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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 Social Sciences 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。
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引用次数: 90
A meta-analysis on the relationship between school characteristics and student outcomes in science and maths – evidence from large-scale studies 学校特色与学生科学和数学成绩关系的元分析——来自大规模研究的证据
IF 4.9 2区 教育学 Q1 Social Sciences Pub Date : 2020-01-02 DOI: 10.1080/03057267.2020.1735758
D. Holzberger, Sarah Reinhold, O. Lüdtke, T. Seidel
ABSTRACT In the present meta-analysis, we examine how secondary school characteristics – such as schools’ academic press, school climate, material resources, personnel resources, classroom climate, instructional practices, out-of-school activities, and socioeconomic status (SES) composition – provide opportunities for students to engage in science and maths, and how these matter with regard to students’ cognitive and motivational-affective outcomes. The meta-analysis includes 71 (international) articles from large-scale studies with a total of 3,960,281 students, 260,390 schools, and 285 effect sizes that were transformed to correlation coefficients. Multilevel meta-analyses were performed. Results identified a number of school variables that can be regarded as relevant for making a difference in student outcomes and at the same time be influenced by education. These refer to school variables such schools’ academic press, classroom climate, instructional practices, and out-of-school activities. Moreover, SES composition was significantly related to student outcomes. Material and personnel resources as well as school climate yielded a close to zero effect. No differences were found between cognitive and motivational-affective outcome variables or between science and maths. The results point to the most promising school characteristics for promoting students’ outcomes and emphasise schools’ potential for students’ engagement in science and maths.
在本荟萃分析中,我们研究了中学特征——如学校的学术出版、学校气候、物质资源、人力资源、课堂气氛、教学实践、校外活动和社会经济地位(SES)构成——如何为学生从事科学和数学提供机会,以及这些因素如何影响学生的认知和动机情感结果。荟萃分析包括71篇(国际)大型研究的文章,共涉及3,960,281名学生,260,390所学校,285个效应量转化为相关系数。进行了多水平荟萃分析。结果确定了一些学校变量,这些变量可以被视为与学生成绩的差异有关,同时也受到教育的影响。这些是指学校的变量,如学校的学术出版,课堂气氛,教学实践和校外活动。此外,社会经济地位构成与学生成绩显著相关。物质和人力资源以及学校氛围的影响接近于零。在认知和动机情感结果变量之间以及科学和数学之间没有发现差异。研究结果指出了促进学生成绩的最有希望的学校特点,并强调了学校在学生参与科学和数学方面的潜力。
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引用次数: 26
Teaching biology in schools: global research, issues and trends 学校生物学教学:全球研究、问题和趋势
IF 4.9 2区 教育学 Q1 Social Sciences Pub Date : 2020-01-02 DOI: 10.1080/03057267.2020.1733183
Nigel C. Skinner
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引用次数: 12
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 Social Sciences 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。
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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 Social Sciences 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…
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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 Social Sciences 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。。。
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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 Social Sciences 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。。。
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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 Social Sciences 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。
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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 Social Sciences 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。
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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 Social Sciences 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。
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引用次数: 39
期刊
Studies in Science Education
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