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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 Social Sciences 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”。
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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 Social Sciences 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。
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引用次数: 21
Reflecting science education across diverse Asian contexts 在不同的亚洲背景下反映科学教育
IF 4.9 2区 教育学 Q1 Social Sciences Pub Date : 2018-07-03 DOI: 10.1080/03057267.2019.1601393
Venus Hung
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引用次数: 1
Modelling energy transfers between systems to support energy knowledge in use 对系统之间的能源转移建模,以支持使用中的能源知识
IF 4.9 2区 教育学 Q1 Social Sciences Pub Date : 2018-07-03 DOI: 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.
学校教学对于帮助学生使用能量作为理解现象的透镜至关重要,然而,学生们经常很难看到能量分析对解释他们周围世界的有用性。造成这种情况的一个原因可能是在介绍性的能量教学中过度依赖能量形式的概念,这可能会无意中抑制,而不是促进对现象发生的方式和原因的见解。我们认为,一种强调系统之间能量转移的能量教学方法,不需要能量形式的概念,为学生提供了一套更一致和有用的解释现象的工具。这样的观点需要将能量概念与场的概念联系起来,场是一个可以传递能量的真实的物理系统,而这个概念在中学科学中很少出现。我们概述了一种教学方法,中学生通过模拟相互作用的物体和场之间的系统之间的能量转移来学习解释现象。我们认为,这种方法呈现出一种更准确的能量物理图像,有助于协调跨学科的能量教学,并支持学生将能量的价值视为理解现象的透镜。
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引用次数: 21
Learning and engagement through natural history museums. 通过自然历史博物馆学习和参与。
IF 4.9 2区 教育学 Q1 Social Sciences Pub Date : 2018-03-15 eCollection Date: 2018-01-01 DOI: 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.

这篇综述探讨了自然历史博物馆(NHMs)如何促进科学学习和参与,特别是对学龄学生。首先,我们概述了非正式科学学习机构的学习潜力,然后重点介绍了非正式科学学习机构的学习潜力。我们回顾了学校与国家自然科学博物馆之间互动可能带来的好处,以及国家自然科学博物馆在教授诸如进化和气候变化等具有挑战性的问题以及使用数字技术增强更多传统文物方面的潜力。我们的结论是,NHMs可以为学生提供新的知识和观点,其影响可以持续数年。通过参观和他们的在线存在,nhm可以帮助学生以学校课堂上很少能看到的方式了解科学,有机会与科学家见面,探索整个主题展览,参与互动展示,并在现场使用数字技术并支持学校科学课堂的学习。虽然这些互动有可能为学生培养积极的认知、情感和社会结果,但缺乏可靠的方法来衡量NHM体验对学生的影响。通过专业发展培养NHM员工和教师之间的关系,有助于阐明共同的目标,以支持学生的学习和参与。
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引用次数: 67
Encouraging a career in science: a research review of secondary schools’ effects on students’ STEM orientation 鼓励科学职业:中学对学生STEM定向影响的研究综述
IF 4.9 2区 教育学 Q1 Social Sciences Pub Date : 2018-01-02 DOI: 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.
摘要先前的研究指出,学校在学生的科学、技术、工程和数学(STEM)取向中发挥着核心作用。然而,研究使用了各种理论基础来定义变量,并假设学校和STEM取向之间的关系。为了便于对研究结果的解释和比较,我们进行了系统的文献综述,从理论上整合了变量,总结了研究结果,并得出了进一步的研究建议。根据我们的入选标准,我们选择了28篇同行评审的期刊文章,这些文章通过定量、定性或混合方法调查了学校对学生STEM取向的影响。分析表明,这些研究在所调查的STEM定向变量方面相当多样化,但在学校的影响方面总体上是积极的。基于对研究结果的理论整合和比较,我们指出了未来研究学校和STEM取向影响的方法和理论挑战。
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引用次数: 54
Exploring shifts in the characteristics of US government-funded science curriculum materials and their (unintended) consequences 探索美国政府资助的科学课程材料特征的转变及其(意想不到的)后果
IF 4.9 2区 教育学 Q1 Social Sciences Pub Date : 2018-01-02 DOI: 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.
资助课程开发工作对科学教育的实践和研究具有重要影响。因此,了解拨款优先次序变化的有时意想不到的后果是至关重要的。以美国两家大型资助机构为例,当前的投资组合审查通过检查在不同资助优先级的两个时期资助的K-12科学课程材料特征的变化,深入了解了这些后果。调查结果显示,综合性课程逐渐减少,对基于技术的材料的依赖日益增加,开放获取的趋势日益增长,但教师支持也在减少。虽然这些转变可能会增强教师塑造课程的灵活性,但它们也增加了确保课程一致性的挑战。为政策制定者、科学教育研究人员和课程开发人员提出了建议。
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引用次数: 4
Considering the global picture of engineering education 考虑到工程教育的全球图景
IF 4.9 2区 教育学 Q1 Social Sciences Pub Date : 2018-01-02 DOI: 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...
自20世纪60年代以来,一直在推动改变大学教育方式。从加拿大麦克马斯特大学医学院开始,后来扩展到其他…
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引用次数: 0
Controlling the variables relating to chemistry teaching and the training of chemistry teachers 化学教学变量的控制与化学教师的培养
IF 4.9 2区 教育学 Q1 Social Sciences Pub Date : 2017-07-03 DOI: 10.1080/03057267.2017.1392735
Georgios Tsaparlis
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引用次数: 0
Teaching for genetics literacy in the post-genomic era 后基因组时代的遗传学素养教学
IF 4.9 2区 教育学 Q1 Social Sciences Pub Date : 2017-07-03 DOI: 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.
摘要遗传学和基因组学的研究进展迅速,因此跟上最新的发现和结论可能非常具有挑战性。与此同时,这些最新的发现和结论使得在科学和科学教育中对基因和遗传进行了必要的重新定义,超越了20世纪以基因为中心的观点。学校的遗传学教学应该在帮助学生实现遗传学素养方面发挥关键作用。然而,有关遗传学教育研究的文献报道了持续存在的困难和误解。我们首先考虑公众对遗传学的理解和态度。然后,我们回顾了最新的文献,并提出了在不同国家、年龄和背景的中学生中发现的最典型的概念。我们认为,直觉思维、教师、教科书和媒体等特定因素会影响学生对与遗传学相关的错误或过时思想的发展。最后,我们建议如何解决这些问题,以便中学遗传学教学实现在当前后基因组时代提高学生遗传学素养的目标。
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引用次数: 53
期刊
Studies in Science Education
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