Pub Date : 2018-07-03DOI: 10.1080/03057267.2019.1601393
Venus Hung
{"title":"Reflecting science education across diverse Asian contexts","authors":"Venus Hung","doi":"10.1080/03057267.2019.1601393","DOIUrl":"https://doi.org/10.1080/03057267.2019.1601393","url":null,"abstract":"","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"54 1","pages":"207 - 215"},"PeriodicalIF":4.9,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2019.1601393","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41510248","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 : 2018-07-03DOI: 10.1080/03057267.2018.1598048
J. Nordine, David Fortus, Y. Lehavi, K. Neumann, J. Krajcik
ABSTRACT School instruction is critical for helping students use energy as a lens for making sense of phenomena, however, students often struggle to see the usefulness of energy analysis for interpreting the world around them. One reason for this may be an over-reliance on the idea of energy forms in introductory energy instruction, which may unintentionally suppress, rather than prompt, insights into how and why phenomena occur. We argue that an approach to energy instruction that emphasizes energy transfers between systems, and does not require the idea of energy forms, provides students with a more consistent and useful set of tools for interpreting phenomena. Such a perspective requires connecting the energy concept to the notion that fields, which mediate interaction-at-a-distance, are a real physical system that can transfer energy – an idea that is rarely presented in middle school science. We outline an instructional approach in which middle school students learn to interpret phenomena by modelling energy transfers between systems of interacting objects and fields. We argue that this approach presents a more physically accurate picture of energy, helps align energy instruction across disciplines, and supports students in seeing the value of energy as a lens for making sense of phenomena.
{"title":"Modelling energy transfers between systems to support energy knowledge in use","authors":"J. Nordine, David Fortus, Y. Lehavi, K. Neumann, J. Krajcik","doi":"10.1080/03057267.2018.1598048","DOIUrl":"https://doi.org/10.1080/03057267.2018.1598048","url":null,"abstract":"ABSTRACT School instruction is critical for helping students use energy as a lens for making sense of phenomena, however, students often struggle to see the usefulness of energy analysis for interpreting the world around them. One reason for this may be an over-reliance on the idea of energy forms in introductory energy instruction, which may unintentionally suppress, rather than prompt, insights into how and why phenomena occur. We argue that an approach to energy instruction that emphasizes energy transfers between systems, and does not require the idea of energy forms, provides students with a more consistent and useful set of tools for interpreting phenomena. Such a perspective requires connecting the energy concept to the notion that fields, which mediate interaction-at-a-distance, are a real physical system that can transfer energy – an idea that is rarely presented in middle school science. We outline an instructional approach in which middle school students learn to interpret phenomena by modelling energy transfers between systems of interacting objects and fields. We argue that this approach presents a more physically accurate picture of energy, helps align energy instruction across disciplines, and supports students in seeing the value of energy as a lens for making sense of phenomena.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"54 1","pages":"177 - 206"},"PeriodicalIF":4.9,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2018.1598048","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46269164","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 : 2018-03-15eCollection Date: 2018-01-01DOI: 10.1080/03057267.2018.1442820
Tamjid Mujtaba, Martin Lawrence, Mary Oliver, Michael J Reiss
This review examines how natural history museums (NHMs) can enhance learning and engagement in science, particularly for school-age students. First, we describe the learning potential of informal science learning institutions in general, then we focus on NHMs. We review the possible benefits of interactions between schools and NHMs, and the potential for NHMs to teach about challenging issues such as evolution and climate change and to use digital technologies to augment more traditional artefacts. We conclude that NHMs can provide students with new knowledge and perspectives, with impacts that can last for years. Through visits and their on-line presence, NHMs can help students see science in ways that the school classroom rarely can, with opportunities to meet scientists, explore whole topic exhibitions, engage with interactive displays and employ digital technologies both in situ and to support learning in the school science classroom. Although these interactions have the potential to foster positive cognitive, affective and social outcomes for students, there is a lack of reliable measures of the impact of NHM experiences for students. Opportunities to foster relationships between NHM staff and teachers through professional development can help articulate shared goals to support students' learning and engagement.
{"title":"Learning and engagement through natural history museums.","authors":"Tamjid Mujtaba, Martin Lawrence, Mary Oliver, Michael J Reiss","doi":"10.1080/03057267.2018.1442820","DOIUrl":"https://doi.org/10.1080/03057267.2018.1442820","url":null,"abstract":"<p><p>This review examines how natural history museums (NHMs) can enhance learning and engagement in science, particularly for school-age students. First, we describe the learning potential of informal science learning institutions in general, then we focus on NHMs. We review the possible benefits of interactions between schools and NHMs, and the potential for NHMs to teach about challenging issues such as evolution and climate change and to use digital technologies to augment more traditional artefacts. We conclude that NHMs can provide students with new knowledge and perspectives, with impacts that can last for years. Through visits and their on-line presence, NHMs can help students see science in ways that the school classroom rarely can, with opportunities to meet scientists, explore whole topic exhibitions, engage with interactive displays and employ digital technologies both <i>in situ</i> and to support learning in the school science classroom. Although these interactions have the potential to foster positive cognitive, affective and social outcomes for students, there is a lack of reliable measures of the impact of NHM experiences for students. Opportunities to foster relationships between NHM staff and teachers through professional development can help articulate shared goals to support students' learning and engagement.</p>","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"54 1","pages":"41-67"},"PeriodicalIF":4.9,"publicationDate":"2018-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2018.1442820","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36265701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/03057267.2018.1442900
Sarah Reinhold, D. Holzberger, T. Seidel
Abstract Previous studies have pointed out that schools play a central role in students’ orientation towards science, technology, engineering, and mathematics (STEM). However, studies use a variety of theoretical foundations in order to define variables and hypothesise relationships between schools and STEM orientation. In order to facilitate the interpretation and comparison of the studies’ findings, we conducted a systematic literature review, which theoretically integrates the variables, summarises the findings, and derives further research suggestions. In accordance with our inclusion criteria, we selected 28 peer-reviewed journal articles, which have investigated the effects of schools on students’ STEM orientation via quantitative, qualitative, or mixed methods. Analyses show that the studies were quite diverse regarding investigated STEM orientation variables, but overall positive with regard to the effects of school. Based on the theoretical integration and comparison of findings, we point out methodological and theoretical challenges for future research on the effects of school and STEM orientation.
{"title":"Encouraging a career in science: a research review of secondary schools’ effects on students’ STEM orientation","authors":"Sarah Reinhold, D. Holzberger, T. Seidel","doi":"10.1080/03057267.2018.1442900","DOIUrl":"https://doi.org/10.1080/03057267.2018.1442900","url":null,"abstract":"Abstract Previous studies have pointed out that schools play a central role in students’ orientation towards science, technology, engineering, and mathematics (STEM). However, studies use a variety of theoretical foundations in order to define variables and hypothesise relationships between schools and STEM orientation. In order to facilitate the interpretation and comparison of the studies’ findings, we conducted a systematic literature review, which theoretically integrates the variables, summarises the findings, and derives further research suggestions. In accordance with our inclusion criteria, we selected 28 peer-reviewed journal articles, which have investigated the effects of schools on students’ STEM orientation via quantitative, qualitative, or mixed methods. Analyses show that the studies were quite diverse regarding investigated STEM orientation variables, but overall positive with regard to the effects of school. Based on the theoretical integration and comparison of findings, we point out methodological and theoretical challenges for future research on the effects of school and STEM orientation.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"54 1","pages":"103 - 69"},"PeriodicalIF":4.9,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2018.1442900","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45902029","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 : 2018-01-02DOI: 10.1080/03057267.2018.1441842
Natalie N. Pareja Roblin, C. Schunn, D. Bernstein, S. McKenney
Abstract Grant-funded curriculum development efforts can substantially impact practice and research in science education. Therefore, understanding the sometimes-unintended consequences of changes in grant priorities is crucial. Using the case of two large funding agencies in the United States, the current portfolio review provides insight into these consequences by examining shifts in the characteristics of K-12 science curriculum materials funded during two time periods with differing funding priorities. Findings revealed a move away from comprehensive curricula, increased reliance on technology-based materials, a growing trend towards open access, but also a decrease in teacher supports. While these shifts may enhance teachers’ flexibility to shape curriculum, they also increase the challenge of ensuring curricular coherence. Recommendations are outlined for policymakers, science education researchers, and curriculum developers.
{"title":"Exploring shifts in the characteristics of US government-funded science curriculum materials and their (unintended) consequences","authors":"Natalie N. Pareja Roblin, C. Schunn, D. Bernstein, S. McKenney","doi":"10.1080/03057267.2018.1441842","DOIUrl":"https://doi.org/10.1080/03057267.2018.1441842","url":null,"abstract":"Abstract Grant-funded curriculum development efforts can substantially impact practice and research in science education. Therefore, understanding the sometimes-unintended consequences of changes in grant priorities is crucial. Using the case of two large funding agencies in the United States, the current portfolio review provides insight into these consequences by examining shifts in the characteristics of K-12 science curriculum materials funded during two time periods with differing funding priorities. Findings revealed a move away from comprehensive curricula, increased reliance on technology-based materials, a growing trend towards open access, but also a decrease in teacher supports. While these shifts may enhance teachers’ flexibility to shape curriculum, they also increase the challenge of ensuring curricular coherence. Recommendations are outlined for policymakers, science education researchers, and curriculum developers.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"54 1","pages":"1 - 39"},"PeriodicalIF":4.9,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2018.1441842","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43053131","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 : 2018-01-02DOI: 10.1080/03057267.2018.1443364
J. Dobrin
Since the 1960s, there has been a push to change the way students are taught at the university level. Beginning in the medical school at McMaster University in Canada and later expanding to additio...
{"title":"Considering the global picture of engineering education","authors":"J. Dobrin","doi":"10.1080/03057267.2018.1443364","DOIUrl":"https://doi.org/10.1080/03057267.2018.1443364","url":null,"abstract":"Since the 1960s, there has been a push to change the way students are taught at the university level. Beginning in the medical school at McMaster University in Canada and later expanding to additio...","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"54 1","pages":"105 - 108"},"PeriodicalIF":4.9,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2018.1443364","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42068378","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 : 2017-07-03DOI: 10.1080/03057267.2017.1392735
Georgios Tsaparlis
{"title":"Controlling the variables relating to chemistry teaching and the training of chemistry teachers","authors":"Georgios Tsaparlis","doi":"10.1080/03057267.2017.1392735","DOIUrl":"https://doi.org/10.1080/03057267.2017.1392735","url":null,"abstract":"","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"53 1","pages":"227 - 234"},"PeriodicalIF":4.9,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2017.1392735","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43788200","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 : 2017-07-03DOI: 10.1080/03057267.2017.1392731
Florian Stern, Kostas Kampourakis
Abstract Research in genetics and genomics is advancing at a fast pace, and thus keeping up with the most recent findings and conclusions can be very challenging. At the same time these recent findings and conclusions have made necessary a reconceptualization of genes and heredity, both in science and in science education, beyond the mostly gene-centred view of the twentieth century. The teaching of genetics at schools should have a key role in helping students achieve genetics literacy. However, the literature on research in genetics education reports persistent difficulties and misunderstandings. We first consider the public understanding of and the attitudes towards genetics. Then, we review the most recent literature and present the most typical conceptions found among secondary students in various countries, ages and backgrounds. We argue that particular factors such as intuitive thinking, teachers, textbooks, and the media affect students’ development of erroneous or outdated ideas related to genetics. Finally, we suggest how these problems might be addressed in order for genetics teaching at the secondary level to fulfil the aim of contributing to students’ genetics literacy in the current post-genomic era.
{"title":"Teaching for genetics literacy in the post-genomic era","authors":"Florian Stern, Kostas Kampourakis","doi":"10.1080/03057267.2017.1392731","DOIUrl":"https://doi.org/10.1080/03057267.2017.1392731","url":null,"abstract":"Abstract Research in genetics and genomics is advancing at a fast pace, and thus keeping up with the most recent findings and conclusions can be very challenging. At the same time these recent findings and conclusions have made necessary a reconceptualization of genes and heredity, both in science and in science education, beyond the mostly gene-centred view of the twentieth century. The teaching of genetics at schools should have a key role in helping students achieve genetics literacy. However, the literature on research in genetics education reports persistent difficulties and misunderstandings. We first consider the public understanding of and the attitudes towards genetics. Then, we review the most recent literature and present the most typical conceptions found among secondary students in various countries, ages and backgrounds. We argue that particular factors such as intuitive thinking, teachers, textbooks, and the media affect students’ development of erroneous or outdated ideas related to genetics. Finally, we suggest how these problems might be addressed in order for genetics teaching at the secondary level to fulfil the aim of contributing to students’ genetics literacy in the current post-genomic era.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"53 1","pages":"193 - 225"},"PeriodicalIF":4.9,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2017.1392731","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44926599","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 : 2017-07-03DOI: 10.1080/03057267.2017.1384649
J. Sjöström, N. Frerichs, V. Zuin, I. Eilks
Abstract Bildung is a complex educational concept that emerged in Germany in the mid eighteenth century. Especially in Germany and Scandinavia conceptions of Bildung became the general philosophical framework to guide both formal and informal education. Bildung concerns the whole range of education from setting educational objectives in general towards its particular operation in different school subjects, among them science education. In more recent years, the concept of Bildung has slowly begun to be used in the international science and environmental education literature. This paper presents a systematic analysis of the international literature concerning the use of the concept of Bildung, with a view on its meaning in and for science education. At least five versions based on or closely connected to the tradition of Bildung can be identified: (a) Von Humboldt’s classical Bildung, (b) Anglo-American liberal education, (c) Scandinavian folk-Bildung, (d) democratic education, and (e) critical-hermeneutic Bildung. These different understandings of Bildung are discussed in relation to their historical roots, educational theory, critique, and their relation to philosophies of science education, such as different visions of scientific literacy. Based on critical-hermeneutic Bildung, the paper theoretically develops views of critical-reflexive Bildung as an educational metatheory. It is connected to ideas of transformative learning, sustainability education and a Vision III of scientific literacy. Finally, some implications of critical-reflexive Bildung for teaching and learning are discussed.
{"title":"Use of the concept of Bildung in the international science education literature, its potential, and implications for teaching and learning","authors":"J. Sjöström, N. Frerichs, V. Zuin, I. Eilks","doi":"10.1080/03057267.2017.1384649","DOIUrl":"https://doi.org/10.1080/03057267.2017.1384649","url":null,"abstract":"Abstract Bildung is a complex educational concept that emerged in Germany in the mid eighteenth century. Especially in Germany and Scandinavia conceptions of Bildung became the general philosophical framework to guide both formal and informal education. Bildung concerns the whole range of education from setting educational objectives in general towards its particular operation in different school subjects, among them science education. In more recent years, the concept of Bildung has slowly begun to be used in the international science and environmental education literature. This paper presents a systematic analysis of the international literature concerning the use of the concept of Bildung, with a view on its meaning in and for science education. At least five versions based on or closely connected to the tradition of Bildung can be identified: (a) Von Humboldt’s classical Bildung, (b) Anglo-American liberal education, (c) Scandinavian folk-Bildung, (d) democratic education, and (e) critical-hermeneutic Bildung. These different understandings of Bildung are discussed in relation to their historical roots, educational theory, critique, and their relation to philosophies of science education, such as different visions of scientific literacy. Based on critical-hermeneutic Bildung, the paper theoretically develops views of critical-reflexive Bildung as an educational metatheory. It is connected to ideas of transformative learning, sustainability education and a Vision III of scientific literacy. Finally, some implications of critical-reflexive Bildung for teaching and learning are discussed.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"53 1","pages":"165 - 192"},"PeriodicalIF":4.9,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2017.1384649","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315734","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 : 2017-07-03DOI: 10.1080/03057267.2017.1400229
J. Gilbert
{"title":"Eclectic perspectives on the preparation of informal science educators","authors":"J. Gilbert","doi":"10.1080/03057267.2017.1400229","DOIUrl":"https://doi.org/10.1080/03057267.2017.1400229","url":null,"abstract":"","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"53 1","pages":"235 - 237"},"PeriodicalIF":4.9,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2017.1400229","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46311415","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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