science learning, and how much value is put on the students’ questions. Finally, a model for student-question-based inquiry (the SQBI-model) for science education is presented. This model should be acknowledged also in the teacher education.
摘要:学生的问题在科学学习和基于探究的方法中具有重要作用。利用学生自己的问题进行探究式教学是有前景的,但缺乏对研究和实践的全面认识。对30篇文章进行了系统综述,包括研究报告文章以及描述性和评价性报告文章,这些文章都是关于将学生问题作为探究式科学教育的起点。审查采用演绎内容分析法进行。这篇综述特别关注学生在探究中问题的形成和利用,所报道的方法的好处,以及教师和学生在基于学生问题的探究方法中所扮演的角色。这篇综述表明,获取和使用学生问题的方式多种多样。研究结果也突出了教师在探究教学中的重要作用,探究教学已经处于计划阶段。此外,教师的角色受到对科学学习的重视程度和对学生问题的重视程度的影响。最后,提出了一个面向科学教育的学生问题探究模型(SQBI模型)。这种模式在教师教育中也应得到承认。
{"title":"Student-question-based inquiry in science education","authors":"Jaana Herranen, M. Aksela","doi":"10.1080/03057267.2019.1658059","DOIUrl":"https://doi.org/10.1080/03057267.2019.1658059","url":null,"abstract":"ABSTRACT Students’ questions have an important function in science learning, and in inquiry-based approaches. Inquiry teaching in which the students’ own questions are used is promising, but a holistic view of the research and practice is lacking. A systematic review was conducted on 30 articles, both research report articles as well as descriptive and evaluative report articles on the use of students’ questions as a starting point for inquiry-based science education. The review was carried out using deductive content analysis. This review concentrates especially on the formulation and utilisation of students’ questions in inquiry, the benefits of the reported approaches, and the roles that the teacher and the students take during student-question-based inquiry approaches. This review shows that there are various ways to obtain and use students’ questions. The results also highlight the teacher’s important role in inquiry teaching already in the planning phase. Moreover, the teacher’s role is affected by how much emphasise is placed on science learning, and how much value is put on the students’ questions. Finally, a model for student-question-based inquiry (the SQBI-model) for science education is presented. This model should be acknowledged also in the teacher education.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"55 1","pages":"1 - 36"},"PeriodicalIF":4.9,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2019.1658059","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49338369","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}
引用次数: 39
Towards a framework for effective instructional explanations in science teaching 构建科学教学中有效的教学解释框架
IF 4.9 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2018-07-03 DOI: 10.1080/03057267.2018.1598054
Christoph Kulgemeyer
ABSTRACT Instructional explanations have sometimes been described as an ineffective way to teach science, representing a transmissive view of learning. However, science teachers frequently provide instructional explanations, and students also offer them in cooperative learning. Contrary to the transmissive view regarding explanation, studies suggest that instructional explanations might be successful if they are based on an interaction between explainers and explainees, including the diagnosis of understanding and adaptation to the explainee’s needs. The present article has three goals: (1) It will propose a framework for potentially effective instructional explanations, presenting five core ideas of what constitutes effective instructional explanations and two concerning how they should be implemented into science teaching. (2) To justify the framework, the article will review studies on the effectiveness of instructional explanations. It will identify factors that have been researched for their impact on the effectiveness of instructional explanations and discuss them for their applicability to science teaching. (3) This article will connect the research on instructional explanations with the idea of basic dimensions of instructional quality in science. It will discuss the core ideas as particular expressions of the basic dimensions of instructional quality, specifically ‘cognitive activation’ and ‘constructive support’.
教学解释有时被描述为一种无效的科学教学方式,代表了一种传递性的学习观。然而,科学教师经常提供教学解释,学生也在合作学习中提供。与关于解释的传递观点相反,研究表明,如果教学解释基于解释者和被解释者之间的互动,包括对理解和适应被解释者需求的诊断,那么教学解释可能是成功的。本文有三个目标:(1)提出了一个潜在有效教学解释的框架,提出了有效教学解释构成的五个核心思想,以及如何将其应用于科学教学的两个核心思想。(2) 为了证明该框架的合理性,本文将回顾关于教学解释有效性的研究。它将确定已经研究过的影响教学解释有效性的因素,并讨论它们在科学教学中的适用性。(3) 本文将把教学解释的研究与科学教学质量的基本维度联系起来。它将讨论核心思想作为教学质量基本维度的特定表达,特别是“认知激活”和“建设性支持”。
{"title":"Towards a framework for effective instructional explanations in science teaching","authors":"Christoph Kulgemeyer","doi":"10.1080/03057267.2018.1598054","DOIUrl":"https://doi.org/10.1080/03057267.2018.1598054","url":null,"abstract":"ABSTRACT Instructional explanations have sometimes been described as an ineffective way to teach science, representing a transmissive view of learning. However, science teachers frequently provide instructional explanations, and students also offer them in cooperative learning. Contrary to the transmissive view regarding explanation, studies suggest that instructional explanations might be successful if they are based on an interaction between explainers and explainees, including the diagnosis of understanding and adaptation to the explainee’s needs. The present article has three goals: (1) It will propose a framework for potentially effective instructional explanations, presenting five core ideas of what constitutes effective instructional explanations and two concerning how they should be implemented into science teaching. (2) To justify the framework, the article will review studies on the effectiveness of instructional explanations. It will identify factors that have been researched for their impact on the effectiveness of instructional explanations and discuss them for their applicability to science teaching. (3) This article will connect the research on instructional explanations with the idea of basic dimensions of instructional quality in science. It will discuss the core ideas as particular expressions of the basic dimensions of instructional quality, specifically ‘cognitive activation’ and ‘constructive support’.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"54 1","pages":"109 - 139"},"PeriodicalIF":4.9,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2018.1598054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48303835","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}
引用次数: 24
Making the case for a material-dialogic approach to science education 在科学教育中采用物质对话的方法
IF 4.9 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2018-07-03 DOI: 10.1080/03057267.2019.1598036
Lindsay Hetherington, M. Hardman, J. Noakes, R. Wegerif
ABSTRACT Science is concerned with understanding the world. As such, engaging with the materiality of that world is integral to both empirical experimentation and theorising within science. However, it has been recognised for some time that the way scientists learn about the world and the way that young people learn about science cannot be simply equated. This difference has been pronounced in recent decades by the dominance of constructivist and social-constructivist theories of learning, which focus on the development of concepts in the minds of people. Whilst these theories have yielded insight into the complexity of learning, the role of the material remains undertheorised, not only within practical science inquiry, but also in relation to the broader materiality of classrooms. Through a detailed critical literature review, this paper demonstrates the need for a stronger theoretical frame through which to understand the role of the material in the learning and pedagogy of science. Building upon the gaps and possibilities that this review reveals, we outline a new material-dialogic theory via a synthesis of Barad’s Agential Realism and Bakhtinian dialogic theory. The significance of this paper lies in offering a theoretical basis for more effective practice.
摘要科学关注的是理解世界。因此,参与这个世界的物质性对于科学中的实证实验和理论都是不可或缺的。然而,一段时间以来,人们已经认识到,科学家了解世界的方式和年轻人了解科学的方式不能简单地等同起来。近几十年来,建构主义和社会建构主义学习理论的主导地位突出了这种差异,它们关注的是人们头脑中概念的发展。虽然这些理论已经深入了解了学习的复杂性,但材料的作用仍然没有得到充分的理论化,不仅在实践科学探究中,而且与更广泛的课堂物质性有关。通过详细的批判性文献综述,本文表明需要一个更强大的理论框架来理解材料在科学学习和教育中的作用。在这篇综述揭示的空白和可能性的基础上,我们通过对巴拉德的代理现实主义和巴赫金对话理论的综合,勾勒出一种新的物质对话理论。本文的意义在于为更有效的实践提供了理论依据。
{"title":"Making the case for a material-dialogic approach to science education","authors":"Lindsay Hetherington, M. Hardman, J. Noakes, R. Wegerif","doi":"10.1080/03057267.2019.1598036","DOIUrl":"https://doi.org/10.1080/03057267.2019.1598036","url":null,"abstract":"ABSTRACT Science is concerned with understanding the world. As such, engaging with the materiality of that world is integral to both empirical experimentation and theorising within science. However, it has been recognised for some time that the way scientists learn about the world and the way that young people learn about science cannot be simply equated. This difference has been pronounced in recent decades by the dominance of constructivist and social-constructivist theories of learning, which focus on the development of concepts in the minds of people. Whilst these theories have yielded insight into the complexity of learning, the role of the material remains undertheorised, not only within practical science inquiry, but also in relation to the broader materiality of classrooms. Through a detailed critical literature review, this paper demonstrates the need for a stronger theoretical frame through which to understand the role of the material in the learning and pedagogy of science. Building upon the gaps and possibilities that this review reveals, we outline a new material-dialogic theory via a synthesis of Barad’s Agential Realism and Bakhtinian dialogic theory. The significance of this paper lies in offering a theoretical basis for more effective practice.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"54 1","pages":"141 - 176"},"PeriodicalIF":4.9,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2019.1598036","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43960574","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}
引用次数: 21
期刊
Studies in Science Education
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1